This course will arm students with the tools necessary to unpack the dual-faced nature of globalized migration as both a domestic and international policy issue, as well as both a driver of economic growth and a target of discontent. To do so, students will encounter a variety of competing narratives, grounded in substantively differing worldviews and understandings of economic and social behavior, and gain an appreciation for the diversity of both migration policy itself and the interdisciplinary study of it using approaches grounded in a variety of geographic, political, and economic contexts. The course will give particular attention to the distinctive features of labor migration policy in regions such as East Asia, the Middle East, and Latin America.

Students will learn the basic concepts and perspectives used in the analysis and study of the relationship between international migration and politics at the local, national, international, and transnational levels. Students will also develop an empirical understanding of recent shifts in international migration as well as the primary methods of controlling and governing migration.

Students will develop strategies for reading college-level English-language materials and practice advanced literacy skills with the goal of reading at a level sufficient to engage with academic and journalistic texts for a professional audience. In this session, students will focus on how to distill complex arguments from texts, synthesize them with other ideas, and communicate them effectively.

Fundamental concepts
1. Introduction and Overview of Course
2. Major Determinants of Migration
3. Migration Infrastructure
4. Migration Governance
5. Migration, Integration, Citizenship, and the Nation-State
Major categories of migration
6. Labor Migration
7. Humanitarian (Refugee) Migration
8. Student Migration
9. Irregular Migration
Special topics:
10. Migration in Modern Nation-building – Selective inclusion
11. Exporting Migrants – Migration as a developmental model?
12. Weaponizing Migration – Migration as a foreign policy
13. Rejecting Migration – Populism, migration, and electoral politics
14. Selling Migration – Commodifying citizenship

15. Feedback

Proficiency in the English language is expected.
This course is an introductory course and does not assume any previous experience with political science or law.

Reading and Participation
Students are expected to read and prepare notes to discuss in class. Students will also be asked to bring at least one prepared question to class each period. There will be a range of opportunities to demonstrate active participation. 40pts

Final Essay
Students will write a final essay synthesizing concepts from the course and applying them to one or more empirical cases.

Total 60 pts

Students should be prepared to spend 2-3 hours reading and studying each week. They will be asked to read assigned texts carefully, identify areas they do not understand or find issues with, and be prepared to discuss them in class.

Open office hours will be held for four hours each week. I will share a link and QR code for students to make appointments ahead of time. Walk-ins will be accepted although appointments will be given priority. Students will be encouraged to come (alone or with a group of classmates) and make use of these hours as opportunities to discuss the course or associated topics. I will also respond to email inquiries within two working days.

This seminar introduces students to the epidemiology of communicable and non-communicable diseases, providing basic knowledge of disease pathogenesis, genetics, treatment, and prevention.
A key highlight of this seminar is the focus on the future of healthcare. We will discover how data science and artificial intelligence (AI) are transforming disease diagnosis, monitoring, and management, enabling more effective, precise, and personalized approaches to medicine.
The classes incorporate interactive work and discussion-based activities. Students will have the opportunity to present on selected topics and discuss current problems and potential solutions. In addition, the seminar will address the real challenges healthcare systems face when implementing AI technologies.
By the end of the seminar, students will not only understand today’s major health challenges but will also be inspired to explore how science, technology, and innovation can revolutionize the future of healthcare.

1. Understand the basic principles of epidemiology and the global impact of communicable and non-communicable diseases.
2. Describe the risk factors, mechanisms, treatment and prevention of common communicable and non-communicable diseases.
3. Recognize how artificial intelligence can be applied in healthcare to support disease diagnosis and management.
4. Evaluate challenges and limitations of implementing AI in healthcare systems
5. Develop critical thinking and communication skills

The seminar includes interactive lectures and student presentations.
1. Course Introduction. The basic principles of epidemiology
2. The global burden of non-communicable and communicable diseases.
3. Introduction to non-communicable diseases: key facts, prevalence, risk factors, and socioeconomic impact. Applications of AI in the detection and diagnosis of non-communicable diseases
4. Non-communicable diseases: cardiovascular diseases
5. Non-communicable diseases: cancer
6. Non-communicable diseases: metabolic diseases
7. Non-communicable diseases: neurological diseases
8. Introduction to communicable diseases: key concepts, routes of transmission, and global impact. AI in epidemic and pandemic management
9. Communicable diseases: HIV/AIDS
10. Communicable diseases: HPV
11. Communicable diseases: tuberculosis
12. Communicable diseases: COVID-19
13. AI in advancing drug discovery and clinical research
14. Challenges in AI implementation
15. Feedback

Changes in order and/or content may occur depending on the number of students and the specific needs of the class.

Open to students from all majors, this course is designed to provide an understanding of the epidemiology of common diseases and to explore how science and technology work together to address today’s health challenges.

Attendance and active participation: 30%
Midterm assignment: 30%
Quality of student presentations and discussions: 40%

Reviewing lecture slides, completing quizzes, and doing homework will enhance understanding and reinforce learning in class. Lecture slides will be provided.

If you have any questions, please feel free to email me or schedule a time to meet in person.

This course introduces the basics of computer-based 3D modeling (shape design, lighting, materials, surface textures) and animation (keyframes, object motion, camera zooming and panning, etc.). The open-source software “Blender” (blender.org) will be used for all lessons. Blender can be used for free on Windows, Mac and Linux. As a final project, you will create a short animated movie. Programming experience is recommended but not required.

Students will become familiar with the main concepts of 3D modeling and animation. They will learn how to reproduce simple example 3D models and animations. After some initial general assignments, focus will shift to Final Projects, which students will work on for most of the semester. The goal of Final Project is to create a 60 s (or longer) animation. The animation theme, style and techniques are all free, to be chosen by each student based on your interests. The instructor will help students to choose a Final Project that is challenging, but also achievable. The instructor will also help you solve Final Project modeling and animation problems as you encounter them.

The following weekly topics will be covered:

1) Modeling I: Fundamentals
2) Animation I: Fundamentals
3) Modeling II: Materials & Lighting
4) Modeling III: Images, Videos & Sounds
5) Animation II: Camera Animation
6) Presentations I: Initial Results
7) Animation III: Fine-tuning
8) Modeling IV: Organizing, Linking & Appending
9) Modeling V: Add-ons
10) Presentations II: Progress Report
11) Advanced Topics I: Environments
12) Advanced Topics II: Scripting
13) Advanced Topics III: Physics
14) Presentations III: Final Projects
15) Feedback

There are no specific requirements for this class. However, students must be willing to work with open-source software, which is relatively poorly documented compared to commercial software. The class instructor will help with problems, but students are also encouraged to find solutions to their problems through internet searches.

Students are expected to actively participate in class, to reproduce all examples discussed in class, and also to complete regular reports.

Evaluation will be based on the following criteria:

- Assignments (49%) [7 @ 7% each]
- Presentations (21%) [3 @ 7% each]
- Final Project (30%)

TOTAL: 100%

This course has a variety of out-of-class assignments (including a Final Project) and no exam. Students who do not pay attention to the lecture content during class will likely have difficulties completing the assignments.

REASONS FOR CLASS SIZE RESTRICTION:
This class extensively uses Blender (blender.org), which is a powerful and complex software package. Extensive one-on-one student support to understand and handle software problems that arise. A large class size is not feasible.

IN-CLASS ENVIRONMENT
This is a small seminar class, and active discussion is encouraged. Students are encouraged to ask questions, both of the instructor and of fellow students. We are all here to learn, so let’s work together to create the best results we can!


OFFICE HOURS:
Immediately before / after class or by appointment (pataky.todd.2m @ kyoto-u.ac.jp)

This interdisciplinary course is intended to provide both science and non-science majors with a basic understanding of the chemistry (and physics) behind artworks and art materials. Scientific techniques applied to art conservation and restoration will also be introduced.
This course will explore the chemistry of colors (pigments and dyes), ceramics, glass, lacquers, and metals. The basic scientific principles and theories behind each topic will also be introduced. Several examples from Eastern and Western art will be discussed in class.

In this course students will familiarize themselves with the materials and scientific methods behind the preparation and restoration of artworks. The students will learn the basic physics and chemical concepts necessary to understand the different topics introduced in class. The students will also be encouraged to reflect on the truly interdisciplinary nature of art conservation, and appreciate the importance of multidisciplinary approaches for problem solving.

The course consists of 12 lessons in class, a museum visit (equivalent to 2 classes), exam, and a feedback class.
The content of the course:
1. What is the role of science in art history and art conservation?
2-3. Chemistry and physics of color: pigments, dyes and inks (2 weeks)
4-5. Chemistry of ceramics, glasses and glazes (2 weeks)
6. Chemistry of gemstones and minerals
7. Chemistry of metals and alloys
8-9. Museum visit (equivalent to 2 classes)
10. Chemistry of oils and binders
11-12. Chemistry of wood, lacquer, paper and textiles (2 weeks)
13-14. Heritage science and scientific techniques for art conservation, restoration, authentication and archeology (2 weeks)
15. Exam (presentation)
16. Feedback

All lessons will include an introduction of the basic principles of chemistry and physics behind the topic, and examples from Western or Eastern art.

特になし

Evaluation will be based on attendance and active class participation (30%), individual and group assignments (30%), and final oral presentation (40%).

Students are encouraged to revise the class material regularly and submit assignments on time. Students shall actively contribute to the group work. Furthermore, students shall research the chosen topic for the final project report, with regular feedback from the instructor, taking advantage of the material recommended in class.

Office hours: online or in person meetings with the instructor can be requested (appointment by email or on LMS).
For the museum visit, students are responsible for the transport and ticket expenses. The estimated entrance fee to the museum is 800 yen.
Students who decide to take part to the museum visit should be insured with the insurance for study and research “Personal Accident Insurance for Students Pursuing Education & Research” (学生教育研究災害傷害保険)

This seminar provides an accessible introduction to the physical processes that govern the Earth's atmosphere and climate system. Grounded in fundamental scientific principles, it is designed for students from diverse backgrounds who wish to understand the structure, composition, and dynamics of the atmosphere and its role in shaping weather and climate.Topics include the Earth's energy balance, atmospheric circulation, cloud and precipitation formation, and extreme weather events. The seminar emphasizes conceptual understanding rather than mathematical complexity, offering students a solid foundation for interpreting climate phenomena and human impacts on the atmosphere.This seminar also supports the United Nations Sustainable Development Goal 13 (Climate Action) by equipping students with scientific literacy on climate processes and environmental change.

By the end of this seminar, students will be able to:
- Describe the composition and vertical structure of the Earth's atmosphere.
- Explain the physical principles underlying energy balance, radiation, and the greenhouse effect.
- Understand the role of water in atmospheric processes, including cloud formation and precipitation.
- Identify the major atmospheric circulation patterns and their influence on global and regional climates.
- Explain the coupling between the atmosphere, oceans, and cryosphere.
- Recognize how human activities influence atmospheric dynamics and climate.

Weeks 1-2: Composition and Vertical Structure of the Atmosphere
- Composition and origin of atmospheric gases
- Temperature, pressure, and density variations with altitude
- Hydrostatic equilibrium and vertical stability

Weeks 3-5: Terrestrial and Solar Radiation - The Earth's Energy Balance
- Radiative balance of the Earth
- The greenhouse effect: simplified models and conceptual understanding
- Role of convection and atmospheric circulation in energy transfer
- Anthropogenic disturbances to energy balance

Weeks 6-8: The Role of Water in the Atmosphere
- Water in all its phases and transitions
- Principles of saturation and latent heat
- Cloud formation and precipitation mechanisms
- Thermal gradient of the troposphere and atmospheric stability

Weeks 9-11: Atmospheric Circulation and Weather Systems
- Major circulation cells and prevailing wind systems
- Monsoons and trade winds
- Mid-latitude weather systems and jet streams
- Extreme weather events: cyclones, thunderstorms, and tornadoes

Weeks 12-13: Ocean-Atmosphere Coupling
- The ocean's role in global energy transport
- Case Study 1: El Nino-Southern Oscillation (ENSO)
- Case Study 2: North Atlantic Oscillation (NAO)

Week 14: Cryosphere-Atmosphere Coupling
- The role of ice and snow in the climate system
- Feedbacks between ice melt and climate dynamics
- Implications for sea-level rise and global circulation

Week 15: Final Examination

Week 16: Feedback

This seminar requires a high school level science background. Although mathematical modeling is kept to a minimum, students should be familiar with the fundamentals of vector analysis and differential calculus. These tools are nonetheless provided in appendices.

Evaluation will be:
Active participation in class: 40 pts
Assignments/projects at home: 30 pts
Final examination: 30 pts

Materials (pdf files) will be made available before class.
Students are encouraged to study the materials before and after each class in order to assimilate technical or uncommon words.
Depending on the topic, studying the materials and preparing the report for evaluation may take several hours per week.

Materials (pdf files) are available on the Kulasis website. Email communication is available for questions outside of class time.

Birds fascinate people because they are everywhere, they are easy to see and hear, and they are beautiful. In this course we will examine birds by considering their defining characteristics, form and function, behaviour, life histories, ecology, and conservation. In doing so, the aim is gain a thorough understanding of this diverse and interesting group of animals.

1) Learn the evolutionary history of modern birds and their evolutionary relationships to other groups
2) Learn the characteristics of birds and the characteristics of the major avian groups
3) Learn the unique life history and behavioral traits of birds
4) Learn some aspects of avian ecology and conservation
5) Learning to identify different species of forest and aquatic birds around Kyoto

1) Course introduction
2) What are birds and are they feathered dinosaurs?
3) Feathers and flight exercise (video 1)
4) Museum visit and exercise
5) Avian communication exercise (video 2)
6) The annual cycle of birds and their migration exercise (video 3)
7) Avian movement
8) Birds in and around Kyoto University
9) Finding a mate and breeding systems exercise (video 4)
10) Avian reproduction
11) A trip to Takaragaike Park to identify aquatic birds
12) Avian intelligence and video exercise (video 5)
13) What to eat. Foraging behavior of birds
14) Avian ecology and bird conservation
15) Feedback

Understanding of high school biology is recommended.

Assessment will comprise of end of semester test.

To achieve the course goals students should review the course materials plus optionally the recommended readings after each class.

Light lets you see and get to know the world around you. But we can only see a very small part of all the ‘light’ and it is impossible to see atoms and even big molecules with your eyes. In this seminar we will learn how different forms of light are used in physics and chemistry to ‘see’ the atoms, molecules, distant stars and the world around us. We will learn the fundamentals of light, get to understand light phenomena in your daily life and see how light can be used as a measurement tool in natural sciences. Students with any major are welcome.

可視光は私達の視覚に不可欠ですが、光あるいは電磁波は様々な波長やエネルギーを持ちます。電磁波は、原子や分子の構造や性質を調べる上で、最も強力な手段であり、分光学と呼ばれる手法は物理、化学、生物、工学のあらゆる分野で必要です。このセミナーでは、光の基礎的な性質から原子や分子を調べる方法までの基礎を、英語で学んで行きます。

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 light as a measurement tool in chemistry, (astro-)physics and biology.
- The ability to understand difficult theoretical and ‘invisible’ phenomena in an intuitive way.
- The ability to express their ideas, discuss and present topics of natural sciences in English.

光の性質、光の吸収や散乱を利用した原子や分子の研究方法を学びながら、英語で科学を学習したり議論するスキルを身につける。

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 fundamentals of light, the interaction of light with materials, and methods of spectroscopy, which include the following topics. The plan below is not strict and rather serves as a guideline.

1. Introduction - What is light and how to use it? (4 weeks)
We will learn about ‘light’, its fundamentals and properties such as ‘color’ and how we can make use of light as a measurement tool.

2. Apples are red and water is blue? (3 weeks)
We get to know light’s behavior when interacting with different materials. We learn about the ‘spectrum’ and the basics of spectroscopy. This knowledge answers questions like ‘why do things have color?’ or ‘what can we learn about distant stars?’

3. Laser beams and rainbows (4 weeks)
We see how light is generated in light bulbs, lasers and other light sources. This light then can be selected, modified and redirected with the help of various spectroscopic tools. The same knowledge helps us to understand light phenomena in daily life such as rainbows, anti-reflective glasses or mirrors.

4. Dancing molecules (3 weeks)
We learn how light interacts with atoms and molecules (and induces molecular vibration and rotation in the process), and what this tells us about the shape and properties of molecules. This knowledge is a first look into chemical analysis and studying fundamental physics questions.

5. Feedback and presentation (1 week)

Depending on the available time and interest of the students, we may also discuss the use of light in technical applications and astronomy as well as spectroscopic methods in physics and chemistry or the operation principles of advanced spectroscopic devices.

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 also 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)

This seminar will look at the convergence of radical art and radical politics in 1960s Japan, from the Anpo
protests in 1960 to the university riots in the late 1960s and the Osaka Expo in 1970. We will examine the
work and ideas of Art collectives such as the Neo Dadaism Organizers and Hi Red Center, events such as the
Independents exhibitions, the rise of performance art and media art, and the contemporaneous writings of art
critics.

By the end of this course, students will: Understand the historical development of historical development of
art in postwar Japan; Understand the political and cultural factors that have influenced artists; Learn to make
a critical response to the assigned readings; Learn to read, write, listen, and speak cogently; Present research
findings to an audience.
[Course schedule and

Each week there will be a topic or text assigned for discussion, led by either the instructor or one of the
students. The selection and order of texts may be altered during the semester.

01 Reportage painters
02 Anpo protests and the “Provoke” photographers
03 Genpei Akasegawa: from Hi-Red Center to Street Observation
04 Metabolist architects and Expo'70
05 Discussion text: Reiko Tomii, “Geijutsu on Their Minds: Memorable Words on Anti-Art”
06 Discussion text: Michio Hayashi, “Tracing the Graphic in Postwar Japanese Art”
07 Discussion text: Mika Yoshitake, “The Language of Things: Relation, Perception, and Duration”
08 Discussion text: Miryam Sas, “Intermedia, 1955‐1970”
09 Discussion text: Ming Tiampo, “Decentering Originality”
10 Discussion text: William A. Marotti, “Simulacra and Subversion in the Everyday: Akasegawa Genpei’s
1000-yen copy, Critical Art, and the State,”
11 Discussion text: Angus Lockyer, “The Logic of Spectacle c.1970,”
12 Discussion text: Kuro DalaiJee, “Performance Collectives in 1960s Japan"
13 Discussion text: Midori Yoshimoto, “Women Artists in the Japanese Postwar Avant-Garde: Celebrating
A Multiplicity”
14 Gunhild Borggreen, “Ruins of the Future: Yanobe Kenji Revisits Expo ’70”
15 Feedback

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

The course comprises close readings of critical texts in the fields of art, architecture, design, music, and
performance. Each student will be required to lead one or two sessions during the semester. You will be
assigned one or more topics and related texts. You must read and understand the assigned text(s), and do
additional research on the topic(s). You will present this material to the rest of the class. There are three parts
to this presentation: 1. You will write an illustrated summary of your assigned text as a handout to be
distributed to the other students (40 points); 2. You will give an illustrated lecture on the assigned text, lasting
about 45 minutes. The content will be essentially the same as your essay (40 points); 3. You will lead a
discussion on the topics raised, lasting about 45 minutes. You will be graded on your presence and
participation in all the discussions (20 points). Students who are absent more than four times may not be
credited. Students who submit work that is plagiarized or lacks proper citations may fail.

Students are expected to have read the relevant readings before each class.

By appointment.

The main purpose of this course is to discuss the science of Earth climate change. In this seminar we will explore Climate Change in the Earth system based on (1) past geological records, (2) changes in the present and (3) implications for the future.
We will jointly explore scientific papers and modelling tools related to climate change science. This course encourages students to develop self-learning skills and English expression skills through (A) individual assessment, (B) group discussions and (C) presentations of scientific results.

Students will gain knowledge about the scientific basis of the Earth system and climate change, and will explore and discuss related research in English.

General introduction and orientation to class (week 1 to 4).
Week 1: class outline and objective. Self-introduction of all students. Discussion of schedule, assignments, evaluation,
textbooks/references.
Week 2: Short lecture Climate Change in the Earth system based on past geological records.
Week 3: Short lecture Climate Change in the Earth system based on recent records.
Week 4: Revision of Earth climate change. Can past and present climate change records be used for estimation of future climate change? Introduction to basic global change models on the Earth system using University of Berkeley website model
(https://ugc.berkeley.edu/) to explore and understand global change caused by climate change and human place in the Earth system.

Theme 1: Records of past geological climate change (week 5 to 8).
Students to choose and read, discuss and present basic scientific result of past climate change based on a scientific paper.
Possible topics include: (a) Plate tectonics and climate, (b) CO2 as Earth’s Climate Driver-climate regulation, (c) Snowball Earth and ice ages and (d) geological proxies, based on students interest.

Theme 2: Records of recent climate change (week 9 to 11).
Students to choose and read, discuss and present scientific result of recent climate change based on a scientific paper. Topics might comprise: (a) the Anthropocene, (b) the rise of atmospheric CO2-Keeling curve and (c) ocean records (acidification, coral bleaching etc.), based on students interest.

Theme 3: Applications (week 12-14).
Based on study of past and recent climate change in the Earth system students will explore global change using basic interactive website models e.g. University of Berkeley (https://ugc.berkeley.edu/) to study what causes global change in the earth system. It will allow students to understand impacts of variables on global change caused by climate change and discover
why the climate and environment changes in the Earth system. Students to present and discuss basic model results in seminar.

The format of themes 1 to 3 will depend on class size and may include individual or group presentations on the paper and model. Each student is required to choose one topic for (A) the discussion of a scientific paper (~ 20 min) and (B) global change model (~ 20 min).

Closing class and feedback (week 15)
General discussion of class and comments by all participants

特になし

Assessment for the class will base on the following criteria:
1. Class attendance and active participation and discussion in class (30%).
2. Individual or group presentations for (A) scientific paper review (25%) and (B) basic global change model (25%).
3. Theme 1 or 2 presentation and theme 3 model results will be combined in a short assignment summary due on class 15 (20%).

Details will be announced during the first week of class.

Students are expected to read and explore a (1) scientific manuscript in English, (2) prepare a short presentation of the scientific results in English, (3) conduct some basic global change modeling and (4) actively participate in class discussion.
Depending on class size, students may need to meet in between sessions, outside the class time to prepare for presentation.

Students are expected to bring their own computer device (laptop, tablet, etc.).
Regarding office hours, use LMS to send an e-mail to request an appointment.

What does democracy look like in the digital age?
This seminar invites first-year students from all disciplines to explore how digital technologies are reshaping public life, political participation, and collective decision-making. Together, we will question how democracy can remain open, inclusive, and trustworthy in an era of information abundance and algorithmic control.

In the second semester of 2026, the course focuses on three key themes:

[1. Disinformation and Democracy: Who Defines the Truth?]
We examine how false or misleading information spreads online and how it affects trust, elections, and public debate. Students will discuss fact-checking, digital literacy, and the delicate balance between freedom of expression and the regulation of harmful speech.

[2. Surveillance and Freedom: Watching and Being Watched]
This theme explores how governments and private actors use data and surveillance technologies in the name of security or efficiency, and what that means for privacy, rights, and civic freedom. Students will reflect on how surveillance can both protect and endanger democratic values.

[3. New Forms of Participation: Beyond Voting]
From online petitions and digital deliberation to civic tech communities, this theme looks at new models of participation emerging through digital tools. We will discuss how technology can empower citizens, enable transparency, and create new possibilities for democratic co-creation.

The seminar combines reading, discussion, and interactive sessions with international experts. Students will learn to read short academic and policy texts, summarise key ideas, ask questions, and discuss them in English.

By completing this course, students will be able to:

1. Understand how digital technologies influence democratic systems, public communication, and civic life in contemporary society.

2. Identify and analyse key issues related to disinformation, surveillance, and new forms of participation using conceptual tools introduced in class.

3. Read and summarise short academic and policy texts on democracy and technology, and formulate thoughtful questions.

4. Discuss and present ideas in English with growing confidence, demonstrating improved skills in critical reasoning and collaborative dialogue.

5. Develop and complete an individual research project by exploring a specific issue within the course themes, supported by guidance and feedback throughout the semester.

Through these outcomes, students will cultivate the ability to think critically about democracy’s future in the digital age and to express their perspectives clearly and respectfully in an international academic context.

Weekly Schedule and Class Themes

Week 1: Introduction: Course overview and introduction to democracy in the digital age.
Week 2: Theme 1: Disinformation and Democracy (I) + Method Workshop
Week 3: Theme 1: Disinformation and Democracy (II)
Week 4: Guest Lecture I: Expert on fact-checking and digital literacy
Week 5: Theme 2: Surveillance and Freedom (I) + Presentation Clinic I
Week 6: Theme 2: Surveillance and Freedom (II)
Week 7: Theme 3: New Civic Participation Models (I) + Presentation Clinic II
Week 8: Theme 3: New Civic Participation Models (II)
Week 9: Guest Lecture II: Lawyer from an international organisation or civic tech community
Weeks 10-14: Final Presentations (two students per week with peer discussion)
Week 16: Reflection Session


This seminar proceeds step by step, combining reading, discussion, and practical exercises to help students explore how digital transformation affects democratic life.
The course is organised around three main themes: Disinformation and Democracy, Surveillance and Freedom, and New Civic Participation Models. It also features two guest lectures by international experts.
Students receive continuous guidance through workshops and presentation clinics, gradually developing their own research projects. In the final weeks, each student presents their findings and engages in peer discussion, followed by a reflection session that connects individual insights to the broader possibilities and challenges of democracy in the digital age.

特になし

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

Class participation and discussion (20%)
Active contribution to class discussions, group activities, and reflection on course materials and guest lectures.

Article summary and question (20%)
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.
In each theme, two readings will be discussed per week.

Final presentation (40%)
Oral presentation of the student’s individual research findings, connecting one of the course themes with real-world cases or theoretical debates.
Presentations will include peer discussion and feedback.

Final paper (20%)
A written version of the research project (approx. 1,200-1,500 words), demonstrating independent thinking, coherent argumentation, and integration of feedback.

Evaluation criteria:
Grades will reflect the student’s understanding of key concepts, analytical ability, clarity of expression, and consistency of effort.
Continuous engagement, creativity, and improvement throughout the semester are valued as essential elements 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 recent news, digital policy debates, or examples of civic innovation, to broaden their understanding and connect theory with real-world developments.

Contact via Email.

Get ready for an exciting journey into the world of "Disorders of the Nervous System"! This seminar uncovers the mysteries behind various diseases caused by factors like neurodegeneration, genetics, environmental influences, and injuries. These conditions present significant challenges for individuals, their families, and society at large. While many of these disorders currently lack a cure, exploring their underlying mechanisms is key to finding groundbreaking solutions.
Throughout the seminar, we'll explore the details of the peripheral and central nervous systems, unraveling the interesting organization of the human brain. We'll investigate both the genetic and environmental triggers behind these disorders. As we progress, we'll focus on neurodegenerative conditions like Alzheimer's, Parkinson's, and Huntington's diseases, and later, we'll look into peripheral nervous system disorders, including those affecting vision and hearing.
Be prepared for an interactive experience! Your learning adventure will involve dynamic student presentations followed by lively group discussions. Once we've examined the background and causes of each disorder, you'll have the exciting opportunity to dive into selected literature, gaining valuable insights into current treatments and future possibilities. This seminar promises to be an enriching exploration of the fascinating world of neuroscience and its potential to transform lives!

During this seminar, you will gain insights into common conditions and stay updated with the latest research. Through hands-on study of primary sources, you will uncover cutting-edge treatments and methodologies. By the end of the course, you will possess a robust skill set, allowing you to critically evaluate, discuss, and comprehend nervous system disorders and their various treatment options. This knowledge will empower you to navigate this field with confidence and expertise!

Tentative Schedule:
1. Getting to Know Our Nervous Systems: Peripheral and Central Nervous Systems Unraveled
2. Inside the Brain: How It Works and Why It Matters
3. Genes and Nervous System Problems: Understanding Genetic Causes of Brain Disorders
4. Environment and Our Nervous System: How Outside Factors Affect Our Health
5. Parkinson's: Why Movements Slow Down and Muscles Get Stiff
6. Understanding Alzheimer's: How It Affects Memory and Thinking
7. Huntington's Disease: A Brain Condition That Starts Early and Gets Worse
8. Proteins and Brain Health: Exploring Prion and Creutzfeldt-Jakob Diseases
9. When the Brain-Body Link Breaks: Exploring Spinal Cord Injuries
10. Nerve Troubles: Learning About Charcot-Marie-Tooth Disease
11. Epilepsy: What Happens When the Brain Gets Too Active
12. Eye Troubles: Understanding Glaucoma and Other Visual Problems
13. Hearing Loss Stories: Brown-Vialetto-Van Laer Syndrome and Sensorineural Hearing Loss
14. The Latest in Nervous System Research: Where We Are and What's Next
15. Feedback


Changes regarding content and order might occur.

This course is open to all students, although a basic understanding of biology is suggested. Additionally, attending the seminar "Physiological Neuroscience" beforehand is recommended to get introduced to the basic principles of neuroscience.

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

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

For a deeper understanding of neuroscience, it's advised to attend the "Physiological Neuroscience" seminar. This will provide additional insights into the basic principles of our nervous system.

If you have further questions, feel free to write me an email.

● 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.

Medicine has undergone tremendous changes in recent years, leading to groundbreaking innovations, personalized approaches, and the integration of cutting-edge technologies. However, every modern breakthrough is built on a rich and fascinating history.
In this course, students will explore the evolution of medicine - from the era of traditional herbal remedies and the contributions of major medical pioneers to the development of advanced medical techniques. Through this journey, students will gain a deeper understanding of how breakthroughs in virology, genetics, immunology, and other disciplines are transforming the treatment of diseases and routine medical practices. We will discuss the assessment of the effectiveness of modern therapies, alongside the ethical considerations surrounding medical breakthroughs.
Classes combine lectures with collaborative group work and discussions. In seminars, students will engage with the latest scientific achievements through presentational activities, develop skills to critically evaluate emerging therapies, and discover the prospects and potential of medicine.

1. Examine the history of medicine and the contributions of its founders
2. Analyze the biological principles behind modern medical technologies
3. Investigate cutting-edge research and its implications for future medical practices
4. Identify limitations and potential challenges in the implementation of scientific and technological advancements in medical practices
5. Develop critical thinking and communication skills

1. Course Introduction. Overview of medical innovations
2. Evolution of Medicine: herbal traditions, founders, and historical timeline
3. Battling Microorganisms: understanding of bacteria, viruses, and fungi
4. Problem of Antibiotic Resistance: causes, consequences, and strategies for the future
5. Viruses that impact Global Health
6. Critical Role of Vaccines in Controlling Infectious Diseases
7. Cancer Fundamentals: from biology to disease progression
8. Tackling Cancer. Advances in therapy
9. Cancer Resistance: how and why treatments fail
10. Breakthroughs in Medicines. Immunotherapy
11. Breakthroughs in Medicines. Stem cell therapy
12. Breakthroughs in Medicines. Regenerative medicine
13. Breakthroughs in Medicines. Genetic revolution: gene editing and genetic therapies
14. Breakthroughs in Medicines. Advancements in surgical techniques. Applying AI to healthcare
15. Feedback

Changes in order and/or content may occur depending on the number of students and the specific needs of the class.

Open to students from all majors. This seminar provides an overview of cutting-edge scientific and technological innovations that contribute to the advancement of medicine.

Attendance and active participation: 30%
Midterm assignment: 30%
Quality of student presentations and discussions: 40%

Reviewing lecture slides, completing quizzes, and doing homework will enhance understanding and reinforce learning in class. Lecture slides will be provided.

If you have any questions, please feel free to email me or schedule a time to meet in person.

May force be with you. This famous goodbye phrase from Star Wars summarizes the important roles physical forces like gravity and friction play in our daily life. Living systems including our bones, muscles, cells and even proteins in our body depend a lot on physical forces to function properly. For example, why do astronauts become osteoporotic after prolonged stay in space? How do plants orient their position to maximize contact with sunlight? In this seminar, we will discuss some of the ground breaking discoveries and technological advances integrating biology, physics, and chemistry. Specifically, we will explore the mechanisms in which living systems, including the human body, adapt to and utilize physical forces to survive and function normally, and sometimes, abnormally.

The goal of this seminar is to help students develop a multidisciplinary approach to scientific discussion and problem solving in life sciences and medicine. By the end of this course, students will be able to:

Develop multidisciplinary perspectives when discussing complex problems in life sciences.

Explain the fundamental mechanisms by which living systems sense and adapt to physical forces.

Develop and present their own ideas effectively through presentations and discussions.

Discussions in this seminar will center on the impact of physical forces on living systems, and adaptive responses of such systems to acting forces. Some selected discussion topics are listed below. Topics might be flexibly changed based on our interests.

1) Recent exciting discoveries in science (3 weeks)
We will begin the discussion series by exploring ground-breaking discoveries in biology, chemistry, physics and/or engineering, and discuss their impacts on the society. Through this session, we will learn how to obtain fundamental knowledges from scientific articles.

2) Exploring interconnectivity between physics and biology (3 weeks)
Discussions here will explore interesting phenomena involving the interaction between physical forces and living systems. We will discuss how living systems sense and react to physical forces in the environment. Specific examples of adaptations to forces in biology will be drawn from plants, animals, and even from the human body.

3) Role of forces in the skeletal system (3 weeks)
Why do astronauts become osteoporotic after prolonged stay in space? This topic will look specifically into the role of physical forces in the skeletal system. We will discuss how bone architecture adapts to the mechanical environment from the perspective of interaction of forces, cells, and even molecules.

4) Biomechanical researches exploring disease treatments (3 weeks)
This topic will focus on the latest biomechanical researches that seek to understand disease development, and propose treatment strategy. Through this topic, we will discuss the role of multidisciplinary approaches in the advancement of life sciences and medicine, helping to develop a mindset to tackle complex problems in science with multidisciplinary solutions.

5) Student presentations and lecture review (2 weeks)

6) Feedback (1 week)

None in particular. The seminar will be discussion-based.

Attendance and class participation: 60%, Discussions and presentations: 40%

Prior reading of scientific papers on topics to be discussed is recommended to enhance understanding.

Office hours will be announced during class hours.

The first half of this course introduces students to the processes and mechanism of natural phenomena associated with environmental hazards in soil. Being able to identify governing factors for the phenomena can help students find innovative solutions to prevent and reduce natural disaster risks. The course covers basic scientific theories and application that can enhance students' ability in modeling and analysis of the governing factors as well as the assessment of potential risk.

The second half of this course introduces frameworks for vulnerability assessment which dovetails into geohazard assessment and management practice. This section also covers the important concept of Environmental Impact Assessment as a means for anthropogenic disaster mitigation.

On successful completion of the course, students can be expected (1) to understand basic soil mechanics and hydraulics of groundwater, (2) to integrate these concepts to explain the failure mechanism of geo-disasters like landslides, (3) to analyze specific state-of-the-art disaster mitigation technologies and (4) to perform basic vulnerability, impact and disaster risk assessment.

1. Introduction to geo-disasters in the environment
2. Basic soil mechanics and hydraulics of groundwater (1)
3. Basic soil mechanics and hydraulics of groundwater (2)
4. Basic soil mechanics and hydraulics of groundwater (3)
5. Understanding mechanism of geo-hazard in the environment (1)
- landslide, ground subsidence, internal erosion beneath river embankments
6. Understanding mechanism of geo-hazard in the environment (2)
- landslide, ground subsidence, internal erosion beneath river embankments
7. Mechanism of earthquake-related geo-hazards
- liquefaction, tsunami
8. State-of-the-art disaster mitigation technologies
9. Understanding vulnerability: political, physical, social, economic and environmental factors
10. Student presentation
11. Basic concepts of geo-hazard assessment and management
- mitigation, preparedness, response and recovery
12. Environmental Impact Assessment (EIA) for disaster mitigation (1)
13. Environmental Impact Assessment (EIA) for disaster mitigation (2)
14. Revision and self-learning week
15. Student presentation
16. Feedback

Beneficial but not mandatory: basic mathematics and physics (high school level). Students must be willing to work with basic mathematics.

- Class participation (30%)
- Assignment report (30%)
- Oral presentation (40%)

Students are expected to be independent in finding online resources to attain relevant issues of discussion during seminar to enhance student interaction and understanding during classes. There will be penalty for failure to attend the course (up to three classes) on routine schedule.

After class, student consultation will be arranged with prior notice.

The purpose of this seminar is to learn about the various ways in which physics can be used to understand living matter, from the motion of small molecular machines in the cells of our bodies to the collective behavior of swarms of animals. We will also learn how the physical description of living matter can allow us to emulate it to develop new materials and devices.
In this seminar, we will learn about selected topics in biophysics by reading articles from scientific journals. For each topic, we will start with one or two weeks of lectures explaining the necessary background. After that, we will read a scientific article together. We will discuss the contents of the article and its importance for the field of biophysics. The following week, some students will be asked to give a brief presentation about a part of last week’s article.

-　Understanding how living matter is different.
-　Becoming familiar with some of the techniques currently used in biophysics.
-　Learning to read scientific articles and present their contents.

Class 1-3: Motion and machines at small scales.
Class 4-6: Biological and artificial molecular motors.
Class 7-9: Randomness, noise, and fluctuations.
Class 10-11: Collective motion and swarming.
Class 12-14: Polymers and DNA.
Class 15：Feedback

Knowledge about statistical mechanics and/or thermodynamics is helpful but not required.

The students will be graded based on their participation in class (25%) and their presentation (75%). Students will need at least 60% in total to pass.

Each student will be asked to prepare a short presentation on a part of a scientific article once during the course.

Office hour: Thu. 15:00-16:00

This course introduces students to a range of classic problems in Anglophone philosophy through close discussion of vivid and challenging questions. We will ask, among other things, why we should be good, what it means to be free and responsible, whether it is coherent to resent one’s own existence, and what obligations we may have to future generations. Rather than aiming to survey philosophical theories, the course focuses on learning how philosophers approach such questions and how different answers can be argued for and challenged.

Classes will combine short lectures and handouts with guided group work, discussion, and student presentations. A shared document will be used to record ideas, arguments, and points of disagreement as they emerge over the semester. Students will be encouraged to take an active role in shaping the direction of discussion and in developing their own philosophical positions.

By working through these problems, students will develop key skills in critical thinking. In particular, they will learn how to identify and evaluate arguments, how to articulate a clear thesis, and how to defend a view in response to objections.

To introduce students to a range of classic philosophical problems and the different ways philosophers have approached them.

To develop students’ ability to participate constructively in philosophical discussion and to articulate their ideas clearly and confidently.

To strengthen students’ skills in analysing and evaluating arguments, including identifying assumptions and responding to objections.

To improve students’ abilities to interpret philosophical texts and to communicate their views effectively in spoken and written form.

Weeks 1-2 Thought Experiments and Moral Intuition
Trolley problems and related cases
The role of intuitions, cases, and counterexamples in philosophy

Weeks 3-4 The Ring of Gyges
The Ring of Gyges and the question: why should we be good?
Moral skepticism and its challenges

Weeks 5-6 Free Will and Determinism
Is it possible to be responsible for something one was powerless to stop?
Free will, responsibility, and addiction

Weeks 7-8 Freedom, Constraint, and Self-Relation
Positive and negative liberty
Freedom, authenticity, and the given conditions of agency

Weeks 9-10 Luck, Responsibility, and Moral Remainder
Moral luck and responsibility
Regret, blame, and that which escapes our control

Weeks 11-12 Attitudes Toward One’s Existence
Is it coherent to resent one’s existence?
Death, non-existence, and the meaning of life

Weeks 13-14 Duties to Future Generations
Do we have obligations to future generations?
The repugnant conclusion

Week 15 Feedback Class

Students will be expected to read one text in English in preparation for each class, to be provided by the instructor. The text will be 1-2 pages long.

Each week students will write a short reflection. These will be worth in total 60% of the final grade. The last 40% will be awarded based on a quiz set at the end of the semester.

Students will be expected to read approximately 1-2 pages of philosophy in English every week.

For any inquiries, students can contact me by email, and we can arrange in-person or Zoom office hours on request.

This seminar is a chance to explore biochemistry in a more interactive and relaxed way. Instead of just sitting and listening, you will learn through discussions, problem-solving, and small group activities. You can take this seminar by itself, or together with other related lectures if you like - there is no strict connection.

The goal is simple: to help you really understand important biochemical ideas, practice applying them, and build confidence in using scientific English. Along the way, we will also look at extra topics that may not come up in regular lectures.

In this seminar, you can expect:

* Group discussions where we work together on biochemical problems.
* Short, ungraded quizzes and other activities for self-check.
* Case studies that connect science to real-life examples.
* Peer teaching opportunities to learn from and with your classmates.

You are always welcome to ask questions - during class, by email, or in extra meetings with me or the teaching assistants. The seminar is conducted entirely in English, giving you a chance to practice scientific communication in a supportive environment.

In short: think of this seminar as a study group for biochemistry (生化学の塾), where we focus on understanding, practice, and discussion rather than memorization.

Life science tries to understand everything about living things - from the tiniest atoms all the way up to whole organisms. In this seminar, we focus on how biomolecules (like DNA, proteins, and lipids) are built, how they work, and how they come together to keep life running in both health and disease.

By the end of this seminar, you should be able to:

* Describe the structure and role of important biomolecules such as DNA, proteins, and lipids.
* Understand and explain key biochemical reactions, including enzymes and metabolic pathways.
* Practice thinking about how common molecular biology techniques (PCR, cloning, protein analysis) are used.
* Discuss how biomolecules affect cell function and the health of the whole organism.

Course Topics
(14 classes + 1 feedback session)

1. Introduction to Biochemistry: What biochemistry is and how molecules make life possible.

2. DNA, Genes, and Genomes: How genetic information is stored and passed on.

3. DNA Replication and Gene Expression: How DNA makes copies and gives instructions for proteins.

4. Proteins: Their shapes and the many jobs they do in cells.

5. Protein Structure: How folding determines protein function.

6. DNA Isolation and Analysis: Basic lab techniques to look at DNA.

7. DNA Cloning and PCR: How scientists copy and work with DNA.

8. Protein Methods: How to study and analyze proteins in the lab.

9. Enzymes: Special proteins that speed up life’s chemical reactions.

10. Enzyme Kinetics: How to measure and understand enzyme activity.

11. Carbohydrates: Sugars as energy and as building blocks.

12. Lipids: Fats and membranes that organize and power cells.

13. Metabolism: How cells make and use energy.

14. Citric Acid Cycle and Oxidative Phosphorylation: The main energy-producing pathways.

特になし

Class Participation (60%)
Your active participation in class is very important. This includes joining discussions, working on exercises, and taking part in short in-class quizzes and activities.

Homework Logbook (40%)
Instead of a final exam, you will keep a learning logbook throughout the course. This homework is hand-written only (no AI-generated answers). Think of it as your personal record of what you learned - where you can write notes, solve problems, and even draw pictures of molecules, pathways, or bacteria.

Most of the logbook (about 70%) will be completed during class as we review and discuss topics together. The remaining part (around 30%) will be homework to finish at home. It’s fine to talk and team up with classmates for ideas, but please do not simply copy each other’s work. Your logbook will be checked and graded as part of your evaluation.

To get the most out of this seminar, students should look over the course materials and work on the problem sets before each class. Think of the homework not as a punishment, but as extra practice - a chance to make the new ideas “stick” better by writing, drawing, and thinking them through.

At the start of the course, you will receive a clear weekly schedule, along with links to handouts and online resources. These will guide you step by step so you can prepare without stress.

It may help if you already know a little chemistry or biology, but it isn’t required. You don’t need to take Introduction to Biochemistry to succeed here. With the notes, textbook chapters, handouts, and videos provided by the instructor, any motivated student can follow along and do well.

Office Hours: I am happy to talk with you anytime. Please send me an email first before coming to my office or before setting up an online meeting (Zoom, etc.). Don’t worry about the reason - whether it’s about class, the homework, or even if something just feels unclear - I’m here to help, so please don’t be shy to contact me.

This class will introduce to students one of the most abundant forms of life on earth: the Nematodes or roundworms. The most famous of these is the useful model organism called Caenorhabditis elegans. The goal of the class is to provide both a survey of how scientists use these organisms to conduct research, demonstrate the worm's great importance to biology, and provide hands-on experience with simple worm manipulation.

Students will also learn directly about some of the current biological questions that are being addressed with this versatile model organism. We will also find wild nematodes around Kyoto, make scientific observations on them and use DNA sequencing to identify their species. Whether we find a new species, or identify new isolates of known ones, this class will introduce you to a new realm of life.


線虫学入門 - 生物学を学びながら新種の線虫を見つけよう!

線虫は動物の中で最も個体数の多い生物種です。線虫は土壌や植物から簡単に見つけることができ、分子生物学における重要なモデル生物の一つでもあります。2002年には、線虫を用いた細胞死の研究に対して、2006年には、線虫におけるRNA干渉の発見に対して、それぞれノーベル賞が贈られています。線虫が持つ遺伝子のうち、６０−７０％は私たち人間にも共通しているため、ヒトにも共通する様々な生体のメカニズムを理解することを目指して、飼育や遺伝子組み換えが容易な線虫が、実験材料として分子生物学では用いられます。　

この授業では、各自、サンプルを持参して、そこから線虫を取り、それぞれの線虫のゲノムDNAの一部を増幅し、そのシーケンスを読むことによって、線虫種を同定します。

新種の線虫を発見する可能性もあり！新種の線虫の探索に加えて、分子生物学の研究において一般的に使われている野生株と変異株を用いた遺伝学実験、高解像度顕微鏡を用いた染色体構造の観察も行います。

-To understand the biology and diversity of nematodes
-To understand the uses of the nematode Caenorhabditis elegans in modern biological research
-To understand the anatomy and life cycle of C. elegans
-To learn how to create new strains containing desired mutations by designing crosses between animals
-To acquire the knowledge and experience needed to begin genetic research with C. elegans

About half the classes will occur in the classroom, and half in my laboratory, as indicated below; some changes to the following might occur depending on circumstances.

Class# Topic
1 Classroom: Intro to class, wild worm collection kits distributed
2 Classroom: Life cycle/development; assessment of wild worm collection
3 Lab: Wild worm observation I : brightfield microscopy
4 Lab: Wild worm observation II : PCR on cleaned species
5 Classroom: Wild worm observation III : BLAST, Species IDs, some informatics (MSA); then RNAi theory for next lab class
6 Lab: RNAi on C. elegans
7 Lab: RNAi on C. elegans
8 Lab: Wild worm observation IV : Chromosome counting/fluorescence microscopy; crossing mutant strains
9 Classroom : Meiosis
10 Lab: microinjection of gonads (CRISPR-Cas9 editing)
11 Classroom: Sex Determination/Sex Chromosomes
12 Lab: Live imaging of C. elegansv
13 Classroom: Nematode Parasitism
14 Classroom: Aging, End of the class, Survey for this class

15 Classroom: short presentations
16 Lab: feedback on class

This is an introductory course. There are no requirements, but a basic familiarity with biology and genetics will be beneficial.

Evaluations will be based on participation, short quizzes, and a final presentation, with contributions of 40%, 40%, and 20%, respectively, to the final grade.

Students will have to understand technical vocabulary in English. This may require studying outside of class hours.

Office hours will be 1 hour once per week, schedule to be announced on the first day of class.

This class involves some genetic experiments on nematodes.
遺伝子実験：対象(ヒト以外の動物、植物、生物等)