高校化学では、有機化学や錯体（錯イオン）の一端を学習するものの、半ば暗記科目と化しており、何がどう面白いのか理解する機会が得られません。せっかく大学に入学したからには、高校で学習した「その先」を知りたいと思いませんか？ 本ILASセミナーでは「有機化学と無機化学（錯体）が融合すると面白い」と感じてもらえる知識や体験の提供を目指して、比較的歴史が浅い融合領域すなわち有機金属化学の世界へ招待します。実験-実習段階は、設備を整えた宇治キャンパスや桂キャンパスの研究室で実施します。

有機金属化学とは何か、基本的事項を理解する。
有機金属化学が関わるノーベル化学賞の数々について、世界を変えた原理を理解する。
有機金属化学に基づいた実用研究（や将来の実用研究）を把握する。
実験-実習を通して、有機金属化学の一端を体験し習得する。

以下を目安として、履修者の理解度を確認しつつ進めます。実習段階はA班とB班に分かれ、宇治キャンパスまたは桂キャンパスにて教員およびTAの指示を受けながら進めます。


ガイダンス（1回分、担当：大木、藤原、伊豆）
　本セミナーの概要説明、講師や受講者の自己紹介、高校化学との違いについて


講義（5回分、担当：大木および藤原）
　有機金属化学とは何か。何の役に立つのか、なぜ役に立つのか。
　有機金属化学の理解に必要な基礎知識、考え方
　ノーベル化学賞の数々へ導いた有機金属化学とその原理
　身のまわりや自然界で見つかる有機金属化学
　実習の内容理解に向けた関連基礎知識


実習前の事前説明（1回分、担当：大木、藤原、伊豆）
　安全に関する一般的注意、実習内容の概要説明と質疑、A, B班分け


実習１（3回分）：安全対応のため、A班とB班に２分割して実施します。
A班（宇治キャンパス、担当：大木および伊豆）
　テーマA１：(a)色とりどりの錯体をつくる、(b)窒素ガスを捕まえる
B班（桂キャンパス、担当：藤原）
　テーマB１：ノーベル賞の化学（クロスカップリング）


実習２（3回分）：安全対応のため、A班とB班に２分割して実施します。
A班（桂キャンパス、担当：藤原）
　テーマA２：ノーベル賞の化学（クロスカップリング）
B班（宇治キャンパス、担当：大木および伊豆）
　テーマB２：(a)色とりどりの錯体をつくる、(b)窒素ガスを捕まえる


まとめ（1回分、担当：大木、藤原、伊豆）
　実習に関する考察と発表、質疑と追加解説、受講者スピーチ、教員講評

高校で化学を履修し「有機化学と無機化学の間」に興味があること。

出席と発表等により評価する。実習-実験の出来や技量は採点対象にしない。詳細は初回授業にて説明する。

必要に応じて連絡する。

実習-実験は、土曜日午後に集中講義形式で実施する予定である。
実習-実験には、化学実験用の白衣と保護メガネ、加えて学生教育研究災害傷害保険等の保険加入が必要である。詳細は講義時に説明する。

講義時間外の質問等、主な連絡手段はe-mailとする（曜日や時間帯は問わない）。アドレスは講義内で履修者に伝達する。
本講義はオンライン対応しない。

※オフィスアワーの詳細については、KULASISで確認のこと。

社会経済活動の発展，人民の生活の質向上に向けて膨大な量の社会基盤施設が整備されてきた．本授業では，土木構造物のうち橋梁に焦点をあて，さまざまな橋梁形式を紹介し，構造物を構成する部材に流れる力を考慮したうえで，なぜそのような形式が選定されるかについて説明する．また，各自で橋梁模型を製作し，載荷実験を行うことで，橋梁の形式とちからの流れを体感する．

本授業の目的は以下のようである．
(1)これまでの社会基盤整備を振り返り，構造物と土木技術の発展について理解する．
(2)橋梁形式を認識し，構成部材に流れる力について理解する．
(3)鴨川にかかる橋梁を見学し，その特徴を理解する．
(4)決められた条件を満足する橋梁模型を設計および製作し，載荷実験を行う．また，載荷実験における模型の変形や崩壊形式により力の流れ方や構造形式の特徴を再認識する．
(5)自身が設計・製作した模型のコンセプトおよび載荷実験結果について，他人にわかりやすいようにプレゼンテーションを行う．

さまざまな橋梁形式が判別できるようになり，構造物を構成する部材に流れる力を踏まえたうえで，なぜそのような形式が選定されるかについて説明ができるようになる．

第１回　授業の概要説明
第２回　構造物との技術の発展
第３回　さまざまな橋梁形式
第４回　トラスに働く力を理解しよう
第５回　（室内実験）構造物を構成する材料を理解する
第６回　（室内実験）構造物の応答を理解する
第７回　（橋梁視察）鴨川の橋を観察しよう
第８回　橋梁模型設計
第９回　橋梁模型製作（その1）
第10回　橋梁模型製作（その2）
第11回　橋梁模型製作（その3）
第12回　橋梁模型載荷試験
第13回　成果発表会（その1）
第14回　成果発表会（その2）
第15回　フィードバック

特になし

期末レポート30%，成果発表20%，平常点（出席と参加の状況，授業への貢献）50%

各自で橋梁模型を設計し，模型製作を行うため，そのために自宅での予習や復習が必要となる．また，載荷試験結果から，製作した模型をよりよい構造にするために調査・分析を行い，期末レポートおよび成果発表を行う．

フィールドワーク・室内実験を予定しているので，学生教育研究災害傷害保険などの傷害保険へ加入しておくこと．

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.

An overview of human genetic disorders and how current research is creating new treatments. Topics include: single gene disorders, multifactorial disorders; cancer genetics; identification and analysis of human disease genes. Students will learn from recent research articles as well as from a recent text book on human genetics. 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 human genetics and genetic disease will be introduced and discussed. The students will learn about gene structure and function, mutations and diversity, inheritance, detection and treatment.

The following topics will be viewed during a total of 13 classes in the classroom:
1. The Human Genome: Gene Structure and Function
2. Human Genetic Diversity: Polymorphism or mutation?
3. The Chromosomal and Genomic Basis of Disease: Disorders of the Autosomes and Sex Chromosomes
4. Single-Gene Inheritance
5. Complex Inheritance (known and unknown molecular mechanisms) of Common Multifactorial Disorders
6. Genetic Variation in Populations
7. Identifying the Genetic Basis for Human Disease
8. The Molecular, Biochemical, and Cellular Basis of Genetic Disease
9. The Treatment of Genetic Disease
10. Developmental Genetics and Birth Defects
11. Cancer Genetics

One class will be in the laboratory to observe first-hand the power of gene mutations on human disease, in particular cancer.

(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 to help with the preparation. During the assignment weeks 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.

Solving current societal issues demands integrating ideas and taking a multifaceted approach. Integrating engineering, biology and medicine, this seminar aims at introducing students to multidisciplinary approaches to understanding and/or solving complex issues in biology, medicine and/or engineering. Discussions will be centered on understanding multidisciplinary approach toward solving the said problem by integrating knowledge and concepts from various disciplines (science, engineering and/or medicine).

To nurture interests in knowledge integration from diverse scientific disciplines.
To learn how to integrate knowledge and concepts toward application to solving complex open-ended questions in biology, medicine and/or engineering.

This seminar will tackle selected topics related to application of engineering principles and knowledge to solving clinical problems, and/or elucidating known and unknown biological phenomena. Besides discussions, students will have opportunities to make some short presentations on topics of interest. 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 science and discuss their impacts on the society. Through this session, we will learn how to obtain fundamental knowledges from scientific articles.

2) Engineering in biology (3 weeks)
We will explore the convergence of biology with engineering that have enabled the manipulation, analysis and detailed study of living systems including biomechanics, tissue engineering, sequencing technologies, and other biotechnologies. Through this discussion, we aim to create a map that provides an overview of the field of bioengineering.

3) Engineering in medicine (3 weeks)
We will discuss trends in medical engineering and specific application in areas such as drug development, surgical tools, visualization technologies, and other medical technologies. To facilitate this discussion, we will think about some clinical case stories in medical situation.

4) Emerging areas in engineering for biology and medicine (3 weeks)
Rapid advances in science in recent years have led to revolutionary developments in the fields of medicine and biology. One such technology is "in silico" technologies such as AI and computational simulation. Here, we will discuss the emerging trends of "in silico" technologies in biology and medicine, and present some of their potential applications.

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.

This course will take a case study approach to regional disasters. The course contents will include learning of basic soil mechanics to determine the mechanism of failure of naturally occurring slopes. Such knowledge can be extremely valuable to inform future design. This will be supplemented with analysis of state-of-the-art research on disaster prevention technologies.

The course is intended to be a deep-dive into specific disasters like slope failures under heavy rainfall conditions, breakwater performance under tsunami impact etc. To this end, the course will introduce a few fundamental concepts in soil mechanics, engineering geology, hydraulics of groundwater as well as natural hazards. Along with such technical tools, students will also be introduced to the frameworks of vulnerability, risk assessment and disaster management.

After the successful completion of the course, students will be able (1) To understand fundamental physics concepts related to particular disasters, (2) to understand basic forensic analysis, (3) to analyse specific state of the art disaster mitigation technologies and (4) to perform basic vulnerability and disaster risk assessment.

The class in the first week will provide an overview of the contents of the course. As a general outline, the necessary concepts required to understand the basic mechanism of a particular disaster will be highlighted. Following this, students will work individually or in teams to analyze relevant case histories/experimental studies/research papers assigned to them. Students are expected to clearly (a) identify the problem (b) explain the failure mechanism or any other relevant result using the concepts taught and (c) provide critical comments wherever possible.

An indicative schedule for the course is as follows
(1) Introduction and highlights of case histories/experimental studies/research papers [1 week]
(2) Fundamental concepts related to regional disaster - 1 [3-4 weeks]
(3) Development of a numerical tool in MS-Excel for assessment of stability of naturally occurring slopes [2-3 weeks]
(4) Fundamental concepts related to regional disaster - 2 [2-3 weeks]
(5) Analysis of case history/experimental studies/research papers - 2 [2-3 weeks]
(6) Understanding vulnerability: political, physical, social, economic and environmental factors [1 week]
(7) Disaster risk identification and assessment [1 week]
(8) Final presentation [1 week]
(9) Feedback [1 week]

Total: 14 classes and 1 feedback session

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

- Class participation (25%, students are expected to actively participate in discussion)
- Assignment report (30%)
- Oral presentation (45%)

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.

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

Computer simulations play an important role in the process of scientific discovery, complementing theory and experiments. In this seminar course, the students will learn how to code computer simulations in Python to investigate problems of great biological interest. For example, we will study how populations of prey and predators change over time in a given ecological system, understand how bacteria search for food around their environment, and predict the spread of epidemics. The course is structured as a series of tutorials (as Jupyter notebooks) where students implement a model for a given biological system and run simulations to learn more about it. In the final project, students will investigate a problem of choice, and present their results for the final evaluation.

To be able to program computer simulations using the Python programming language.
To understand how models are routinely used to in biology.
To learn about the process of scientific discovery: how to ask your own questions and design your own "computer experiments" to give an answer.

Schedule (may be subject to change, some topics are covered in multiple classes):
- Introduction to the course
- Programming in Python
- Chemical kinetics
- Predator-prey population dynamics
- Epidemiology
- Final project
(Total:14 classes and 1 feedback)

Course open to all students. In order to practice with coding, each student should work on a laptop during classes.

Class attendance and active participation (50%), final project and oral presentation (50%)

If conditions permit it, in one or more occasions students will be divided into small groups to work together on a project.

Please feel free to come to my office at any time, or to send an email to brandani@biophys.kyoto-u.ac.jp

Addictive disorders like drug and alcohol dependence, internet addiction, and gambling disorders are a widespread problem affecting millions of people in Japan and across all cultures. Nearly everyone knows someone affected by addiction, from "kitchen drinkers" and methamphetamine use disorders, to video game and shopping addiction. This course is designed to help students understand why people become addicted, problems associated with addiction, and how people can recover from addiction. This course will provide students with an understanding of how addictions develop and how they are maintained. Students will gain knowledge in the biological, psychological, and social factors of addiction. Then, they will learn about distinct types of addictive disorders. Further, students will gain knowledge in the methods of identification and behavioral concepts in addiction recovery. At the end of the course, students will understand how addictions are conceptualized and the processes involved with behavior change.

To gain basic knowledge of problems associated with addiction
To learn about the biological, psychological, and social factors of addiction
To understand the ethics considered in addiction
To understand the psychological concepts of addiction recovery

1. Addiction Background and Prevalence
2. Neurobiology of Addiction
3. Psychology of Addiction
4. Social Influences of Addiction
5. Substance Use Disorders (Alcohol and Drugs)
6. Behavioral Addictions (Technology and Gambling)
7. Assessment and Diagnosis
8. Laws and Ethics
9. Punishment and Rehabilitation
10. Clinical Access and Referral
11. Cognitive Behavioral Concepts
12. Motivational Interviewing, Support Groups, and Relapse Prevention
13. Presentations I
14. Presentations II
- Feedback

特になし

40% - Group Presentation
30% - Short Personal Reflection Paper
15% - Quizzes
15% - Class Participation

Students are expected to complete assigned readings and assignments before class.

Students may contact the instructor if they have questions and they may schedule an in-person appointment by email.

This seminar introduces various fascinating aspects of chaos. While “chaos” often has the connotation of something complicated and uncontrollable, we will see that chaotic behavior can emerge from seemingly simple situations. We will discover that chaos can be, in its own way, very ordered. Perhaps even more surprisingly, chaos can actually be a source of stability. Along the way, we will familiarize ourselves with some of the necessary mathematical tools to describe chaotic behavior. Finally, we will discuss where chaos occurs in physics and everyday phenomena. Throughout the seminar, we will perform several simple experiments on a computer and learn to recognize chaotic behavior.

-　Understanding the connection between non-linearity and chaos.
-　Becoming familiar with the basic mathematical theory of chaos.
-　Recognizing chaotic phenomena in daily life and physics.
-　Being able to write simple computer programs to visualize chaotic behavior.

Week 1-2: Dynamical systems and phase-space description.
Week 3-6: Using the Julia programming language to visualize dynamical systems.
Week 7-9: Bifurcations: the route to chaos.
Week 10: The Lyapunov exponent: chaotic or not?
Week 11-12: Self-similarity and Feigenbaum constants: order in chaos.
Week 13-14: Chaos in physics.
Week 16：Feedback

Basic programming skills and knowledge about basic physics (mechanics) are helpful but not required. Students should be familiar with high-school level mathematics (algebra and calculus).

The students will be graded based on their participation in class (30%) as well as worksheets and programming assignments (70%). Students will need at least 60% in total to pass.

Students will occasionally have to complete assignments or simple programming exercises.

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

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

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

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

1. Introduction to Neuroscience
2. What is a Neuron?
3. The Important Role of Ion Channels
4. How Can a Neuron Sense an External Signal? Receptors
5. A Matter of Concentration: Ion Gradients and the Membrane Potential
6. Time for Action: The Action Potential
7. Worksharing Within the Neuron: Neuronal Polarity and Subcellular Specialization
8. Neuron Conversations: How Brain Cells Communicate
9. How is the Message Delivered from One Neuron to the Other? Neurotransmitter
10. The Development of the Brain: Neurogenesis
11. How to Connect the Wires? Axon Guidance and Neuronal Regeneration
12. Through the Eye to the Brain: Understanding Vision
13. Can You Hear Me? The Auditory System
14. "Ouch!" How We Sense Pain
15. Feedback


Changes in order and/or content might occur.

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

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

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

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

In this seminar we will develop critical thinking skills by considering central issues in moral philosophy. Along the way we will learn fundamental philosophical skills, including: how to identify and evaluative arguments; how to present a thesis clearly; and how to defend a view against possible objections.

Students will be encouraged actively to participate in discussions concerning topics including the nature of the self, moral dilemmas and the possibility of free will. Lessons will be primarily conducted through group work and presentations by students, supported by handouts and short lectures by the lecturer. The lectures will summarize the content to date and place the essays under consideration in their historical and conceptual context.

- To introduce students to a range of classic issues in moral philosophy.
- To foster students' abilities to participate in philosophical debate and to improve their confidence in articulating their ideas.
- To develop students' communication and presentation skills.
- To develop students' abilities to reason critically, to interpret philosophical texts and to construct and critique arguments.

Week 1 Introduction
What is philosophy? Different definitions of the subject considered.

Weeks 2 - 3 Philosophical Methodology
Introduction of foundational concepts such as argument, proof, refutation, reasoning.
Thought experiments introduced and critiqued.

Weeks 4 - 5 Luck, Misfortune and Moral Emotions
Discussion of cases where an individual's character is deeply shaped by chance events, and related issues.
What is an emotion and how do the emotions relate to perception and reason?

Weeks 6 - 7 Wishing Never to Have Been Born
Is it coherent to wish never to have been born?
Puzzles of death, non-existence and the meaning of life.

Weeks 8 - 9 Duties to Future Generations
The concepts of rights and duties and their relation to freedom.
Do we have duties to future generations, and if so on what grounds?

Weeks 10 - 11 Free Will and Determinism
Is it possible to be responsible for something which one was powerless to stop? If not then how can responsibility be a coherent concept in a deterministic universe?

Weeks 12 - 13 Life in a Perfectly Just World
What is a (political and moral) utopia? Would it be desirable to live in such a world, or is the existence of wrong necessary for goodness to its distinctive value?

Week 14 Recap of themes covered in the course
Discussion of connections between the themes broached, and the relation between metaphysics, epistemology, and ethics.
Recapitulation of the philosophical methodologies introduced in the start of the course.

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.

Students will be evaluated by two quizzes (each worth 50%) one in the middle of the semester and one at the end of the year.

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 course is designed to provide knowledge on food production and the challenges of food production under changing climate. The students will learn about the concept of climate change and its effect on food production, the basics of plant breeding techniques, plant and environment interaction, sustainable food production, the role of plant breeding in climate change mitigation and resilience, the concept of integrated plant breeding, and how different knowledge can be integrated with plant breeding to provide solutions to the food security problems.

Understand what is plant breeding and what is climate change
Understand the basics of plant environment interaction
Gain knowledge of the concept of sustainable food production
Understand the importance of an integrated research approach
Think out how to provide integrated solutions to sustainable food production

The following topics will be covered during the 14 weeks of the semester. Week 15 is an exam session, and a feedback class is given in week 16.

1. Definition of plant breeding and basic plant biology
2. Plant breeding and basic crop improvement techniques
3. Breeding in self-pollinated crops
4. Breeding in cross-pollinated crops
5. Modern techniques of plant breeding
6. Field designs and crop evaluation
7. Climate change and sustainable food production
8. Plant-environmental interaction
9. Plant-microbe interaction
10. Drought stress
11. Heat stress
12. Salinity stress
13. Sustainable agriculture techniques/approaches
14. General discussion and seminars

特になし

Grading: Class attendance and active participation (20%), assignments and quizzes (30%), and final exam or coursework (50%).

Students should read or listen to the required pre-class materials and submit any required assignment before the class, and come to class ready to participate in class activities.

No fixed office hours. Students are requested to make appointments directly or by email.

現在、世界の人口の過半数が都市に居住するといわれる。都市とはどのようなものか、都市はどのように発展してきたのか、都市を考察するうえでどのような切り口があるのかを考える。主に近代以降の国内外の都市について、発展メカニズムや空間構造の多様性、都市の諸課題とその背景を理解し、都市が今後どのようにあるべきかを自ら考えることができるようになることを目的とする。

都市地理学の基本的な視点や方法を学ぶ。主に近代以降の国内外の都市について、発展メカニズムや空間構造の多様性、都市の諸課題とその背景を理解し、都市が今後どのようにあるべきかを自ら考えることができるようになる。

授業の進行状況や時事動向に応じて、順番やテーマを変更することがある。

第１回　概要説明、都市地理学の視点
第２回　都市圏の形成：都市の定義、都市圏とは
第３回　産業革命と近代都市：イギリス
第４回　アメリカの近代都市と都市理論
第５回　東京の近代都市空間構造
第６回　戦後日本の都市居住問題
第７回　フォーディズムと都市
第８回　ネオフォーディズム都市と格差の空間
第９回　都市の空間構造：ライフコースと規範
第10回　都市のデイリーリズムと時空間的制約(1)：時間地理学の基礎
第11回　都市のデイリーリズムと時空間的制約(2)：時間地理学の応用可能性
第12回　現代都市への視座（1）：世界都市論とケアの連鎖
第13回　現代都市への視座（2）：都市空間とジェンダー
第14回　総括
第15回　フィードバック（フィードバック期間中に行う）

特になし

平常点（内容のまとまりごとに授業内で行われる小課題）40％
期末試験（一部の資料のみ持ち込み可。持ち込み可の資料については授業で告知する）60％。

毎回の授業を復習し，授業中紹介した文献等を必要に応じ参照すること。

履修希望者が収容上限を超えた場合には、履修制限を行う。とくに履修を希望する学生には事前課題による「教員推薦」を行う予定。

This lecture and discussion course will introduce students to various theories from social science fields that can enrich our understanding of why environmental and societal challenges occur and how we can better manage them. In doing so, we will use real world case studies and famous journal papers to gain interdisciplinary knowledge from different fields such as environmental sociology, environmental ethics, sociology, philosophy and sustainability transitions and learn how apply these theories to actual environmental and social situations.

The class has a strong theoretical focus and will suit students who already possess: 1) an advanced level in English, 2) basic understanding of environmental problems, 3) an interest in academic research.

Students will learn to understand and apply some classic and emerging sociological theories and conceptual frameworks with relevance to environmental challenges. These include the ‘tragedy of the commons’, sustainability transitions, the creation and destruction of technology, and socio-technological lock-in. Students will improve skills in discussion, oral presentations and research. Students will be expected to contribute their ideas and express themselves in small group discussions and classroom exercises.

1. Introduction to course
2. Tragedy of the commons: Climate change
3. Narratives and energy: Coal and electricity in Japan
4. Socio-technical imaginaries: The case of hydrogen in Japan
5. Sustainability transitions and socio-technical systems Part 1: Introduction
6. Sustainability transitions and socio-technical systems Part 2: Strategies to accelerate transitions
7. Sustainability transitions and socio-technical systems Part 3: Lock-in
8. Introduction to causal loops
9. Smart cities 1: Technology for what social purpose?
10. Guest lecture: Theoretical frameworks for understanding energy transitions
11. Smart cities 2: Can cities make us healthier?
12. Research project introduction and preparation
13. Research presentations
14. Research presentations
15. Feedback (by appointment)

This class is designed for students who already possess: 1) an advanced level in English, 2) basic understanding of environmental problems, 3) a strong interest in academic research, including theory.

Attendance and participation 10%
Mini report on recommended electric mobility policies 10%
Research project proposal 20%
Research project presentation 30%
Research project paper 30%

Details will be explained in class.

All students will be expected to participate in classroom discussions and complete assignments. Revision of class presentations is expected.

Please email the instructor to set up an office appointment. Email address will be provided in class.

The majority of the world's population live in cities. The course explores the dynamics and transformations of urban places and spaces, which include the origin and evolution of cities, the development of networks of cities bound together by culture, trade, communication and competition, as well as the dynamics of economic restructuring in urban regions.

The course allows students to develop a critical perspective on dominant neoliberal representations of the city and to explore the great diversity of urban worlds. Students will understand the complexity of human-city relationships and learn how cities are shaped by culture, society, economics, politics, and the environment.

INTRODUCTION
1) Approaches to the City - What is "the City"?

CITIES IN THEORY AND PRACTICE
2) Key Concepts in Urban Geography
3) Evolution of Critical Urban Theory
4) The Contemporary City: Modern Urbanization
5) Mega-cities and Rapid Urban Population Growth
6) Field Trip: Sanjo/Gion

POLITICS, ECONOMY AND SOCIETY IN THE CITY
7) Power and Politics in the City
8) Religious and Colonial Cities
9) Experiencing the Everyday City
10) Mobility and Transport
11) Architecture, Planning and Design
12) Is there a Sustainable Future for Cities?

FINAL PRESENTATIONS
13) Group Presentations I
14) Group Presentations II

Total: 14 classes and 1 feedback session
The course schedule might change

You are interested in cities, excited about living in one, and want to learn more about them.

In week 6, we have a field trip to Sanjo/Gion: Participation is mandatory

40% Photo Essay (1500 words), 40% Group Project (15-20 min), 20% Participation in Class

Students are expected to actively participate in each class. This includes the discussion of contemporary topics in small groups and writing up brief summaries of findings (worksheet). Preparatory materials include academic readings, news pieces and online media materials.

Field Trip: Sanjo Station (Keihan) can be reached in about 15min by bicycle from Kyoto University. The destination can also be reached by bus or Keihan Line (transportation costs to be covered by students).

Students should have Personal Accident Insurance for Student Pursuing Education and Research (Gakkensai).

If you have any questions, please email the instructor:
baars.rogercloud.6a@kyoto-u.ac.jp

・英文資料を通じてイギリス諸島についての基礎知識を得る。
・英語で発信される最新情報にアンテナを張り、イギリスから見た国際情勢や日本の現状を知り、「外からの視点」に意識を向ける。
・それぞれの関心に沿った英語のキーワード選び、ネット検索を通じて見つけた記事などの要約と部分和訳を使って発表を行う。互いの発表を聞くことで多彩なトピックに触れ、視野を広げる。
・使いやすい英語表現を習得し、それぞれの専門分野における論文執筆、プレゼン、会話への応用をめざす。

・lecture: イギリス諸島に関わる基本情報、最新情報を得る。それぞれの専門分野の英語文献を読む基礎力をつける。論文執筆に役立つ英語表現を身につける。
・research：関心やテーマに沿った情報を英語で収集して知識を広げ、速読によって情報を選別すると同時に、選んだ英文記事や資料を読み解く。
・presentation：調べたことや読解の成果（英文資料の和文要約・英文要約など）の発表によって、人前で話す自信をつける。
・response: 他の人の発表を聞き、それについてコメントや質問を考えながらメモを取り、視野を広げる。
・application: 使いやすい表現として授業中に解説したものについては文脈の中で記憶に刻み、感想を書くときに応用する。

以下の計画は状況に応じて若干の修正が入る可能性がある。

第一回
・イギリス諸島入門：映像や音声資料を使って理解を深める。

・今後の授業の流れと各自のリサーチ課題についての説明（以下概略）

課題：自分の関心に沿った資料・記事を収集し、選択し、読解する

リサーチ・テーマは主に以下の3つから選び、それぞれの課題とする。

1. イギリスの新聞 Guardianもしくは BBCが扱った近年および最新の「日本に関する記事」
2. イギリス諸島の文化・文学・言語・伝統・民族や、その多様性に関わる記事や論文　−　配布する参考資料も選択肢に含む。
3. 各自の関心や専門領域に関連した英文資料・記事で、イギリス諸島に関わる内容、もしくはイギリスの新聞に掲載されたもの（環境問題、都市開発、農業、原発、紛争、国際問題、音楽、ファッションなど、選択理由があれば内容は自由）。

課題提出：選んだ記事あるいは論文などのタイトルを明記し、内容の和文要約および重要パラグラフの抜粋・和訳などをまとめ、指定した期日までに提出。自分の担当の日にはこのレポートに基づいた発表を行う。

・授業で扱った資料、英文記事から応用可能な表現が入った文を選び、テストの課題とする　（第二回以降も同様）。英文は出てきた文脈の中で意味を理解し、応用を想定して記憶に刻む。

第二回〜第三回

・それぞれの関心に沿ったリサーチ
・リサーチの進捗状況についての報告提出
・レポート提出

第四回〜第一四回

担当者によるレポート発表。
教員はレポートで扱われた英文記事の中から応用できる英語表現を選んで解説する。
発表を聞く側は、発表内容についてコメントや質問などを書いて提出。

・一か月に一度程度、授業で解説した英文についてのテストを行う。

第十四回 総括と総復習

フィードバック（方法は別途連絡）

特になし

・リサーチ課題の報告、レポート、プレゼン (40％）
・授業中に行うテスト、コメントの提出 (60％)

・自分の発表のための準備を行ってください。

・小テストのための復習が必要です。
授業で解説した例文を声に出して読み、その例文が出てきた文脈と共に暗唱し、プレゼンへの感想を書く際に応用してください。

オフィスアワー：金曜日12時から12時半（研究室訪問についてはなるべく前日までにメールでご連絡ください）hikedaster@gmail.com

【《愛と喪失》のイギリス文学】
　 名作・名場面に秘められた作家の《愛と喪失》を読み解く。

高度な英語表現を理解し、英文学の世界を感得する。

【予定（仮）】

第１回：誕生日と七歳の少女
　　　　ルイス・キャロル『鏡の国のアリス (Through the Looking-Glass and What Alice Found There)』
第２回：棺桶と冷酷な幼なじみ
　　　　エミリー・ブロンテ『嵐が丘 (Wuthering Heights)』
第３回：ポークパイと息子と夫
　　　　D. H. ロレンス『息子と恋人(Sons and Lovers)』
第４回：肖像写真と非在の花嫁
　　　　コナン・ドイル「ボヘミアの醜聞 (A Scandal in Bohemia)」
第５回：靴墨と二人の父
　　　　チャールズ・ディケンズ『大いなる遺産 (Great Expectations)』
第６回：祭壇と像になった男
　　　　グレアム・グリーン『情事の終り (The End of the Affair)』
第７回：《和訳テスト1》および質問

第８回：短剣と少女のような母
　　　　J. M. バリ『ピーターとウェンディ (Peter and Wendy)』
第９回：怪物と死んだ子供
　　　　メアリー・シェリー『フランケンシュタイン (Frankenstein)』
第１０回：弾丸と微笑むビッグ・ブラザー
　　　　ジョージ・オーウェル『1984年 (Nineteen Eighty-Four)』
第１１回：舞踏会と金持ちの貴族
　　　　ジェイン・オースティン『高慢と偏見 (Pride and Prejudice)』
第１２回：初雪と若き日の恋人
　　　　 ジェイムズ・ジョイス「死者たち (The Dead)」
第１３回：肖像画と罪深い青年
　　　　オスカー・ワイルド『ドリアン・グレイの肖像 (The Picture of Dorian Gray)』
第１４回：《和訳テスト2》および質問

第１５回：フィードバック

文学に興味、関心があること。

毎回の論考２０点
和訳テスト８０点

以上、１００点満点で評価する。

テキストとなる英文の予習、復習を行うこと。

メールでアポイントを取ること（kojima.motohiro.8m@kyoto-u.ac.jp）

デザインという人間の営みを、脳・心・行動の３つの水準で捉える認知心理学や認知科学の理論から、総合的に考察することがこの授業の目的である。まず、脳・心・行動そのものがそれぞれどのようにデザインされているのかを知ることが重要である。次に、脳・心・行動のもつ制約と、その制約を逆手に取った豊かな認知的活動との関連を考察する。さらに、豊かなデザインを生み出す能力を高めるために、脳・心・行動を発達させ、活性化させるためのさまざまな環境要因について考察する。最後に、行動のどのようなはたらきがどのような豊かなデザインを生み出しうるのかについての関連性をとりわけ教育に関連する事例を取り上げて考察する。

認知心理学や認知科学の理論を基盤として，脳・心・行動そのものがどうデザインされているのかを知り，それらと認知活動との関連，および豊かなデザインを生み出す能力を高めるための環境要因について考察できるようになる。

第1回 (齊藤) イントロダクション:認知機能の制約とデザイン
第2回 (齊藤) 記憶の制約
第3回 (齊藤) 認知トレーニングのデザイン
第4回 (高橋) パーソナリティ発達のデザイン
第5回 (高橋) 遺伝と環境の影響による個人差のデザイン1
第6回 (高橋) 遺伝と環境の影響による個人差のデザイン2
第7回 (未定) 思考と意思決定の制約とデザイン
第8回 (未定) 言語芸術のデザイン
第9回 (未定) メディア環境のデザイン
第10回 (田口) 教えることのデザイン
第11回 (田口) 学習環境のデザイン
第12回 (マナロ) Designing of Visual Information (in English)
第13回 (マナロ) Designing Failure for Success (in English)
第14回 (マナロ) Designing Assessment for Learning (in English)
第15回 フィードバック

* フィードバック方法は別途連絡する。
* 授業の順序は変更することがある。その場合は、事前に通知をする。

特になし

毎回の授業ごとに講義に関連した課題を課す。各課題を担当教員が採点し、それらを集計して成績とする。

授業中に紹介された参考図書・論文、配布資料等を用いて、復習する。

授業責任者連絡先 E-mailアドレス takahashi.yusuke.3n@kyoto-u.ac.jp

オフィスアワーの詳細については、KULASISで確認してください。