We are going to read scientific papers related to a topic that is important both scientifically and socially. Is it possible to predict the occurrence of large earthquakes and volcanic eruptions? What are the current scientific advances in this field? We will also learn about earthquake and volcano hazard and discuss ways to reduce the risk of associated disasters.

The course aims to show students the importance of studying about natural disasters caused by earthquakes and volcanoes, which may help finding better ways to reduce their risk. 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。近年重要度が高まっている地震・防災学を学びながら、英語の能力も向上しましょう！

Each student is going to choose a paper 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:
- The physics of great earthquakes (e.g., the 2011 M9.0 Tohoku-oki earthquake): any clues for predicting them?
- Large volcanic eruptions and possibilities of prediction;
- Earthquake and volcano hazard;
- Earthquake simulations and laboratory experiments;
- Artificial intelligence (AI) in Geosciences.

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).

Magnets are old and simultaneously new materials, which play a central role in modern society. The purpose of the seminar is to know basic of magnets and magnetic devices.

Understanding attractiveness of magnets and magnetism

Overview and history of magnetism (1 Week)
Basics of magnetic materials (3 weeks)
- Ferromagnets
- Antiferromagnets
- Ferrimagnets
Working principles of magnetic devices (4 weeks)
- Magnetoresistance
- Magnetic valves
- Magnetic memories
Fabrication process of magnetic devices (2 weeks)
- Device architecture
- Fabrication techniques
Principles of devices based on magnetic dynamics (3 weeks)
- Magnetic resonance
- Spin pumping
- Spin torques
Incoming magnetic devices (2 weeks)
- Ongoing research trends
Summary (1 week)
- Take home messages

特になし

Evaluation will be based on participation (30%), discussion (30%), and short presentations (40%).

Review of the contents is recommended.

This seminar will enable students to develop understanding of a range of qualitative research methodologies, with a focus on health care. We will explore the value of qualitative research in developing health services which prioritize patient needs and quality of care. We will run both theory sessions and workshops to explore the key methods, exploring them through real research projects. Students will have the opportunity to experiment with conducting some exercises using qualitative research methods, such as interviews and research observation. We will explore together in class ways to analyze the data students will collect. We will also run two journal club sessions, in which students will learn to critically evaluate the quality of published studies, as they are presented in international journals. Overall, this seminar will enable students to develop understanding of the value of qualitative research, but also support the development of introductory skills of conducting interviews, research observation, data analysis and results' communication in report format and oral presentation.

To understand the concept of qualitative research approach
To understand different methodologies in qualitative research
To explore different methods ( data collection, data analysis) in qualitative research
To apply quality criteria of evaluation to qualitative research

Understanding the qualitative research approach
Session 1: Introduction to the seminar-Definitions of qualitative research and key principles
Session 2: The role of qualitative research in quality of care, health service development and patient-centered care
Session 3: Exploring the ethnography design


Key methods of data collection
Session 4: Key methods of data collection- interviews
Session 5: Workshop on Qualitative interviews- use of video material
Session 6: Reflective learning- students will conduct a mini interview with a follow-up group discussion
Session 7: Key methods of data collection- Observation methods
Session 8: Reflective learning workshop: students will conduct a small observation experiment, class feedback
Session 9: Journal club- Paper review workshop, using a published ethnographic study

Key methods of data analysis
Session 10: Methods of qualitative analysis- thematic analysis
Session 11: Workshop on thematic analysis- we will conduct thematic analysis in class, using prior experiment
Session 12: Feedback on students thematic analysis exercise

How to report and publish the results of qualitative research- assessment of published papers
Session 13: Developing project reports for funders, academic publication, and general public.
Session 14: Use of existing criteria to evaluate qualitative studies. The session will include a journal club workshop. we will learn how to review of a qualitative paper in class, using different established lists.
Session 15: Presentations- course feedback

特になし

Short assignments during the seminar will offer students the chance to practice different methods of data collection and analysis (interview- observation- data analysis)


Evaluation will be based on active participation (10 points), assignments (four assignments, 10 points each), and an oral presentation (50 points).
Assignments and individual reports 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 submit all assignments.

Students will need to engage into workshops of research methods and conduct short assignments of data collection ( short interview, short observation) and data analysis, which we will then discuss in class. Students will also need to prepare their final course presentations and they will be evaluated via them.

Two published papers will be suggested prior to two sessions, for the students to read. The work of quality appraisal of the publications will take place in class, during seminar session.

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

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

It is a classical question from centuries ago whether a quintic (or of higher degree) polynomial equation is solvable in terms of its coefficients, with only use of the usual operations (addition, subtraction, multiplication, division) and application of radicals (square roots, cube roots, etc). Modern/abstract algebra was born to answer this question, the answer to which turns out to be negative in general. On the other hand, abstract algebra has gone far beyond this and is rightly regarded as one of the central features of modern mathematics nowadays, which is in particular fundamental for the study of arithmetic problems.

We will learn the basic concepts and theorems in group theory, ring theory, field theory, and Galois theory. As an application, we shall also be able to determine which polynomial equations are solvable in radicals.

We intend to cover a big chunk of modern algebra in a condensed and interesting way, to make it accessible to most undergraduate students. Both concepts and examples will be emphasized. Below are the plan and contents of the course. The lectures, as well as the order of the lectures, may be modified, depending on students' background and understanding of the course materials.
-Set Theory [1 week]:
Notion of sets, mappings, mathematical induction, Zorn's lemma.
-Group theory [4 weeks]:
Definition and examples of groups, homomorphisms, abelian groups, symmetric groups, Sylow's theorem. -Ring theory [3 weeks]:
Definition and examples, ideals, quotient rings, Euclidean domains, PIDs, UFDs, polynomial rings.
-Field theory [3 weeks]:
Definition and examples, field extensions, polynomials, finite fields.
-Galois theory [2 weeks]:
Galois extensions, roots of unity, solvability.
-Some applications to arithmetic [1 week]
-Feedback [1 week]

特になし

The evaluation consists of the following weighted parts:
-Performance in class (20%).
-Presentation (60%): Each student reviews a mathematical topic assigned by the instructor. Such a topic is typically a section from the textbook below.
-Report (20%): Your report covers the details of your presentation. Each student needs to email the report to the instructor no later than Friday of Week 15.

Along with preparation and review, students are encouraged to form study groups.

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.

Computer animations of human movement help (a) clinicians understand movement disorders, (b) doctors make corrective surgery decisions, and (c) engineers design artificial limbs. This course will introduce you to human movement simulation from the perspectives of animation and motion capture. A variety of movements will be considered, ranging from simple single-segment motion to complex, natural 3D motion. We will use the free-and-open-source software "Blender" to create animations of human movement. As a final project, students will generate a short animated movie, using animated movement to tell a story. Programming experience is useful but not required.

Students will learn about human modeling, animation and simulation. Students will also learn the fundamentals of motion capture, and how motion capture data can be used to drive the motion of 3D human models. In two classes students will work hands-on with expensive, Hollywood-grade motion capture equipment to support animation work. You will gain experience using open-source software, working in 3D software environments, and in planning and managing a relatively complex software project.

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 short animation of human movement. The animation theme and specific techniques are free, to be 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: Geometry Fundamentals
2) Animation I: Keyframe Fundamentals
3) Modeling II: Armatures & Skins
4) Modeling III: Character Meshes
5) Animation II: Actions & Nonlinear Animation
6) Presentations I: Initial Ideas
7) Modeling IV: Images, Videos & Sounds
8) Motion Capture I: Experiment I
9) Motion Capture II: Using Data in Blender
10) Motion Capture III: Experiment II
11) Presentations II: Progress Report
12) Animation III: Fine Tuning
13) Animation IV: Advanced Topics
14) Presentations III: Final Projects
15) Feedback

Total: 14 seminars + 1 feedback week

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 assignments.

Evaluation will be based on the following criteria:

- Assignments (70%) [10 @ 7% each]
- Final Project (30%)

TOTAL: 100%

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

Additionally, there will be a Final Project that students are expected to complete outside of class, with in-class support.

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

IN-CLASS ENVIRONMENT
This is a small seminar class, and active discussion is encouraged. Students are also 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)

Since 1901, the Nobel Prize has served as an acknowledgement of major contributions to the life sciences. In this ILAS seminar, we will focus on several contributions to the fields of Medicine/Physiology and Chemistry that have been recognized by the Nobel Prize. The course will begin with two classes that review the philosophy and sociology of such scientific discoveries. Subsequent classes will shift to an exploration of the application of these theories to specific cases. By studying the work and careers of laureates, students will become familiar with the philosophies and methods that have led to great breakthroughs in twentieth-century science. The course will end with a discussion of the future prospects of medical innovations. During the course, students will practice to read research papers and actively participate in group discussions.

To understand the philosophy and methodology of the Nobel laureates
To gain basic knowledge of the life sciences and biotechnology
To improve critical thinking skills and the discussion and presentation of scientific topics

Week 1. Introduction of course: Nobel lecture
Week 2. History of scientific discoveries
Week 3-6. Nobel stories of “Gene to Cell”: Chromosome, Reverse Transcription, Protein folding, Protein degradation, cell division
Week 7. Student practice: Let's make a "3D-DNA model"
Week 8. Novel biotechnology in medicine: RNA interference, polymerase chain reaction, green fluorescent protein
Week 9. Student practice: Reading Nobel papers
Week 10-13. Discovery of the causes of diseases (and therapies): tuberculosis (and streptomycin), malaria, cancer, immune cells, and immune therapy
Week 14. Innovations in medical sciences: What is the next innovation?
Week 15. Student presentations on selected Nobel prizes
Week 16. Feedback

特になし

Evaluation will be based on class attendance and participation (60%) and a final presentation (40%).

To achieve the course goals students review the course handouts.

Please feel free to come to my office any time.
This course is conducted in a seminar format, and students are required to attend classes face to face.

This seminar provides an in-depth examination of the causes and consequences of contemporary climate change, emphasizing its links to human development models that rely heavily on non-renewable fossil fuels and raw materials. Students will explore how anthropogenic activities have altered the Earth system and examine the environmental, social, and economic repercussions of these changes. Through discussions and project-based learning, students will develop the ability to analyze and discuss climate change issues in English from an informed and critical perspective. Class activities will include individual or group projects focusing on specific aspects of climate change, as well as “real-time” discussions inspired by the annual United Nations Framework Convention on Climate Change (UNFCCC) Conference of the Parties (COP).

By the end of the seminar, students will be able to:
- Explain the anthropogenic causes and physical mechanisms of current climate change.
- Identify and analyze the major environmental and socio-economic impacts of climate change on the humanosphere.
- Evaluate the vulnerability of different regions and ecosystems to climate change.
- Discuss mitigation, adaptation, and energy transition strategies from a global and ethical perspective.
- Engage in informed discussions on international climate policies and negotiations.

Weeks 1-3: Introduction-The Anthropogenic Causes of Climate Change
- The increasing human impact on the environment
- Fossil fuels: drivers of progress and sources of crisis
- Industrialization, globalization, and unsustainable resource use

Weeks 4-5: Physical Mechanisms of Climate Change
- The greenhouse effect and radiative balance
- The carbon cycle and feedback processes
- Role of aerosols, land-use changes, and atmospheric composition

Weeks 6-8: Environmental Impacts of Climate Change
- Extreme weather events: floods, droughts, storms, and heatwaves
- Oceans and cryosphere: sea level rise, acidification, and ice melt
- Biosphere: species migration, habitat loss, invasive species, and extinctions
- Land systems: soil erosion, land degradation, wildfires, and permafrost thaw

Week 9: Vulnerable Regions
- Polar regions and the cryosphere
- Coastal and island regions
- Semi-arid and arid regions

Weeks 10-11: Socio-Economic Impacts
- Agricultural disruption and freshwater scarcity
- Public health risks and food security
- Economic losses and inequality
- Migration, displacement, and conflicts

Weeks 12-14: Discussion and Project Sessions
- Possible solutions to climate change
- Defining responsibilities: global equity and climate justice
- Adaptation, mitigation, and the "loss and damage" debate
- The challenge of the global energy transition

Week 15: Final Examination

Week 16: Feedback

This seminar does not require prior knowledge on the topic and is mainly based on graphics and documents to interpret.

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, the study of the materials and the preparation of the report for the 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.

This intensive seminar provides an introduction to cross-cultural communication with a focus on cultural awareness and cultural competence.
Through lectures, guided discussions, simulations, reflective exercises, and collaborative group work, students will explore:
　-　what culture is and how it operates
　-　how culture influences communication
　-　cultural identity and inter-group dynamics
　-　ethnocentrism, stereotypes, and prejudice
　-　verbal and nonverbal communication across cultures
　-　developing cultural competence
The course emphasizes self-reflection, critical thinking, and active engagement in intercultural dialogue. Students will learn to approach cross-cultural interactions appropriately and effectively while developing greater awareness of their own cultural assumptions.
All sessions, discussions, presentations, and assignments will be conducted in English.

By the end of the course, students will be able to:
　-　Understand key concepts related to culture and communication.
　-　Explain how cultural frameworks influence perception and interaction.
　-　Recognize mechanisms of bias, stereotype, and ethnocentrism.
　-　Reflect critically on their own cultural identity and assumptions.
　-　Demonstrate increased confidence discussing in English.

This course is held as an intensive seminar over the course of 5 days. Each day includes lectures, discussion and group work.

Day 1　-　Foundations of Culture and Communication
Introduction to the course and key concepts. Students explore the meaning and structure of culture, examine foundational models of culture, and analyze how communication functions. Through guided discussion and reflective activities, students begin developing cultural self-awareness and identifying how culture shapes perception and interaction.

Day 2　-　Identity, Ethnocentrism, and Intergroup Dynamics
Focus on social and cultural identity formation and how group membership influences communication. Students examine ethnocentrism, cultural relativism, bias, stereotypes, and prejudice through case studies and discussion. Emphasis is placed on recognizing implicit assumptions and understanding intergroup relationships.

Day 3　-　Verbal and Nonverbal Communication Across Cultures
Examination of language, communication styles, and contextual communication patterns (e.g., high- and low-context cultures). Students analyze nonverbal communication and sources of cross-cultural misunderstanding. Role-plays and simulations provide applied practice in recognizing and managing intercultural miscommunication.

Day 4　-　Developing Cultural Competence
Exploration of models of intercultural competence and frameworks for cultural sensitivity. Students engage in applied workshops focused on intercultural problem-solving and collaborative dialogue. Time is dedicated to integrating concepts and preparing group projects.

Day 5　-　Integration, Application, and Presentation
Students present group projects demonstrating their understanding of key concepts and application to real-world scenarios. Peer feedback and reflective discussion reinforce learning. The course concludes with synthesis activities connecting cultural awareness to ongoing intercultural development.

Note: this is a tentative schedule and as such may be subject to change.

There are no specific prerequisites.
However, students must:
　-　Attend all five days in full
　-　Participate actively in discussions and activities
　-　Complete short daily reflection assignments
　-　Contribute meaningfully to group work
Because of the intensive format, absence for one full day may result in failure of the course.

　-　Attendance and Active participation: 30%
　-　discussion, group work: 30%
　-　Assignments: 20%
　-　Final group project and presentation: 20%
Active participation includes sharing ideas, engaging respectfully with peers, and contributing thoughtfully to group activities.

Students are expected to prepare for each class by reviewing their notes and completing the readings and assigned tasks.

The seminar relies heavily on interaction and discussion.
All activities are conducted in English.
Office hours available after each session during the course.
Detailed daily schedule will be distributed before the course begins.

Summary: A six-day intensive (September 7-12, 2026) and interactive camp-like scientific experience held at the Research Center for Marine Biology, Graduate School of Life Sciences, Tohoku University, in Asamushi (Aomori prefecture). The contents include multidisciplinary basic sciences including marine organism-based basic biology, cell biology, and physiology with related essential pharmacology concepts.

Understanding and practicing the scientific method, based on observation and experimentation, is important
for any student in science and beyond. Using simple and easily accessible experimental models such as
marine organism that can be directly collected from the natural environment offers a unique opportunity to
develop skills toward that objective. Moreover, small group work in an international setting adds another
layer for students to develop skills in collaboration and exchange which are other important aspects of science.

Students will learn the basis of scientific experimentation using small marine animals as an experimental
model. Using seashells (貝) and sea roaches (フナムシ), students will study their basic behavioral
physiology (行動生理学). Participants also have the chance to see the amazing process of sea urchin
fertilization and early development (ウニの受精と発生) as well as collect plankton and observe its diversity
(プランクトンの多様性). These are fundamental examples of approaches in life science research and in the
study of living processes. Students can also investigate the effects of sea water ionic composition and osmotic
pressure on the extrusion behavior of seashells and their importance in muscle contraction (イオン・浸透圧
に基づく基礎生理学). Ion-mediated signaling pathways are common pharmacological targets and students
can learn about some of these processes during the experiments. Overall, participants will learn basic
principles of physiology and the scientific method, in a beautiful natural setting.

The course will be held entirely in English in collaboration with instructors of the Graduate School of Life
Sciences, Tohoku University. In addition to students at Tohoku University and Kyoto University, the course
will also be opened to participants from the University of Tokyo and the University of Tsukuba. Thus, participants
will enjoy an interdisciplinary and international experience in which students from many academic
backgrounds and institutions learn together, interact, and exchange.

The main objective of the course is to learn the basics of the scientific method by performing simple ecology
and cell biology experiments with marine organisms, in small groups.

Based on their own ideas, students will freely design and perform experiments to test their own hypotheses,
collect data, analyze and interpret their results, and present them.

Students will learn through a trial-and-error process and develop problem solving and presentation skills.

Participants will develop skills in collaborative group work and in expressing themselves effectively in an
international setting where students from different origins and academic backgrounds interact.

After receiving basic guidance and explanations, groups will be formed and students will collect marine
organisms, plan, develop, and perform various experiments together.

Discussion and sharing of ideas/results and their interpretation will be encouraged and is an important activity.
On the 5th day students will present in groups their main findings in the form of a short oral presentation and
will be invited to evaluate the performance of other groups. Finally, students will prepare a report about their learning experience.

All activities including presentation and report are to be done in English.

Schedule (September 7-12, 2026)

Day 1
Getting to Asamushi, Aomori prefecture
Arrival at the Asamushi Research Center for Marine Biology
Orientation and course introduction. Welcome event.

Days 2-5
Main experimental program: field and laboratory work
Exploring seashell extrusion behavior or the walking behavior of sea roaches
Fertilization and early development of the sea urchin embryo
Off-shore activity or plankton collection, observation, and classification

Day 5 afternoon
Group presentations and closing social event

Day 6
Program wrap up
Checkout
Optional visit to the Asamushi aquarium
Return to Kyoto

特になし

Attendance, active participation, and group presentation/evaluation (60%)

Individual report (40%)

The presentation and report will be assessed on the basis of the course objectives and specific criteria
provided during the course.

No special preparation or background required.

All field activities, experiments, and the final presentation will be completed during the six-day course
duration. A report will be due within about one week from the end of the course.

An orientation period will be held in May-June 2026. All registered participants should attend then.

Important things to know:

Instructors
In addition to Prof. Martin Robert from Kyoto University, the course will be taught by Prof. Gaku Kumano and Dr. Aiko Iwasaki from the Asamushi Research Center for Marine Biology, Tohoku University, Prof. Ben Harvey from the University of Tsukuba, and Prof. Ian Gleadall from AiCeph LLC, who will all be there for the entire course.

Logistics
The course will be held at the Asamushi Research Center for Marine Biology, at the Research Center for Marine Biology, Graduate School of Life Sciences, Tohoku University, in Aomori prefecture, for six consecutive days (September 7-12, 2026). Students must therefore be available for the duration of the whole program (five nights and six days).

The course and accommodation are free. Participants will be accommodated in a dormitory-style shared room with multiple bunked beds and need only to pay the bed sheets cleaning fee of 600円 at the end or their stay. On-site daily meals will be served (lunch and dinner) for a total of about 6,300円 for the whole course.
Special diets (Halal, vegetarian, etc.) can be accommodated when requested in advance.

Because of the nature of the course, all participating students need to enroll in the Personal Accident Insurance plan following Kyoto University's policy.

Travel expenses
Participants will have to cover their travel expenses to Aomori. Because of the remote location, travel costs can be significant. Participants are invited to look for cheap means of transportation including local trains (青春18きっぷ) or highway buses. Combinations of local train lines and/or LCC carriers offering discount fares may provide reasonable alternatives and interested participants are invited to search on their own. Otherwise the regular (non-discounted) two-way fares between Kyoto and Aomori varies between about 32,200円 for a long highway bus journey to 54,000円 for the Shinkansen. Airfares for a direct flight from Osaka (Itami) to Aomori are highly variable (from very affordable to expensive depending on flight dates and period of booking).

Target audience
The course is developed for all first-year undergraduate students regardless of their academic program
(humanities, economics, medicine, agriculture, science, or engineering, etc.). However, we also welcome
more advanced students regardless of their academic year (B2-B4), especially full-degree and exchange
international students (KUINEP program or other). The course emphasizes small group activities to promote interactions and discussion between international and Japanese students from different Japanese universities.

We welcome students interested in a unique international and interactive scientific camp-like experience on
the beautiful seashore of Aomori prefecture.

Because this is an intensive course that will be held mid-September, students grade will be released later than for regular courses. Expect the announcement to be made about 1-2 weeks after course completion.

For additional information please contact: robert.martin.4m@kyoto-u.ac.jp