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

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

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

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

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

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

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

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

We will start with an introduction of crucial experiments 100 years ago, which have changed the beliefs of physicists about small particles and atoms. From there, we will understand the differences between the macroscopic and microscopic worlds and the basic concepts of modern quantum theory. In the second part of the course, we will look at quantum phenomena and their applications, such as quantum teleportation, quantum computing, entanglement, magnetism, and superconductivity.

In principle, this course is given in English. However, if there are parts that the students cannot understand in English, I can and will explain those in Japanese.


まず、小さな粒子や原子に関する物理学者の概念を変えた、100年前の重要な実験の紹介から始める。そこから、巨視的な世界と微視的な世界の違いや、現代の量子論の基本概念の理解を目指す。講義の後半では、量子テレポーテーション、量子コンピューティング、量子エンタングルメント、磁性、超伝導などの量子現象とその応用について見ていく。


講義は原則として英語で行う。ただし、英語で理解できない部分があれば、日本語で説明することも可能。

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


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

The course will be adapted to the level of the students. Therefore, the number of weeks may change.

- Introduction to experiments on atoms and quantum particles which have changed the beliefs of physicists 100 years ago (4-6 weeks)
- light as wave and particle
- electrons as waves
- double-slit experiment for electrons
- the development of modern quantum mechanics
- Heisenberg uncertainty-principle
- why quantum mechanics is weird

- Applications of quantum phenomena (3-4 weeks)
- quantum tunneling
- quantum teleportation
- quantum computing

- Quantum phenomena in atoms, molecules, and larger bodies (5-7 weeks)
- atoms
- why more is different (many-body physics)
- molecules
- superconductivity
- magnetism

Total：14 classes, 1 Feedback class.　　
＊15 lectures per semester(two credits) including a class for feedback


受講者のレベルに合わせて授業を進めるので、状況により変更する場合がある。

- 100年前の物理学者の常識を覆した原子や電子に関する実験の紹介（4〜6週間）
- 波動と粒子としての光
- 波動としての電子
- 電子の二重スリット実験
- 現代の量子力学の発展
- ハイゼンベルクの不確定性原理
- 量子力学が奇妙な理由

- 量子現象の応用（3-4週間）
- 量子トンネリング
- 量子テレポーテーション
- 量子コンピューティング

- 原子、分子、より大きな体における量子現象（5-7週間）
- 原子
- なぜ異なるのか（多体物理学）
- 分子
- 超伝導
- 磁性

全14クラス、フィードバッククラス1クラス。　　

特になし

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

出席と参加の状況（50％)、課題(50%)

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

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

Office hours: After the course


オフィスアワーは 講義終了後

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

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

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

Understanding of high school biology is recommended.

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

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

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

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

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

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

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

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

Total：14 classes, 1 Feedback class.　

特になし

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

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

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

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

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

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

特になし

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

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

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

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

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

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

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

Total:14 classes and 1 feedback

特になし

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

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

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

This is an undergraduate introductory course, providing students an understanding of nationalist and independence movements.

The ultimate goal of this course is to provide a platform for students to engage in investigating significant questions and debates in Contemporary History.

This course aims to help students:
1. Acquire various academic language skills necessary to develop reading, thinking and writing in English.
2. In using Primary and Secondary Sources effectively.
3. In areas such as acquisition of historical analysis, interpretation, and content literacy skills.

The course will cover themes relating to Nationalist and Independence movements in Africa and Asia and post-1945 Central European States.

Week 1: Introduction to the Course and Overview

Case Study on five States mentioned below:

Week 2 to Week 4: Zimbabwe
Week 5 to Week 7: India & Pakistan
Week 8 to Week 10: Vietnam
Week 11 to Week 13: Czechoslovakia
Week 14: Poland
Week 15: Report Submission (No Class)
Week 16: Feedback & Summary of the Course

*Note: This syllabus will be subject to changes and/or revisions

特になし

Method:
Giving students exposure to presentation skills and academic writing and enabling them to understand the basic rules thereof.
1. Providing students with opportunities to receive guidance on academic writing skills.
2. Providing students with opportunities for presentation and discussion

Evaluation:
Students are continuously evaluated by class participation and activity (20%); presentation (30%);reports(50%) submitted on assigned Case Study topics dealt with in the Course.

Students are expected to participate in discussions and group activities with their classmates in English.

Tuesdays 1:30-2:30 pm, and by appointment; email *in advance* to meet in person or set up remote meeting (via Zoom) during office hours.
Please visit KULASIS to find out about office hours.

Inclusivity & Classroom Behavior:

Please be respectful to everyone and everything in class.
I will remain mindful of the need to foster an inclusive academic environment and ask you to do the same. If you have any specific needs related to accessibility, please discuss them with me, confidentially, as soon as possible.

Academic Integrity:

Written work submitted throughout the course should adhere to the standards of academic honesty, as defined in the Kyoto University Student Handbook.

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

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

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

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

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

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

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

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

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

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

5. Feedback and presentation (1 week)

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

特になし

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

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

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

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

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

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

Module 2: Field Trip (2 November)
6. 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
7. Theory of cuisine
8. Rural food, urban cuisine, national cuisine
9. Nutrition of historical food systems

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

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

16. Feedback Period (details in class)

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

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

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

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

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

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

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

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

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

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

特になし

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

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

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

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

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

Students will not be able to keep their position in the course, if they have more than 3 absence incidences, unless there is a special reason.

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

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

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

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

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

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

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

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

By appointment.

This lecture introduces the fundamentals of flight control for quadrotor unmanned aerial vehicles (UAVs), widely used in both civil and military applications. The growing prevalence of drones and their remarkable stability often inspire curiosity, particularly among engineering students, who may wonder how these devices stabilize and navigate in three dimensions. In this course, students will explore the key challenges of flight control and develop a solid understanding of quadrotor UAVs.

Throughout the course, students will be introduced to essential control systems and modeling concepts, supported by both basic and advanced mathematical tools. If time permits, students will have the opportunity to implement algorithms on real-world flight systems, providing hands-on experience to complement their theoretical learning.

By the end of this course, students will:
1. Understand system modeling, control systems, and numerical validation techniques as applied to UAVs.
2. Develop the ability to analyze UAV dynamics using mathematical models.
3. Apply control theory concepts to stabilize and navigate quadrotors in simulations.
4. (If time permits) Implement real-world flight control algorithms for quadrotor UAVs.

1. Introduction to Manned and Unmanned Aerial Vehicles (UAVs)
2. Fundamentals in Mechanics: reference frames, force, and differential equation concepts.
3. Attitude (SO(3)) dynamics: Rotation matrices and their parameterization through Euler angles and quaternions. Discussions on the gimbal lock and representation issues.
4. Simulations: How to numerically solve differential equations? Introduction to the Forward-Euler, Runge-Kutta (RK4), and ODE45 methods.
5. Numerical analysis of the UAV trajectories through simulations.
6. Introduction to control systems and closed-loop feedback theory.
7. Cascaded control scheme for attitude and position control.
8. Real-world sensors, their issues, and sensor-fusion technology with Kalman Filters to deal with sensor noise and drifts.
9. Numerical implementation of Kalman Filters through simulations.
10. Experimental implementation of Kalman Filters for motor speed estimation.
11. Implementation of PID motor control loop in simulations.
12. Experimental implementation of PID motor control loop through PWM.
13. Implementation of PID for the inner and outer loop control with attitude reference generation in simulations.
14. Experimental implementation of the overall scheme in real-world drones.
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15. Feedback

A basic understanding of Algebra, Programming, and Mechanics is recommended to help grasp the fundamentals of the lectures. The course content will be adapted to the class level as needed.

Evaluation Methods and Policy:
-Active participation (20%)
-Midterm report (20%)
-Final report (60%)

Important Notes:
-Students who are absent more than four times will not be able to pass.
-Submission of the final report is mandatory.
-Additional points will be awarded for reports and answers that demonstrate originality.

The students are expected to read the provided materials before each class and actively ask questions after the class about unclear points. It is also recommended that students review their class notes regularly.

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

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

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

特になし

Students are expected to actively participate in discussion and read material during class. Evaluation is based on the following:
3 short tests (Multiple choice questionnaires with 3 possible answers) Short test 1 (40%), Short test 2(30%), Short test 3 (30%).

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

Office hours Friday 12:30-13:00

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

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

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


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

特になし

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

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

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

Some organic molecules and polymers can behave as electrical semiconductors, a property that makes them useful materials for electronics. In this seminar course, you will learn why certain molecules conduct electricity, how organic semiconductors are made, and how devices like organic solar cells and organic transistors work. The lectures are structured as individual topics, selected to show the main aspects of this exciting research field. The material is aimed at 1st and 2nd year students interested in learning about science in English. 3rd and 4th year students are also welcome. Seminars are presented in English. Discussion is in English and Japanese.

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

1. Organic electronics in the world today
2. Organic molecules and polymers - what makes them semiconductors?
3. Understanding electricity and conductivity
4. The difference between inorganic and organic materials
5. An introduction to energy levels
6. Defects and imperfections
7. Fabrication methods
8. Some really basic electronics
9. Device measurement: in-class demo
10. Selected examples in current research
11. Solar cells
12. Lighting and displays
13. Transistors
14. The next frontier...
15. [no class]
16. Feedback

特になし

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

Weekly assignments reinforce key concepts introduced in the seminars.

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

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

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

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

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

特になし

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

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

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

How a single egg-cell can give rise to a tridimensional complex system of tissues and organs in the organism. Fundaments of Embryology (from the oocyte until gastrulation/neurulation) and Stem Cell Biology (ES, iPS, CSC) will be introduced. Students will learn from recent research articles (including the original Takahashi & Yamanaka paper) as well as from recent textbooks on Developmental Biology and Stem Cell Research. After learning about the several subjects, the students will present recent research in class and active discussion will be encouraged.

The classes will be interactive. Recent exciting research discoveries about iPS cells and cell replacement therapy will be introduced and discussed. The students will learn about stem cells, cell commitment and differentiation, iPS cells, cancer stem cells, disease modeling and personalized cellular therapy.

The following topics will be viewed during a total of 13 classes in the classroom:
. Differential Gene Expression
. Fertilization: Beginning a New Organism
. Early Development in Mammals
. Embryonic Stem Cells
. Differentiation in Early Development
. Generation of Induced Pluripotent Stem (iPS) Cells
. Characteristics and Characterization of Pluripotent Stem Cells
. Cancer Stem Cells
. Neural Stem Cells: Therapeutic Applications in Neurodegenerative Diseases
. Use of Embryonic Stem Cells to Treat Heart Disease
. Insulin-Producing Cells Derived from Stem Cells: A Potential Treatment for Diabetes
. Stem Cells for the Treatment of Muscular Dystropy
. Cell Therapy for Liver Disease
. Skin Regeneration
. Embryonic Stem Cells in Tissue Engineering
. Adult Stem Cells in Tissue Engineering
. Stem Cell Gene Therapy
. iPS Cells in Disease Modelling and Drug Screening

One class will be in the laboratory to observe first-hand the power of genes on cell identity, e.g. stemness or differentiation.

(Total:14 classes and 1 feedback)

特になし

Evaluation will be based on active participation and small assignments (~20 %), group presentations (~30%) and quizzes/tests (~50 %). Those who are absent more than four times will not be credited.

Some time will be necessary weekly to prepare for the class. Handouts will be available in advance to help with the preparation. During the assignment week extra time will be necessary in order to prepare for the presentation in class.

Questions and discussions during class are highly encouraged.
Questions and discussions will also be addressed, happily, any other time, even outside the official office hours.

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

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

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

The first class will give students some broad options of topics/papers.
During the second class we will decide the paper that each student is going to present. I will exemplify with a research presentation during the third and fourth classes. Starting with the fifth 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.

Depending on the number of students and available time, 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 Professor Masumi Yamada on the Earthquake Early Warning system in Japan.

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.

Note: there are 14 classes and one feedback class.

特になし

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

The student will have to prepare the assigned paper.

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

● New discoveries and problems arise constantly in theoretical
physics.

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

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

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

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

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

● Students will develop critical thinking in a friendly environment.

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

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

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

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

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

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

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

特になし

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

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

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

In order to design practical and effective development plans and policies, it is essential to deeply understand local communities. In order to understand the voices and thoughts of communities, qualitative research methods will enable us to gain a deeper understanding of reality and everyday life. This is from the perspective of common people, from their own words and viewpoints. It brings voices to the voiceless and hears the unheard. This is a bottom-up approach.

Qualitative research is not only a science but also an art. During this course, we will learn the art and science of qualitative research methods. We will learn the basics of conducting qualitative research by discussing with each other, observing our university campus and fellow students, and reading articles. In this course, students will gain a basic understanding of qualitative research methods by completing practical exercises, conducting field surveys, and analyzing field data.

The main objectives of this seminar course are as follows:

1. This course will teach you how to conduct interviews, hold group discussions, and analyze photographs and documents.

2. The purpose of this course is to learn how to select research fields, decide on samples, and collect data from interviews, observations, photographs, and texts.

3. Learn how to analyze and present those data scientifically and aesthetically by coding, decoding, phasing, and paraphrasing.

Week 1: Introduction
- Understanding the basic concepts of qualitative research.
- Why study qualitative research methods.

Week 2: Designing qualitative studies
- Filed Survey and Data collection decisions.

Week 3: Sampling
- Sample size
- Sampling strategies and options.

Week 4: Fieldwork strategies
- Rapport building techniques.
- Pilot survey techniques for knowing the fields.

Week 5: Techniques Of Data Collection
- Interview
- Observation
- Oral history
- Photography

Week 6: Data Collection from Observation, Photography, and Interview
- Collecting data within the university and among familiar individuals.

Week 7: Data Collection Training and Experiment on University Campus

Week 8: Discussion and class meeting on the challenges of data collection faced by the students.


Week 9: Recording data
- What to record
- Note-taking practices when doing fieldwork.
- Converting field notes into fuller notes.
- Keeping Notes.


Week 10: Data Analysis
- Codes and decoding
- Types of code
- Reading the data and extracting codes

Week 11: Data Coding practice for data analysis

Week 12: Presenting the results
- Graphic and pictorial presentation techniques.
- Displaying qualitative data.
- Making good use of photographs.

Week 13: Writing a Qualitative Data
- Encoding our writings.
- Quotes in our writings.
- Overall structure.

Week 14: Composing research, to share it with others.
- Composing qualitative research.
- Reworking your composition.

Week 15: Final Presentation and report submission

Week 16: Feedback

特になし

Evaluation will be based on
- Active participation (30 points).
- Field survey practice (30 points)
- Report Writing (20 Points)
- Presentations (20 points).

Assignments and report presentations will be assessed on the basis of achievement level for course goals

A field survey will be conducted in order to gain a better understanding of the situation.

As a group or individually, students will work on small projects or existing case studies on campus to gain practical experience in qualitative research methods. The students will present the results of their projects and discuss them with their teachers and fellow students.

The course with experiments or offered outside of the campus, state on the taking out accident insurance of Personal Accident Insurance for Students Pursuing Ed. & Rsch. as needed.
Field Surveys will be conducted within the campus.