This course is an introduction to basic logical principles and formal methods in computer science.
Students will learn fundamental concepts and techniques of mathematical logic and their applications to computer science and other areas.
The emphasis is on the computational aspects of logic and the topics will be introduced through hands-on use of a proof assistant, a tool for machine-checked mathematical proofs.
The software assists students in constructing formal proofs and automatically checks their correctness.

Students will become familiar with logical reasoning and formal proofs.
They will also get some practical experience in the use of a proof assistant.
The course will help students develop skills that are important in any field of research, such as critical thinking and the ability to construct rigorous arguments.

Below are some possible topics that we will cover during the course. We will spend one or two weeks on each topic. The topics we cover may change depending on the interests and abilities of the students.

1) Propositional logic
2) First-order Predicate logic
3) Basics of functional programming
3) Computer assisted theorem proving
5) Natural deduction
6) Type Theory
7) Constructive Logic
8) The relationship between proofs and programs

Total: 15 sessions (14 class sessions and 1 feedback session)

No prior knowledge is required, however some familiarity with rigorous mathematical proofs and interest in computer programming will be helpful.
The course will include some practical exercises. It is recommended that students have access to a computer where they can install software.

Students are expected to actively participate in discussion, read material, and solve exercises in class. Evaluation will be based on the following: written and oral assignments (~50%), final report or project (~50%)

Students should review the course material after each class and solve the homework assignments.

This course invites first-year students to explore the fascinating ideas of quantum physics without relying on advanced mathematics.
We will begin with a discussion of the crucial experiments from about 100 years ago that completely changed physicists’ understanding of small particles and atoms. From these discoveries, we will gain insight into the differences between the macroscopic and microscopic worlds, as well as the fundamental principles of modern quantum theory.

In the second half of the course, we will explore various quantum phenomena and their applications, including quantum teleportation, quantum computing, entanglement, magnetism, and superconductivity, to understand how quantum mechanics connects to real technologies and nature itself.

In principle, the course will be conducted in English. However, if there are parts that are difficult to understand in English, explanations will also be provided in Japanese when necessary.


このセミナーでは、難しい数学を使わずに量子物理の不思議な世界を体験することを目的とする。
まず、小さな粒子や原子に関する物理学者の考え方を根本的に変えた、約100年前の重要な実験を紹介する。これらの発見を通じて、巨視的な世界と微視的な世界の違い、そして現代量子論の基本的な考え方を学ぶ。

講義の後半では、量子テレポーテーション、量子コンピュータ、エンタングルメント（量子もつれ）、磁性、超伝導などの量子現象とその応用を取り上げ、量子力学がどのように自然や現代技術と結びついているかを理解する。

授業は原則として英語で行うが、理解が難しい箇所については必要に応じて日本語で補足説明を行う。

- Catching a glimpse of the bizarre behavior of the quantum world.
- Seeing the differences between the macroscopic and microscopic worlds
- Becoming familiar with the basic concepts of quantum physics
- Revealing the mysteries behind quantum computing, quantum teleportation, and quantum phenomena such as magnetism, superconductivity, and entanglement.


- 量子の世界の奇妙な振る舞いを垣間見る。
- 巨視的世界と微視的世界の違いを見る
- 量子物理学の基本概念に慣れる
- 量子コンピューティング、量子テレポーテーション、磁性、超伝導、エンタングルメントなどの量子現象に隠された謎を解き明かす。

The course will be adapted to the level and interests of the students.
Therefore, the number of weeks devoted to each topic may vary.

Part 1: Introduction to experiments on atoms and quantum particles (Weeks 1-6)

Experiments that changed physicists’ understanding of nature about 100 years ago
- Light as both wave and particle
- Electrons as waves
- The double-slit experiment with electrons
- Development of modern quantum mechanics
- Heisenberg’s uncertainty principle
- Why quantum mechanics is strange

Part 2: Applications of quantum phenomena (Weeks 7-10)
- Quantum tunneling
- Quantum teleportation
- Quantum computing

Part 3: Quantum phenomena in atoms, molecules, and larger systems (Weeks 11-14)
- Atoms
- "More is different", the idea of many-body physics
- Molecules
- Superconductivity
- Magnetism

Total: 14 classes + 1 feedback session


受講者のレベルや関心に合わせて授業を進めるため、各トピックの期間は状況により変更する場合がある。

第1部：原子や電子に関する実験の紹介（第1〜6週）
約100年前に物理学者の常識を覆した実験を通して量子の世界を学ぶ。
- 波と粒子としての光
- 波としての電子
- 電子の二重スリット実験
- 現代量子力学の発展
- ハイゼンベルクの不確定性原理
- 量子力学が奇妙に感じられる理由

第2部：量子現象の応用（第7〜10週）
- 量子トンネリング
- 量子テレポーテーション
- 量子コンピューティング

第3部：原子・分子・より大きな系における量子現象（第11〜14週）
- 原子
- 「多いことは異なる」：多体物理の考え方
- 分子
- 超伝導
- 磁性

全14回の講義＋フィードバック1回

特になし

Attendance and participation (50%), assignment (50%)

出席と参加の状況（50％)、課題(50%)

The students should read texts about quantum phenomena. The texts that I will hand out will help to understand the contents of the class and provide the background for discussions during the lecture.

量子現象に関するテキストを読んでおくこと。配布するテキストは、授業の内容を理解する助けとなり、講義中の議論の背景となる。

Office hours: After the course


オフィスアワーは 講義終了後

Field research is an essential component of ecology because without it we could not compile models and test hypotheses. In this course we will use field techniques such as point counts to obtain a data set from different parts of the urban environment in Kyoto make comparisons among them in order to understand what species live in these different areas and how the environment can be related to their natural history. Students will work in teams and collect data and then data will be pooled and analyzed in class. Students will work as teams for their presentations, but will submit their own written report.

1) Learn to identify birds in Kyoto and surrounding areas
2) Learn how to conduct a scientific experiment
3) Learn some facets of avian natural history
4) Data analysis and presentation
5) How to write a scientific report in English using the data we collected

1) Course introduction, designing an experiment
2) How to design a field experiment.
3) Identifying birds
4) Identifying birds
5) Collecting data
6) Collecting data
7) Collecting data
8) Collecting data
9) Collation and data exploration
10) Data analysis
11) Writing an abstract and introduction
12) Methods and results
13) Discussion and conclusions
14) Peer review
15) Group presentations
16) Feedback

Understanding of high school biology is recommended.

Assessment will comprise of participation in data collection and either preparation of final report or in-class presentation.

To achieve the course goals students should review the course materials plus optionally the recommended readings after each class. The time necessary for review should be in the range of 2-3 hours per class.

Take out accident insurance.（Personal Accident Insurance for Students Pursuing Education and Research (Gakkensai)）

This class will introduce students to new and exciting topics in modern physics. Recent discoveries and Nobel prize-winning research will be discussed in straight-forward terms such that anyone can understand and enjoy modern science. Lectures and discussions will be held in English and will cover a wide variety of topics in recent research. Even students with no previous physics experience are encouraged to join this class and learn about how we understand the world today. There will be in-class demonstrations to match some of the topics and we will frequently work in groups to approach interesting problems in current research.

Students in this course will learn about the fundamental physics behind recent topics in modern research as well as how they are applied in the real world. We will discuss these as both large and small groups. Students will work together and with the lecturer to understand new and challenging ideas at the forefront of physics.

Each week a different topic in modern physics and cosmology will be presented. The following week will include small and large group discussion on that material and related topics. Topics will include some of the following:

-) From the birth of stars to supernovae
-) The history of the universe and its expansion
-) Dark matter and dark energy
-) Observation of gravitational waves
-) Radiation in the modern world
-) Quarks and CP symmetry
-) Discovery of the Higgs boson
-) Neutrinos and their oscillations
-) Lasers for trapping atoms
-) Superconductivity at low and high temperatures

In addition to the above, students may request lectures on a few topics of their choice.

Total：14 classes, 1 Feedback class.　

特になし

This is a seminar course and the grade will be based on in-class participation (50%) and short reports (50%). Coming to each class with questions and an open mind is essential. Be ready to discuss in English with other students and the lecturer.

Instructions on material to review ahead of lectures and supplementary reading will be presented in class.

Students curious about recent discoveries in modern physics are encouraged to attend this course. No prior knowledge of physics is required.

R programming language is a useful environment for statistical data analysis and machine learning. The R language is widely used in many fields of science, for data processing, analysis, and visualization. In this course, I will introduce basic R programming techniques. Using example applications, I will illustrate how to use R to process and manipulate data, to write your own functions, to perform statistical tests, and to make figures.

Students will learn the basic features of the R language for data manipulation, computation, and visualization. They will learn how to write your own code and functions, and how to use publicly available packages. Example applications introduced during the course will give students enough experience to use R for their own analysis.

Lecture 1: Introduction to R. We will introduce R, its main features, and advantages and disadvantages. Using R interactively we will introduce some simple data types and commands.
Lectures 2-3. Simple manipulations, numbers and vectors. In this session, we will continue introducing simple operations. We will also discuss vectors, how to access their elements, and how to manipulate them.
Lecture 4: Inspecting variables and the workspace. We will discuss the properties of different classes of variables, and how to manipulate variables and the workspace.
Lectures 5-6: We will cover how to make vectors, arrays and matrices, and how to apply commands on them. We will introduce ways to manipulate arrays and matrices, and how to store and access data in them.
Lecture 7: Lists and data frames. We will introduce lists and data frames, and their basic commands and features.
Lecture 8: Environments and functions. So far we have only used pre-defined functions. In these two lectures we will discuss how to write your own functions for manipulating and processing various types of data.
Lecture 9: Flow control and loops. We will introduce ways how to execute commands only when some conditions are met (if statements), and how to execute operations repeatedly (various types of loops).
Lecture 10: Packages. Apart from pre-installed functions, there are thousands of libraries and packages publicly available. Here we will discuss how to find such packages in the “Comprehensive R Archive Network” (CRAN), how to install them, find documentation, and use them.
Lecture 11: Getting data and cleaning data. We will discuss several ways of reading data from files, cleaning data, and how to save data in files.
Lecture 12: Data visualization. We will introduce 3 big approaches for making various types of plots and figures in R.
Lecture 13: Statistical tests and probability distributions. R is particularly useful for statistical analysis of data. We will introduce commands related to probability distributions, and commands for applying various widely used statistical tests.
Lecture 14. Review of course material.
Lecture 15: Feedback

特になし

Grading: Attendance and active participation (20%) and small quizzes at the end of lectures (80%).

The course is based on the content of the textbook "Learning R: A Step-by-Step Function Guide to Data Analysis", but it is not necessary to buy the book.

It is strongly recommended to bring a laptop to the class.
No fixed office hours. Students are requested to make appointments directly or by email.

Several environmental problems preoccupy peoples around the world. They result from conflicts between natural and human systems, affect our daily life and compromise our future. This seminar will explore how several environmental issues are addressed at the regional, national or international level, and how ecology and environmental science are used as a basis for addressing and tackling these issues.

Upon successful completion of this seminar, students will (i) have a basic scientific understanding of the major environmental issues, and will be able (ii) to critically assess these issues and (iii) to develop decision-making skills for proposing sustainable options for the future.

The course will be based on in-depth analyses of several case studies that will be related to either:
- Climate change: vulnerability, adaptation and mitigation
- Heat waves and urban heat islands
- Air pollution: ozone in the troposphere
- Air pollution: input of nitrogen from the atmosphere to the biosphere
- Water pollution: eutrophication of aquatic ecosystems and scarcity of fresh water resources
- Water pollution: pesticides and endocrine disruptor
- Land degradation and restoration
- Deforestation
- Resource depletion: overfishing and fishing allowance
- Habitat fragmentation and endangered species
The first class will be an introduction and overview of course content. We will review the major environmental issues through reading a scientific paper. Students will work either alone or in small teams on one of these subjects they will select. They will have to read in depth relevant scientific papers, first provided by the instructor and then found by the students. Students will prepare oral presentations based on the paper’s content to the group at the next class as a starting point for a discussion. For all subjects that will be analyzed simultaneously, the guideline of the course will be (i) problem definition, (ii) quantification of impacts, (iii) vulnerability assessment and (iv) identification of appropriate solutions to solve it.

(1) Introduction and selection of case studies [1 week]
(2) Problem definition [2-3 weeks]
(3) Quantification of impacts [3-4 weeks]
(4) Vulnerability assessment[3-4 weeks]
(5) Identification of appropriate solutions [3-4 weeks]
(6) Final restitution [1week]
(7) Feedback [1week]

Total:14 classes and 1 feedback

特になし

Grading: Class participation (20%, students are expected to actively participate in discussion), oral presentation (40% during the class hours), written report (40%).
In no case will English language proficiency be a criterion for evaluating students.
Class attendance is expected: students who are absent more than three times without sound reasons (documented unavoidable absence) will not be credited.

Students are expected to read the distributed articles, to find additional information and to prepare oral presentations. Works on project outside of class hours is expected (about three hours between two classes).

Students are encouraged to ask questions and to make comments during the class.
Students are welcome to arrange appointments by email, even outside the official office hour, for questions and discussion

This undergraduate introductory seminar provides students with a foundational understanding of nationalism, independence, and global change in the twentieth century. Through case studies from Africa, Asia, and post-1945 Europe, the course examines key nationalist and independence movements, emphasizing close reading of historical texts, structured discussion, and collaborative presentations rather than memorization of events.
Designed for a diverse student body, including Japanese students and other international students who are learning English as a second language, as well as native English-speaking students, the course uses English as the primary language of instruction. Students are expected to engage actively with assigned readings and to participate constructively in class discussions and group activities.

By the end of this course, students will be able to:
* Read & understand academic historical texts in English, demonstrating improved comprehension & vocabulary.
* Identify & evaluate arguments, evidence, & bias in primary & secondary historical sources.
* Use historical sources responsibly to support written & oral interpretations.
* Communicate ideas clearly through structured writing, discussion, & group presentations.
* Work effectively in teams, demonstrating skills in leadership, debate, & constructive argumentation.
* Apply comparative thinking to analyze similarities & differences across regions & historical contexts.

Week 1: Course introduction, study skills workshop, & methods
(Reading a history textbook; how discussions & quizzes work)
Weeks 2-3: Zimbabwe
(Colonial foundations, nationalism, and UDI)
Weeks 4-5: India & Pakistan
(Mass nationalism, partition, & independence)
Weeks 6-7: Vietnam
(Colonialism, war, & Cold War independence)
Weeks 8-9: Czechoslovakia
(Challenges to Soviet control)
Weeks 10-11: Poland
(Opposition movements & the collapse of communism)
Weeks 12-13: Comparative analysis across regions
(Lecture cum guided discussions)
Week 14: Course summary, synthesis, & troubleshooting
(Clarifying concepts & preparing for final submission)
Week 15: Final report submission
＊(Exam week. There will be no class meeting)
Week 16: Official feedback & individual consultation
＊(No class meeting; office visits by appointment)
Note: This syllabus may be adjusted slightly to improve learning outcomes.

特になし

This course uses an interactive seminar format rather than traditional lectures.
Methods include:
* Short quizzes to support reading accountability
* Small-group & whole-class discussions
* Structured short speaking turns for all students
* Group presentations (minimum three students per group)
* Written annotations & reading traces
* Live, in-class textual questioning & discussion
* Instructor-guided lectures during comparative & synthesis weeks
The emphasis is on process-based learning, focussing on how students read, think, discuss, and argue using evidence.

Evaluation:
Students are evaluated on consistent engagement and demonstrated effort throughout the semester.
* Class participation, quizzes, and in-class activities: 20%
* Group presentations: 30%
* Final written report: 50%
Active participation is essential in a seminar of this size.

This is a reading-oriented course. Students are expected to:
* Complete assigned textbook readings before class
* Prepare short reading notes or annotations
* Participate actively in group preparation for presentations
* Review feedback and revise their thinking over time
Average preparation time is approximately 3-4 hours per week, depending on the student’s role and reading speed.

Office hours:
Tuesdays 1:30-2:30 pm, & by appointment.
Please email in advance to arrange in-person or Online
Updated information is available on the KULASIS website.

Inclusivity & Classroom Behavior:

This course is conducted in a respectful, inclusive academic environment. All students are expected to engage thoughtfully and respectfully with diverse perspectives.
If you have any accessibility or learning-related needs, please discuss them with the instructor confidentially as early as possible.

Use of AI Tools
The use of AI tools (including generative AI) is encouraged when used responsibly.
Appropriate uses include:
* Vocabulary support
* Clarifying difficult passages
* Organizing notes
* Brainstorming questions
Inappropriate uses include:
* Submitting AI-generated text as one’s own work
* Using AI to replace required reading
* Generating answers without engaging with course materials
Students will receive handouts and guidance on how to use AI ethically and effectively for academic study. These materials will be uploaded to the class website.

Academic Integrity
All written & oral work must follow Kyoto university’s academic integrity guidelines. Any misuse of sources or AI tools will be addressed according to the university policy.

Every day you see and use liquids such as water and oil, but also toothpaste, creams or glue. In this seminar we want to study ‘liquids’ from the point of view of physics, chemistry and engineering (in particular fluid dynamics). Have you ever wondered what makes water stick to a window or how toothpaste flows out of the tube? I invite you to study the properties of liquids, how they flow, stick or spread, and gain a deeper understanding of their behavior, which is so important in nature and your daily life. This course will take a closer look on liquids from various perspectives, combining various fields but without getting lost too much into details. Students with any major are welcome.

液体は水のように生命現象に欠くことができない物質の相であり、多くの化学合成や物質開発が溶液中で行われています。また、構造変化の大きな液体は、固体とは性質の似て非なる興味深い凝集相です。このセミナーでは、物理・化学・工学におよぶ多角的な視点から、液体の科学について学びます。

Students will gain the following form this seminar:
- Interest and fun to learn more about phenomena in nature and study topics on their own.
- Knowledge about liquid behavior as a starting point for other courses in natural science.
- The ability to look at problems and behavior from multiple scientific fields (physics, chemistry, engineering).
- The ability to express their ideas, discuss and present topics of natural sciences in English.

この講義の目的の一つは、英語で科学を議論するスキルを学ぶことですが、同時に、物理や化学、工学のように分野の境界を越えて、様々な視点から現象を考える機会を持つことです。

This seminar is held in a causal and interactive way! Students can influence the selection of topics based on their interest!

The course will work though several aspects of liquids, which include the following topics. The plan below is not strict and rather serves as a guideline.

1. Introduction to liquids - Honey, toothpaste or even sand? (3 weeks)
We look at liquids from different scientific viewpoints and identify their behavior.

2. Oil and water do not mix? (4 weeks)
We learn why liquids form and which different forces hold liquids together.

3. The shape of a raindrop and the lotus effect. (4 weeks)
We take a closer look at liquid surface and interface effects such as adhesion, cohesion, surface tension.

4. How to get ketchup out of the tube? (3 weeks)
We see what makes liquids flow and how different liquids react to forces.

5. Feedback and presentation (1 week)

Depending on the available time and interest of the students, we may also discuss topics such as the application of liquids in nature, science, and technology or exotic liquids such as ionic or magnetic liquids.

特になし

Preparing homework (30%)
Small exercises during the seminar (30%)
Giving a short presentation at the end of the seminar (40%)

Students are expected to review the lecture handouts after each class and look up unknown English terms themselves. Homework assignments need to be prepared before the next lecture. It is also encouraged to refer to additional sources of information (books, websites) for the specific topics. If something is unclear or difficult, the instructor can be asked at any time.

The lectures will be held in English, but some supporting material and explanations are given in Japanese. Students are welcome to ask questions in English or Japanese during and after the class. Office hours are flexible. Appointments can be made directly or via email.

This interactive seminar is about the contemporary transformation of food, nutrition, and agriculture in East and Southeast Asia. The content of the course will be both familiar and challenging to anyone who has eaten different cuisines in Asia. We will cover the development of local cuisines, the role of farmers, and the evolution of diet in modern society. The perspective will be both practical (How does society gather and eat?) and theoretical (Why food systems developed the way they did). Weekly activities involving food, such as tasting, smelling, cooking, are an important learning tool and a fun part of the seminar.

Students will learn how scientists understand and analyze global food trends from multiple perspectives. Students will also test their skills in an applied way by analyzing specific cuisines in East Asia and providing their own insight and analysis.

Module 1: Cuisines and agri-food systems in different regions
1. Introduction and Staple Foods
2. Rice food systems of East Asia
3. Wheat food systems of East Asia
4. Rice-based vs. Wheat-based Agrifood Systems
5. Field trip preparation: Traditional farming in modern contexts

Module 2: Field Trip
Field Trip: Kobatake Farm near Sonobe. This event will take place on a weekend, it will coincide with harvest or transplanting, and include some physical work on the farm. Students should be prepared for early departure and early evening return. Make sure to have clothing and shoes that can become dirty. Please confirm attendance for this field trip before finalizing class registration. Students must contribute to field trip costs, but the University will support transportation. Students are responsible for their own lunch / obento. Effort will be made to enable participation in case of financial burden. [*Depending on student requirements, students may consider taking out additional Personal Accident Insurance for this event]

Module 3: Food systems and cuisine
6. Theory of cuisine
7. Rural food, urban cuisine, national cuisine
8. Nutrition of historical food systems

Module 4: Learning about food
9. Taste, smell, chew: sensory skills of eating
10. Food system disruptions
11. Food education and childhood

Module 5: Student Presentations
12. Cuisine of Korea
13. Cuisine of Vietnam
14. Cuisine of Malaysia

15. Feedback Period (details in class)

English proficiency suitable for understanding lectures, reading basic texts, and participating in class discussion.

10% Attendance and active participation (Reduced after more than 3 absences without official excuse)
15% Mini-essay assignments
15% In-class discussion and participation in activities
30% Final essay
30% Final group presentation

Students will be expected to do short readings in preparation for class and discuss them the following week. Suitable readings for all English levels are available. Alternatively, students will do practical exercises which must be submitted the following week.

Short meetings can be spontaneous or scheduled. Longer meetings scheduled only by email.

Concerning field trip participation: students should ensure that they join the necessary insurance, such as Personal Accident Insurance for Students Pursuing Education and Research (Gakkensai - 学研災)

The overall aim of the seminar is to develop understanding of the key current issues in palliative and end-of-life care globally. Issues related to aging population, chronic illness rise will also be addressed.

We will use a combination of short lectures, interactive group discussion and problem-based activities throughout the course to address aspects of clinical decision-making in palliative care, communication challenges in facing terminal prognosis, ethical issues, holistic needs assessment and management of family dynamics.

We will also have an international speaker from UK to give a lecture and present their work with a current challenge in their clinical practice.

To understand the concepts of palliative and end of life care
To understand the different models of palliative care within different countries.
To develop awareness of the different disease groups relevant to palliative care
To develop awareness of the current debates within palliative care globally.

Session 1: Introduction of the seminar, definitions of palliative care.
Session 2: Explore different approaches to palliative care/ end of life care- historical evolution of the field
Session 3: Wellbeing and the link to quality of life
Session 4: Family involvement or informal care-giving: the untold reality in palliative care
Session 5: Financial burden/implications for the family in end-of-life care
Session 6: Communication skills in palliative care (Part 1): key challenges
Session 7: Communication skills (Part 2): how to discuss diagnosis and prognosis of terminal illness
Session 8: Quality-of-care (QoC- part 1): Understanding Quality-of-life as the center of care in palliative care
Session 9: Quality-of-care (QoC- part 2): Resilience- The importance of resilience as a coping mechanism
Session 10:Treatment decision-making approaches (part 1): The importance of shared-decision-making
Session 11:Treatment decision-making (Part 2): Advanced- Care- Planning (ACP)- current trends
Session 12: Psychological approaches in the management of chronic pain in palliative care
Session 13: Play therapy in children palliative care
Session 14: End-of-life care in Intensive Care
Session 15: presentations- feedback

特になし

Evaluation will be based on a final-course oral presentation (PPTX, 10-15min)80% and participation and attendance 20%.

Evaluation will be based on active participation (20 points), and an examination- oral presentation(80 points).
Assignments will be assessed on the basis of the course objectives.
- Students who are absent from class more than three times will not be awarded a passing grade.
- Students must present the final course presentations.
- Points will be awarded for assignments showing originality.

Students will follow instructions provided in class, to read a paper or listen to video material occasionaly, in preparation of group work in class. They will also need to prepare their final course presentations (PPTx of 10-15min).

Teacher short lectures, discussion groups, student presentations, small group works during seminar session based on an issue specified by the teacher.

Students are advised to actively participate; make comments and ask questions to generate discussions

Students can communicate directly via e-mail with the seminar teacher for advice, etc. Should they need to meet in person, they can make an appointment with the teacher via e-mail.


If you have any questions, please e-mail the teacher: anagnostou.despoina.2a@kyoto-u.ac.jp

This seminar comprises a broad survey of the history of modern architecture, from the late nineteenth century to the early twenty-first century. The content will be organized as a mixture of chronological sequences and building typologies. There will be explanations of the principal characteristics of the design methods, key figures, and major buildings.

By the end of this seminar, students will: Recognize the various styles, specific architects, dates, and locations of important buildings; Understand the climatic, technological, socioeconomic, and cultural factors that have shaped the architecture; Learn to employ basic methods of data collection in research; Assemble this research into a cogent structure; Present research findings to an audience.

The seminar comprises an approximately chronological sequence of lectures. The topics and sequence may be altered during the semester. The first two-thirds of the semester will be lectures by the instructor. The final third of the semester will be presentations by the students. The schedule may be adjusted according to the number of students.

01 Introduction and overview
02 Birth of Modernism
03 High Modernism
04 Late Modernism
05 Alternative Modernisms
06 Postmodernism
07 Neomodernism
08 Deconstructivism
09 Parametricism
10 Supermodernism
11 Student presentations
12 Student presentations
13 Student presentations
14 Student presentations
15 Feedback

No prior knowledge is required. Students should be able to participate in discussions in English.

Assessment is a mixture of short weekly reports and a term essay/presentation. Students must write short reports on the content of 8 of the lectures, following the templates provided (8x8%=64%). Each student will be assigned an individual architect to research, and will submit an illustrated essay on that architect and then present the content to the class in a short, illustrated lecture (36%). Attendance is mandatory. Participation in class discussions will be evaluated.

All students are expected to have read the assigned readings before each class.

By appointment.

This seminar introduces the challenges of social isolation (hikikomori, schizophrenia, depression) and sheds a new light on the development of the mental health field.

To provide you with a general introduction to and understanding of key questions and challenges of social isolation.
To help you develop your analytical and critical thinking regarding the mental health field.

1) Introduction
2) School Non-Attendance in Japan
3) What is Hikikomori?
4) Mental Health Surveys on Hikikomori (Chap.4)
5) Is Social Withdrawal a Mental Disorder? (Chap.3) NPO Support Towards Hikikomori Youths (Chap.5)
6) Hikikomori Subjects’ Narratives (Chap.6) Beyond the Hikikomori Spectrum (Chap.7)
7) Schizophrenia in Japan
8) Schizophrenia in Japan
9) Depression in Japan
10) Depression in Japan
11) Case studies
12) History of mental illness in Japan
13) Varia
14) Conclusions
15) Feedback

特になし

Students are expected to actively participate in discussion and read material during class. Evaluation is based on the following: Participation (30%) and 3 short tests (Multiple choice questionnaires with 3 possible answers) Short test 1 (30%), Short test 2(20%), Short test 3 (20%).

Students do not have homework assignments. However, they are advised to take notes during class and to review the course material before tests.

Office hours Friday 12:30-13:00

The physical properties of materials, such as strength, ductility, toughness and corrosion resistance largely depend on their microstructures - the very small scale (generally smaller than 0.1 millimeter) structures of the material that can be only observed by microscopes. By tuning the microstructures the physical properties of the materials can be greatly modified without changing their chemical compositions. Nanostructured materials refer to the materials having microstructures of which the characteristic length scale is very small, generally in the order of 1 to 1000 nanometers (1 nanometer is equal to 10^-9 meter). Because of the extremely fine microstructures, the nanostructured materials often exhibit superior physical properties which cannot be obtained from the conventional materials having coarse microstructures. The purpose of this course is to introduce the frontier research of the nanostructured materials with focusing on the microstructures and mechanical properties of nanostructured metals and metallic alloys. For that purpose, the background knowledge of material science and engineering and physical metallurgy will be firstly introduced in the seminar. Examples of the nanostructured materials having excellent properties and the related physical mechanisms will then be introduced and discussed. Laboratory tours are offered to the students to learn the cutting-edge techniques for fabricating and characterizing the nanostructured materials.

By taking this course, students will learn why the materials researches are going into the length scale of nanometer in recent decades. In addition, they will have a brief understanding on the frontier researches of processing, properties and microstructures of the nanostructured metals and alloys.

1. Introduction to materials and materials science
2. Atomic structure and interatomic bonding
3. Structure of crystalline solids
4. Imperfections in solids
5. Microstructures of materials and concept of nanomaterials
6. Laboratory tour* (Techniques for evaluating the mechanical properties and microstructures observation)
7. Metallic materials having nanostructures
8-11. Microstructures and mechanical properties of nanostructured metallic materials
12. Laboratory tour* (Techniques for creating nanostructured metallic materials)
13-14. Advanced characterization techniques
15.Feedback


* Two laboratory tours in the 6th and 12th week will be held in the laboratory for structure and property of materials in the Department of Materials Science and Engineering at Yoshida campus.

特になし

Attendance and active participation [60%]
Final report [40%]

Students are required to read assigned materials (distributed by the teacher) before and after the class for preparation and review. The necessary time for those would be around 2 hours for each class.

Take out accident insurance.（Students Pursuing Education and Research (Gakkensai)）.

Carbon-based molecules and polymers can behave as electrical insulators, conductors, or semiconductors, which makes them useful materials for electronics. In this seminar course, you will learn why certain molecules conduct electricity, how organic semiconductors are made, and how devices like organic solar cells and organic transistors work. The material is aimed at 1st and 2nd year students interested in learning about science in English. 3rd and 4th year students are also welcome. Seminars are presented in English. Discussion is in English and Japanese.

This seminar course will give students a general overview of the field of organic electronics.

1. Introduction
2. Organic molecules and polymers - what makes them semiconductors?
3. Understanding electricity
4. Inorganic vs. organic materials
5. Energy and energy levels
6. Defects and imperfections
7. Fabrication methods
8. Some really basic electronics
9. In-class demo
10. What are electronic devices?
11. Solar cells
12. Lighting and displays
13. Transistors
14. The next frontier...
15. [no class]
16. Feedback

特になし

Each lecture will introduce a short homework assignment related to the topic covered. These assignments count for 70% of the final grade. Attendance and class participation count for 30%.

Weekly assignments reinforce key concepts introduced in the seminars.

This ILAS seminar is designed to provide freshmen undergraduate students who are interested in cancer, a brief introduction to biology of cancer and the current therapeutics. Students will start to learn from this seminar about the introduction of molecualr and cellular biology, and then subsequently the biology principles of cancer. Moreover, recent topics on cancer immunotherapy will also be discussed in this seminar. Finally, students will conduct a presentation on their selected paper and discuss about the current and future therapeutics.Also noted that language that is accessible to students without a medical background will be used in this seminar to help their understanding.

By participating in this ILAS Seminar, students will gain fundamental knowledge of the current understanding of human cancer.

The seminar comprises interactive lectures, reading circles, and student presentations.

Introduction
1. Central Dogma & basic cell biology
2. Cell cycle and chromatin architecture
3. gene expression
4. The nature of cancer
5. Oncogenes 1
6. Oncogenes 2
7. Ras/Tumor suppressor gene 1: pRb and control of cell cycle
8 Tumor suppressor gene 2: p53 and control of cell cycle
9. Tumor microenvironment and angiogenesis
10. Cancer immunology 1
11. Cancer immunology 2
12. Cancer immunotherapy 1
13. Cancer immunotherapy 2
14. Summary & Presentation
15. Feedback

Note: The schedule is subject to adjustments based on the number of students and specific needs of the class.

特になし

Attendance and Active participation to the lectures (60%)
Quality of student presentations and discussions (30%)
A report (10%)

I recommend students to confirm the handouts for each lecture and the relevant reference textbook to learn about the lecture content in advance of the class. Handouts for each lecture will be uploaded on LMS few days before each class.

Consultation via email or online meetings such as Zoom is possible. For those students who prefer to discuss directly with the instructor, please arrange appointments by email in advance.

How does artificial intelligence (AI) change the way we think about law and society?
This seminar invites students who have just entered the University to explore how technology and society continuously shape each other. Together, we will reflect on some pressing questions of our time.

In the first semester of 2026, the course will explore three main themes:

[1. Human-Centred AI: What does it really mean?]
What exactly makes AI “human-centred”? Who counts as “human” in this idea, and whose values are reflected in the design of AI systems? In this theme, we will question the meaning and limits of “human-centredness” by exploring how technology embeds social, cultural, and ethical assumptions. Students will learn to identify how laws and policies can promote, or fail to promote, AI that truly serves human dignity and democratic values.

[2. The Role of Giant Tech: Power, Responsibility, and Democracy]
Giant technology companies are, at their core, private businesses. Yet they hold vast amounts of our data and influence what we see, buy, and even think. What role do they play in today’s democratic societies, and what kinds of responsibility should accompany their power? In this theme, we will discuss issues of platform governance, accountability, and regulation, asking whether democracy can be preserved in an age dominated by digital giants.

[3. AI Judges: Can Machines Deliver Justice?]
Could machines ever replace human judges? Would algorithmic decisions be fairer, faster, and more consistent, but less humane? This theme examines the rise of “AI judges” and the automation of judicial processes. Students will explore how fairness, trust, and legitimacy might change when legal judgment is delegated to machines, and what it tells us about the future of justice itself.

The seminar combines reading, discussion, and interaction with international experts who will join us online. Students will learn how to read short academic and policy texts, summarise key ideas, ask meaningful questions, and discuss them in English. Each student will also develop a personal research project, moving step by step, from choosing a topic to building a structure and presenting findings, supported by individual feedback.

By completing this course, students will be able to:

1. Understand the fundamental relationship between AI, law, and society, and explain how technological developments shape legal and social values.

2. Identify and analyse key issues in the three course themes, Human-Centred AI, Giant Tech and democracy, and AI Judges, using basic conceptual and analytical frameworks introduced in class.

3. Read and summarise short academic and policy texts accurately, and formulate insightful questions for discussion.

4. Discuss and present ideas clearly and respectfully in English, showing improvement in both academic communication and critical reasoning skills.

5. Develop and complete an individual research project through independent and continuous effort, demonstrating the ability to connect course themes with personal interests under supportive guidance.

Through these achievements, students will cultivate the capacity to think critically, communicate effectively, and engage with global debates on AI, law and society.

Weekly Schedule and Class Themes

Week 1: Introduction: Course information and overview of AI, Law and Society
Week 2: Theme 1: Human-Centred AI (I) + Method Workshop
Week 3: Theme 1: Human-Centred AI (II)
Week 4: Guest Lecture I: Lawyer in Big Tech
Week 5: Theme 2: The Role of Big Tech (I) + Presentation Clinic I
Week 6: Theme 2: The Role of Big Tech (II)
Week 7: Theme 3: AI Judges (I) + Presentation Clinic II
Week 8: Theme 3: AI Judges (II)
Week 9: Guest Lecture II: Lawyer in an International Organisation
Weeks 10-14: Final Presentations (two students per week with peer discussion)
Week 16: Reflection Session


The seminar proceeds step by step, combining reading, discussion, and practical exercises to help students explore how AI interacts with law and society.
The course is structured around three core themes: Human-Centred AI, the Role of Giant Tech, and AI Judge. It also includes two guest lectures by international professionals.
Students will receive continuous guidance through workshops and presentation clinics, gradually developing their own research projects. In the final weeks, each student presents their findings and participates in peer discussion, followed by a reflection session that connects individual insights to the broader themes of the course.

特になし

Students will be evaluated through continuous assessment based on participation and the final report. Emphasis is placed on steady progress, engagement, and the ability to connect ideas across class discussions and personal research.

Class participation and discussion (20%)
Active involvement in reading discussions, peer feedback, and guest sessions.

Article summary and question (20%)
In each of the three main themes, we will read two materials per week to compare perspectives and deepen discussion.
Each student will select, during the first class, one week to be responsible for summarising or raising discussion questions and one week for their final presentation.

Final presentation (40%)
Oral presentation of individual research findings with peer discussion.

Final paper (20%)
Written version of the research project (approx. 1,200-1,500 words) showing independent thinking and integration of feedback.

Evaluation criteria:
Grades will reflect the student’s understanding of course themes, analytical ability, clarity of expression, contribution to class discussion, and consistency of effort. Continuous engagement and growth throughout the semester are valued as key aspects of assessment.

Before each assigned summary, question submission, and presentation, students are expected to prepare by carefully reading the selected materials and reflecting on key issues.

Students are also encouraged to explore related topics beyond the assigned readings, such as current news, reports, or commentaries on AI and society, to broaden their understanding and achieve better learning outcomes.

Contact via Email.

In the future, one of your co-workers might be a humanoid robot. But how can robots complete the same tasks as humans? More precisely, how can a robot achieve the same dexterity as we do for manipulation tasks, and what are the challenges involved for robots to pick and manipulate objects?
In this class, we will explore the underlying physics (working principles and control schemes) for robotic manipulators. This seminar course is based on my own researches in robotic manipulation, so we will also cover recent research evolutions in robotic manipulation.

- Understand the issues and challenges surrounding robotic manipulation.
- Be able to describe mathematically the kinematics and dynamics of robotic manipulators grasping objects.

1. What does “Robotic Manipulation” means? (Week 1)
2. Linear algebra as the language of robotics (Week 2-3)
3. 3D rigid motion (Week 4)
4. Modeling robot links and joints (Week 5)
5. Forward and inverse kinematics (Week 6-7)
6. Jacobian matrix and singularity problems for manipulators (Week 8-9)
7. Mathematical formalisms for robotic manipulators (Week 10-11)
8. An introduction to manipulators equations of motion (Week 12)
9. Control strategies for manipulators (Week 13)
10. Manipulation problems using Grasp Maps (Week 14)
11. Feedback (Week 15)

Students should be familiar with high-school level mathematics (algebra and calculus), and with basic mechanics.

The students will be graded based on participation (20%) as well as a final report covering the contents of the class. (80%)

Some homework to complete what has been seen in class.

Welcome to the fascinating world of "Physiological Neuroscience"! Have you ever wondered how our incredible brain enables us to think, see, hear, and move? This seminar will unravel the mysteries of our body's ultimate control center.
In our initial sessions, we'll learn about the basic structure of the brain and get to know the building blocks, called neurons. We'll zoom in on these neurons, paying special attention to their membrane proteins like ion channels and receptors. These proteins play an important role in creating electrical signals by establishing ion gradients.
After understanding these essential mechanisms, we'll explore how these signals travel, facilitating communication between neurons. As the course progresses, we'll delve into the brain's development and learn how neurons establish the right connections, like wiring a complex network.
In our final sessions, we'll explore the functions of different brain structures and specialized neurons, allowing us to understand how we perceive the world around us - from seeing and hearing to sensing pain. Throughout each seminar, you'll not only gain insights into the brain's fundamental properties and functions but also explore disruptions caused by various diseases, medications, substances, or toxins. This knowledge will equip you with valuable tools to comprehend related issues on a deeper level.

Get ready for an engaging journey into the wonders of the brain!

By the end of this seminar, you'll uncover the fascinating world of neurons and how they communicate. We'll dive into exciting medical and biological aspects of neuroscience, giving you a well-rounded perspective. Plus, you'll gain the skills to engage in stimulating discussions about the latest advancements in the field, regardless of your academic background. This seminar offers an eye-opening journey into the wonders of the brain!

Tentative Schedule:
1. Introduction to Neuroscience
2+3. What is a Neuron?
4. The Important Role of Ion Channels
5. How Can a Neuron Sense an External Signal? Receptors
6+7. A Matter of Concentration: Ion Gradients and the Membrane Potential
8. Time for Action: The Action Potential
9. Worksharing Within the Neuron: Neuronal Polarity and Subcellular Specialization
10. Neuron Conversations: How Brain Cells Communicate
11. How is the Message Delivered from One Neuron to the Other? Neurotransmitter
12. The Development of the Brain: Neurogenesis
13. How to Connect the Wires? Axon Guidance and Neuronal Regeneration
14. From Stimulus to Sensation: Eyes, Ears, and Pain Receptors
15. Feedback


Changes in order and/or content might occur.

The course is open to all students, but a basic understanding of biology is recommended.

Attendance and active participation: 20%
Midterm assignment: 40%
Presentation: 40%

To make the most of each seminar, it's essential to be prepared. This involves reviewing the previous session, working through any questions, and independently studying the upcoming subject. Expect to spend around 60-90 minutes getting ready.

For a deeper understanding of neuroscience, it's advised to attend the "Disorders of the Nervous System" seminar. This will provide additional insights into the field.
If you have further questions, feel free to write me an email.

We are going to read scientific papers related to important/frontier topics of Earthquake Science. The purpose is to understand the key-message of the paper, rather than the detailed technical background. To facilitate understanding, some materials/vocabulary in Japanese will be provided during the seminar.
日本語のキーワード等もだしますので、遠慮なく参加してください。楽しく最前線の科学の面白さを学びながら、英語の能力も向上しましょう！

The student will become familiar with current important topics of Earthquake Science. The seminar also aims enabling the student to discuss earthquake related research topics in English.

Each student is going to choose a paper in the field of Earthquake Science, and prepare a short report (few PowerPoint slides), summarizing the main ideas of the study. The paper can be chosen freely; some broad suggestions include:
- Megathrust earthquakes: physics and possibility of prediction;
- Tsunami: physics and early warning;
- The deep structure of the Earth 'illuminated' by seismic waves;
- Earthquake disaster prevention;
- Earthquake simulations and laboratory experiments;
- Artificial intelligence (AI) in Earthquake Sciences.

The 1st class will give students some broad options of topics/papers. During the 2nd class we will decide the paper that each student is going to present. I will exemplify with a research presentation during the 3rd and 4th classes. Starting with the 5th class until the 14th class each student is going to present the chosen paper and get feedback for improving his report. In the examination day, each student should present briefly his updated/revised report. The feedback class (i.e., the 15th class) will inform students about their overall performance and provide some concluding remarks.

Depending on the number of students and available time, during some of the classes we will visit the underground seismic base isolation at the "Kyoto University Clock Tower", go to the nearby Hanaore Fault and visit the Disaster Prevention Research Institute (DPRI), Kyoto University (Uji campus), to discuss with specialists in the field.

For students interested in more advanced topics, including computer programming (in Python, C/C++, Matlab, Fortran or other computer languages) for Geosciences, I can provide additional materials and guidance.

特になし

Grading will be based on attendance and participation (60%) and presentation of chosen paper (40%).

The student will have to prepare the assigned paper.

- Students can meet me during office hours with prior appointment.
- Since we may go outside the campus during the class (see "Course schedule and contents"), I advice students on taking accident insurance (e.g. Personal Accident Insurance for Students Pursuing Education & Research).

● New discoveries and problems arise constantly in theoretical
physics.

● We will discuss about the latest achievements, puzzles in the
class.

● We will then read each week a couple of recent papers appeared
on “Scientific American” of the subject of astronomy, cosmology,
theoretical physics or experiments in particle physics.

● Students are given a paper to discuss for the next week.

● The students will be divided into groups and will answer
some questions regarding the paper.

● Each of the groups in turn will report their answers to
everyone else.

● Students will develop critical thinking in a friendly environment.

● The point is to understand and think about the message which
lies at the core of each paper.

● The discussion session will then be an arena to develop
students’ skills to create their own scientific ideas.

● Students will be stimulated to have opinions, comments,
criticism, questions.

● 14 lectures per semester, no midterm/final exam.

● For each lecture papers will be given to students to read for the next week.

● Students are supposed to read the paper and prepare for the next week.

● Some papers are freshly new papers [from the latest issues of Scientific Amerrcan], others are from previous years.

特になし

● The method of evaluation merely comes from the interaction, participation and discussion in class.

● The students will be given a paper to read a week before class.

● Students are then supposed to learn the material [inside each paper] and be able to present to others, to discuss its content with others, and to answer questions regarding the paper itself.