人々が抱える問題やニーズを把握し、ビジネス上の新たな解決策を創出する手法として、近年、デザイン思考が注目されている。また、地球温暖化やエネルギー問題など、重層的で複雑化する現代の諸問題を解決するためには、異なる分野の専門家がチームとして協働し、さまざまな視点で総合的な解決策をデザインすることが求められている。広義のデザインを目的とするこうした活動においては、チームメンバーを含め、他者との対話を通して問題を探り出すスキルや、アイデアを創造的に生み出すスキルが求められる。
　本セミナーでは、デザイン活動に必要なこれらのスキルについて、実際にデザインを実践しながら修得することを目指す。

・他者とのコミュニケーションに関わるスキルについて理解を深め、実践することで、対話に基づくデザインができる。
・発散思考と収束思考、水平思考と垂直思考などについて理解し、問題発見と問題解決のそれぞれの段階においてそれらを意識した議論ができる。
・さまざまなフレームワークについて学び、それらを活用して、自分たちで考案した解決策をさらに洗練させ、他者に効果的に伝えることができる。

以下のような内容を取り上げるが、履修者の理解の状況等に応じて適宜調整する。
実習は基本的にグループワークで行う。

第1回〜第6回　対話と創造の手法
・イントロダクション
・垂直思考と水平思考
・デザインのプロセス
・さまざまな思考法
・傾聴
・インタビュー
第7回〜第14回　デザインの実践
・フィールドワーク
・問題の深堀り
・解決方法のアイデア創出
・ストーリーを考える
・実現可能性を検証する
・プレゼンテーション
第15回　フィードバック

特になし

出席と実習への参加状況（50点）
課題提出（20点）
最終レポート（30点）

デザイン実践においては、グループで議論した内容をもとに、授業外で自分なりに整理したり調査したりすることを期待する。その他、適宜、講義中に指示する。

・オフィスアワーは設定しない。質問があればメールにて随時受け付ける。
　sogo.takushi.6x [at] kyoto-u.ac.jp
・キャンパス周辺でフィールドワークを行う可能性があるので、学生教育研究災害傷害保険に加入しておくこと。
・本セミナーでは、専門分野に固有のデザイン理論や手法（例えば環境や防災）については扱わない。

1. Presentation

Sadly, 95% of presentations are really not interesting.

Really?

No, it is actually 99%

In fact, when we attend a presentation, we often see members of the audience sleeping. This is a problem.

Most people give presentations at conferences or business meetings.

Unfortunately, most presentations are:
* long
* boring
* bad slides
* no meaning

What we actually is:
* short
* simple
* easy to understand
* entertaining

In this class, students will learn what is important to give a great presentation. They will see that presentations can be .


2. Debate

Most Japanese students do not like debate. However, this can be fun, too, if you just it!
In the class, we will first find a topic, which the class is interested in.

Before the debate, students will research about the topic and choose their arguments.

Then, students will choose the Pro- or Contra- side (about 3 students each).

Next is the actual debate. Now, students in the pro- and contra-groups will deliver their speeches (about 2-3 minutes per speaker). The audience group will actively join the floor discussion.

At the end of the debate we will discuss, whether the pro- or the contra-group delivered the more convincing speeches.

Students will develop their ability to present and discuss scientific topics in English.

They will gain confidence in speaking about complex matters in a foreign language, improve their logical structuring of presentations, and enhance their ability to handle questions and answers effectively.

At the same time, the course supports students’ transition into university-level learning by emphasizing the value of self-directed study, learning through discussion with peers and the instructor, and exposure to the conventions of academic writing and communication.

1. Course Introduction [Weeks 1-2]

2. Presentation Preparation [Weeks 3-5]

3. Presentation Design [Weeks 6-8]

4. Presentation Delivery [Week 9]

5. Final Presentation by the Students (evaluation) [Week 10]

6. Debating [Week 11-14]

Total: 14 classes and 1 feedback

特になし

Active participation is absolutely required in this seminar. In the debating part, students are expected to talk about scientific matters in English. In the presentation section, not only the presenter, but all students are expected to ask questions or share their opinion about the subject in English.

Attendance and Active participation [60%]
Assignments (presentation and debate) [40%]

* Research on assigned presentation topics.
* Preparation of presentations.
* Research about debate topics.
* No written reports or other written homework.

Office hour: any time (please send an email before coming to the office) or online (zoom etc.)

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

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


線虫学入門 - 生物学を学びながら新種の線虫を見つけよう!

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

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

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

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

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

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

15 Classroom: short presentations
16 Lab: feedback on class

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

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

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

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

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

Scientific literacy and critical analysis are essential skills for a career in science, and a valuable life skill even for those who choose a career path outside science. In this class, we will begin by studying an influential paper together. This will introduce students to a basic approach to reading primary scientific literature that will help you to reach your own conclusions about the data. Next, each student will search for and pick a paper, and in class, together, we will try to understand everything about it: concepts, methods, analysis, interpretation and significance. This will be an opportunity to learn some science, as well as to see how experiments are designed and how statistical analyses are applied. Students hopefully will use their chosen papers as a springboard to explore subjects that are of particular interest to them. The class structure will depend on how many students enroll.
This course is recommended for students who are planning on pursuing graduate studies in life sciences in the future.

Students will acquire the ability to read scientific papers on their own, becoming familiar with the technical writing and structure used in scientific journals.
Students will be shown how to track down additional information and search online databases for related or cited works.
Students will learn about some of the laboratory techniques and statistical analyses commonly used in biomedical research papers.
Most importantly, students will learn about the scientific principles of empiricism and skepticism, to perform their own critical analyses of scientific papers.

Students will learn some background about scientific discourse and publication in scientific journals. We will then read and analyse a landmark paper together in class. During each subsequent class, we will also spend a little time on each student's chosen paper. Students will learn by a combination of traditional class lecture and active learning methods such as small group work discussion, in-class quizzes, and one-on-one discussions with the instructor during this course.

1. Introductory Lecture
2. Getting Started: Types of Scientific Communication, What is Scientific Discourse? How Peer Review Works. Short student survey.
3. Introduction of a landmark or recent paper to read together in class. Introduction to using PubMed as a resource to search for papers.
4. The Anatomy of a Scientific Paper. Short quiz.
5. The What? Why? How? of a Paper (in-class discussion and small group work)
6. Analysis of Methods, Figures and Results (small group work) Students should begin searching for a paper to analyse for their written assignment. I will discuss one-on-one about papers suitable for each student.
7. Analysis of the Discussion (small group work). Advice on Predatory Publishers and Paper Mills.
8. What is Critical Analysis? (in-class discussion)
9. Advice on writing your report. (in-class discussion, one-on-one work)
10. Basic Statistics. A discussion of Plagiarism. (in-class discussion)
11. Discussion of Writing Style, and some Advice. (in-class discussion, one-on-one work)
12. Class topics tailored to student needs (one-on-one work)
13. Class topics tailored to student needs (one-on-one work)
14. Class topics tailored to student needs (one-on-one work)
15. Exam day. Student written assignment due.
16. Feedback Class

This schedule is flexible, and will depend on how many students enroll in the course. The schedule also will depend on the types of papers that we are analysing.
The class is open to all 1st and 2nd year students, although the papers studied will be from the field of biology.

This course will study scientific papers from the field of biology. Humanities or social sciences students are required to have studied biology subjects at high school.
Although it is not required, an intermediate level of English ability is highly recommended, for reading comprehension and in-class quizzes.

Grading will be based on attendance and active class participation (70%), and a written homework assignment (30%), which will be a review of a scientific paper chosen by the student. The written assignment will be graded on the basis of student comprehension and critical analysis.

Out of class reading may take 2-3 hours per week, mostly looking up technical terms, learning about the background for the papers that are discussed during class, or searching online databases for papers to analyse.

In principle, anytime. Please contact the instructor by e-mail if you have any questions. For consultations about course-related matters outside class hours, please make an appointment directly or by e-mail.

Science is not restricted to the academic world - it flows-over into the mass media (both factual and fictional). Logic is vital to the presentation of academic research findings and also to analyzing the communication of science in the media.

The aim of this course is for students to understand basic concepts of logic, and to learn and practice critical thinking with respect to science and its broader reporting in the mass media.

Students will participate in extracting themes, understanding bias in documents, videos and in their own work. They will practice how to critically analyze documents and to develop their own writing skills, particularly in the area of justification of arguments and the logical structuring and linking of content.

This course is suitable for all students who are interested in philosophy, logic and critical thinking. Although examples may be selected from science and engineering topics, students without a science background are welcome.

The goal of the course is for students to be able to present logical written arguments and to be able to critically assess the validity and structure of literature in the natural sciences and engineering. This will be based on a variety of scientific literature in the academic realm as well as in the media.

The course will broadly cover logic and critical thinking, including the following themes:

1. Introduction
2. Logical fallacies
3. Proof, argument and opinion
4. Definitions
5. Causality and causal arguments
6. Making the most of information
7. Belief and knowledge
8. Comprehension and meaning analysis
9. Reasoning and emotion (and AI)
10. Case studies: science in the media / specialized topics
11. Writing Workshops (3 weeks)
12. Conclusion

The course overall consists of 14 classes and one feedback session.

Each of the above topics normally covers 1 week, with one class per week. The exact topics may vary, depending on students' ability and topics of societal and scientific interest at the time.

特になし

In-class exercises and short assignments (50%)
Final report (50%)

Out of class preparation may be required.

Consultation is available by prior arrangement.

Students will be equipped with a basic understanding of what "smart materials" are and how these materials are present both in current research and the world around them. Students are encouraged in this course to be more creative in their own future studies and potential research in any of the sciences. The course will focus on basic stimuli-sensitive materials in the beginning and then on smart material systems in the second half of the class.

Students will be provided with a broad overview and introduction to “smart materials” as present in current research and current applications. The research topics will consider various “smart materials” including stimuli-responsive materials, drug delivery systems, self-healing materials, shape memory materials and various biomimetic systems. Students will be asked to engage in the course material more fully by preparing a semester project as well as completing occasional tasks outside of class throughout the semester.

1.Introduction to Smart Materials
2.Thermoresponsive Materials
3.Light Responsive Materials
4.Magnetic Materials
5.Piezoelectric Materials
6.Ion, pH and Electroresponsive Materials
7.Research and Presentations Methods
8.Self-Healing Materials
9.Shape Memory Materials
10.Drug Delivery Systems
11-12.Biomimetic Materials (2 Seminars)
13-14.Smart Surfaces (2 Seminars)
Final Presentations (instead of a final exam; depending on the number of students and the needs of the course this will take place over the exam and/or the feedback session)
15.Feedback

特になし

Class attendance and participation (45%), homework (10%) and a semester presentation (45%).

Students will be asked to prepare a short oral presentation for the end of the semester. Additionally, to encourage students to engage with the course material throughout the semester, short assignments will occasionally be given.

Office hours by request.

Globally, disaster risks are increasing. There was a time when disasters were considered acts of God that humans could not control. Now we realize that disasters are social and cultural processes. All disasters are man-made. The course will provide a social and cultural perspective on disasters. Along with understanding the conceptual dimension of the social dimension of disaster, the course will explore what can be done to reduce disaster risk, what strategies are effective, and what strategies are not and why so. To understand the dynamics of disaster risk, we will review past and current disaster risk reduction plans and policies, as well as explore the strategies, plans, and tools that can be used to implement disaster risk reduction strategies.

The course has the following objectives -
Understanding disaster risks from a social and cultural perspective
The purpose of this study is to understand the factors that contribute to the willingness of the community to prepare for disasters.

Exploring disaster risk reduction plans and strategies.

Identify implementation challenges and effective methods of disaster risk reduction plans and policies.

Week 1 : Disaster Risk : hazards, exposure, and vulnerability
Week 2 : Social vulnerability: concept, indicators and quantification
Week 3 : Disaster management cycle: response, relief, recovery, reconstruction and preparedness.
Week 4 : Disaster risk perception: nature, factors and role in disaster risk management
Week 5 : Disaster preparedness: why do some people want to prepare for disasters, while others do not?
Week 6 : Society and disaster risks
Week 7 : Disaster and Culture
Week 8 : Mental models of disaster preparedness
Week 9 : Case studies on disaster preparedness from Africa and Europe: what works and what not ?
Week 10 : Case studies on disaster preparedness projects in Asia
Week 11 : Disaster recovery and the community's views
Week 12 : Disaster risk governance and local community's participation in the decision-making process
Week 13 : Reconstruction and rehabilitation strategies: Case Studies
Week 14 : Implementation strategies of disaster risk reduction : Review
Week 15 : Final Presentation
Week 16 : Feedback class

特になし

Individual Assignment and Presentation - 1 = 50 Marks !
Group Assignment - 1 = 50 Marks

The instructor will provide you with notes, handouts, and papers. Students should read papers, watch documentary videos and review plans and policies on the internet as preparation.

Students can communicate anytime during the class and anytime via email

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

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

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

特になし

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

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

Our Universe is far beyond what our eyes can perceive. Hidden in the tranquil ocean of stars, nebulae and galaxies pictured by optical telescopes and cameras around the world everyday, extreme energetic phenomena that can only be observed through ‘invisible lights' (e.g., radio waves, X-rays, gamma-rays) or even messengers other than electromagnetic waves (e.g., cosmic-rays, neutrinos) are happening frequently here and there in the Cosmos. This seminar will bring students into this exciting world of the Invisible Universe. Students can carry out introductory research projects or study from a book in a subject of his/her interest under the guidance of the instructor.

Some projects pursued by past members:
1) Evolution of stars
2) Gamma-ray astronomy using a NASA satellite (Fermi Gamma-Ray Space Telescope)
3) Cosmic ray physics
4) Learn about astrophysics of blackholes, supernovae, and other fascinating celestial objects.

The way a student will proceed with her/his project varies depending on the subject. For example, the following methods were used by students in the past successfully:
1) Numerical simulations using open-source codes
2) Writing Python scripts for simple calculations and data visualization
3) Data analysis using mission-specific applications
4) Simulation for observations by future X-ray instruments

Pre-requisite knowledge is not needed for this seminar. The students will be tutored according to their pre-knowledge levels on an individual basis.

1) To obtain basic knowledge and feel the excitement of forefront astronomy and astrophysics through a subject of a student's interest.

2) To briefly experience the everyday life of an astrophysicist nowadays through the process of guided independent research, report writing and oral presentations.

In this seminar, besides a few introductory lectures on topics surrounding multi-wavelength astronomy, the students will carry out one of the following tasks:

(1) Perform independent research on intriguing astrophysical objects of their choices. Research projects can be carried out in a group of 2 (or 3 at most) students if preferred. A final report will be due at the end of the semester, but no oral presentation will be needed.

(2) Study on a topics of their interests thru reading books and articles under the guidance of the instructor. Reading projects require a casual oral presentation (very short one, approx. 15 mins each) during the group meeting each week, but no final report will be needed.

This seminar will be delivered in an informal format and conducted mainly in English (with occasional Japanese only when necessary). Students are encouraged to ask questions and discuss on topics with their peers and instructor spontaneously at each meeting.

Total：14 classes (feedback will be provided each week)

特になし

Final grades will be assessed according to:
1) In-class participation (40%)
2) A written report or weekly short oral presentations (60%)

Independent research or book reading. Guidance will be given in each seminar meeting.

No fixed office hour will be scheduled. Students can make appointment with the instructor in-person if necessary, or simply contact by Emails.

This seminar aims for students to understand the physics/working principle behind semiconductor devices such as solar cells, laser diodes, sensors, transistors, etc. Fabrication processes of some semiconductor devices (such as laser diodes and solar cells) will also be discussed. Ongoing trends of research and development of semiconductor technologies including those related to quantum physics will be also discussed.

・ Understand the physics/working principle behind semiconductors.
・ Understand the fabrication processes of semiconductor devices.
・ Learn the latest semiconductor technologies.

1. Overview of the course (1 week)
2. Introduction to semiconductor physics: basics to understand the working principles of semiconductor devices (3 weeks)
3. Learn about the working principles of solar cells, laser diodes, sensors, and transistors (4 weeks)
4. Discuss the fabrication processes of some semiconductor devices (2 weeks)
5. Design and build electronic circuits (2 weeks)
6. Learn the latest semiconductor technologies (2 weeks)
7. Feedback (1 week)

特になし

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

Students are required to do their short presentations.

Office hours: Anytime by email, and appointments should be made via email or during the seminars.

This course introduces modeling and control of quadrotor UAVs, focusing on attitude dynamics and stabilization using SO(3) representations. Students will learn how to describe, simulate, and control UAV motion using mathematical models and numerical methods, progressing from basic mechanics to feedback control implementation. If time allows, final sessions will extend to sensor integration and embedded programming for real-world control.

この講義は、SO(3)表現を用いた姿勢力学と安定化に焦点を当て、クアッドローターUAVのモデリングと制御を紹介する。学生は、数学的モデルと数値的手法を用いて、UAVの運動を記述し、シミュレーションし、制御する方法を学ぶ。内容は、基礎的な力学からフィードバック制御の実装へと進む。時間が許せば、最終回ではセンサー統合や実世界制御のための組込みプログラミングにも触れる。

1. Model UAV dynamics and represent rotations using SO(3), Euler angles, and quaternions.
2. Simulate kinematics and dynamics in Matlab using numerical solvers.
3. Design and analyze PD and cascaded feedback controllers for attitude and position control.
4. Implement basic sensor fusion and real-time control concepts.
5. Extend control algorithms to embedded platforms if time permits.

1. UAVの力学をモデル化し、SO(3)、オイラー角、クォータニオンを用いて回転を表現する。
2. 数値解法を用いて、Matlabで運動学と力学をシミュレーションする。
3. 姿勢および位置制御のために、PD制御器とカスケード型フィードバック制御器を設計し、解析する。
4. 基本的なセンサフュージョンとリアルタイム制御の概念を実装する。
5. 時間が許せば、制御アルゴリズムを組込みプラットフォームに拡張する。

Weeks 1-2: Fundamentals and Modeling
- Overview of UAV systems and flight control concepts
- Coordinate frames, forces, and basic mechanics

Weeks 3-5: Attitude Representation (SO(3))
- Rotation matrices, Euler angles, and quaternions
- Relationship between parameterizations and gimbal lock issues
- Matlab implementation and visualization of attitude motion

Weeks 6-8: Simulation of Dynamics
- Numerical integration: Euler, RK4, ODE45
- Simulating attitude and translational motion
- Basic animation of UAV kinematics and dynamics in Matlab

Weeks 9-11: Feedback Control Foundations
- Review of control systems: open loop vs. closed loop
- PD control and Coriolis cancellation for attitude stabilization
- Simulation-based state feedback control design

Weeks 12-13: Cascaded Control Structure
- Inner attitude and outer position control loops
- Tuning and performance analysis through simulation

Week 14: Experimental Applications (if time permits)
- Microcontroller interface basics (PWM, IMU data acquisition)
- Implementing PID/PD control on embedded hardware

Week 15: Final Review and Feedback
- System integration summary
- Discussion of extensions to autonomous flight

第1~2週 基礎とモデリング
- UAVシステムと飛行制御の概要
- 座標系、力、基本的な力学

第3~5週 姿勢表現（SO(3)）
回転行列、オイラー角、クォータニオン

各パラメータ表現の関係とジンバルロックの問題
- Matlabによる姿勢運動の実装と可視化

第6~8週 力学シミュレーション
- 数値積分法：オイラー法、RK4、ODE45
- 姿勢運動と並進運動のシミュレーション
- MatlabによるUAV運動学・力学の基本アニメーション

第9~11週 フィードバック制御の基礎
- 制御系の復習：開ループと閉ループ
- 姿勢安定化のためのPD制御とコリオリ項補償
- シミュレーションに基づく状態フィードバック制御設計

第12~13週 カスケード制御構造
- 内側の姿勢制御ループと外側の位置制御ループ
- シミュレーションによるチューニングと性能解析

第14週 実験応用（時間が許せば）
- マイコンインターフェースの基礎（PWM、IMUデータ取得）
- 組込みハードウェア上でのPID／PD制御の実装

第15週 最終レビューとフィードバック
- システム統合のまとめ
- 自律飛行への拡張に関する議論

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.

講義内容の基礎を理解するために、代数学、プログラミング、および力学の基本的な知識を持っていることが望ましい。授業内容は、必要に応じて受講者のレベルに合わせて調整する。

Evaluation Methods and Policy:
- Attendance: 5%
- Punctuality: 5%
- Quizzes and Tests: 10%
- Midterm report: 30%
- Final report: 50%

Important Notes:
- Students who are absent more than four times will not be able to pass.
- Submission of the final report is mandatory.

評価方法および方針：
- 出席：5％
- 時間厳守：5％
- 小テスト：10％
- 中間レポート：30％
- 期末レポート：50％

重要事項：
- 4回以上欠席した学生は合格できない。
- 期末レポートの提出は必須である。

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.

学生は、各授業の前に配布された資料を読んでおくことが求められる。
また、授業後に不明点について積極的に質問することが望ましい。
さらに、授業ノートを定期的に復習することを推奨する。

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

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

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

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

15. Feedback

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

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

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

Total 60 pts

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

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

This is an introductory undergraduate course that enables students to find answers to a common yet less understood question, what is "Empire"? The course will focus on how Western colonialism has shaped the past and present of Asian, African and Latin American people. We will explore the meaning and significance of "Freedom" for the colonized by learning about their confrontation and challenges to Western imperialism in the form of resistance, political subversion, military uprisings and revolution. A variety of sources including films, government documents, secret documents, photographs, memoirs, speeches, political cartoons will be introduced to enhance learning and develop analytical skills.

The goals of this course are to guide students to

(a) compare alternative and compelling views and interpretations
and assess their significance,

(b) become familiar with key debates of the period,

(c) assess primary sources in the light of historical research and

(d) present arguments clearly and concisely both orally and on paper.

Week: Content
1: Introduction to the course and Overview
2 & 3: What is “Empire”?
● Britain and the Modern World
● Empire outside of Europe
● Spain, Portugal and the “New World”
● Pirates and Rebels
● The Seven Years War

4: Review; Activity based on 2 & 3

5 & 6: Revolution:
● American Revolution
● Declaration of Independence
● Haitian Revolution
● Declaration of the Rights of Man

7: Review; Activity based on 5 & 6

8 & 9: Political Subversion:
● The Mughal Empire and Western Powers
● English East India Company and the Raj

10: Review; Activity based on 8 & 9

11 & 12: Rebellion and Revolt:
● 1857 Indian Uprisings
● Latin American Revolutions

13: Review; Activity based on 11 & 12
14: Conclusion and Summary
≪Final examination≫
15: Feedback

*Note: The schedule may change slightly depending on class requirements.

特になし

A system of continuous evaluation will be adopted.
Students are expected to be physically and mentally present for each class, engage in discussions and/or presentations and, submit written work in English as per instructions.

Note-taking is an essential element, slides will NOT be uploaded.
Final grade will be based on the following:

★　30% Active participation and activity in class
★　70% Assignments/Exams
IMPORTANT:
1. Class participation is MANDATORY, unless special exemption is granted (e.g. for illness, other conditions).
2. Absence from FOUR or more classes, will result in loss of credits for the course.
3. Tardiness (by 15 minutes or more) will be treated as absence.
4. Systematic tardiness and/or unexplained early departures will greatly reduce your attendance and participation grade.
5. Final Exam is a MUST to pass the course.

No prior knowledge of history is required. Students should be able to participate in discussions with their classmates in English. All necessary out of class preparation announced in class is mandatory.

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.

　歴史学とは、どのような学問であるのかを理解することを目的とし、そのための具体例として、日本の中近世移行期（１５世紀半ば〜１７世紀半ば）の政治史・文化史を学ぶ。今年度は蹴鞠に見る公家と武家の交流を基軸に据え、最新の学界動向を踏まえながら、講義を進める予定である。

　日本の中近世移行期（１５世紀半ば〜１７世紀半ば）の政治史・文化史の展開を正確に理解する。

１　イントロダクション、蹴鞠とは？（１）
２　蹴鞠とは？（２）
３　日本蹴鞠史概論（１）
４　日本蹴鞠史概論（２）
５　日本蹴鞠史概論（３）
６　日本蹴鞠史概論（４）　
７　日本蹴鞠史概論（５）
８　１６世紀京都の蹴鞠史—公家と武家の交流—（１）
９　１６世紀京都の蹴鞠史—公家と武家の交流—（２）
10　１６世紀京都の蹴鞠史—公家と武家の交流—（３）
11　１６世紀京都の蹴鞠史—公家と武家の交流—（４）
12　１６世紀京都の蹴鞠史—公家と武家の交流—（５）
13　１６世紀の文化・芸能と蹴鞠
14　蹴鞠史研究の課題
＜定期試験＞
15　フィードバック

特になし

・成績評価は、定期試験（筆記・論述）と平常点（コメントシート提出）をもっておこなう。配点比率は、定期試験８０％、平常点２０％。

・授業前：１）高校日本史の教科書や学習参考書のほか、『天皇の歴史』（講談社学術文庫）、末柄豊『戦国時代の天皇』（山川出版社）などを読むことが望ましい。２）蹴鞠の動画がyoutubeにアップされているので、是非見てほしい。
・授業後：ノートを整理し、授業の内容を振り返ることが望ましい。

　高校程度の日本史の理解を前提に講義を進めるので、高校で日本史を履修していない者は、教科書もしくは学習参考書の当該部分に、目を通しておくことが望ましい。

入門科目として、数理科学と情報科学における基本的な考え方の習得を目標に解説する。

数理・情報科学講座所属の教員全員によるリレー講義である。
毎回、各教員が自らの専門領域を中心に、数理科学・情報科学関係の初歩的な講義を行う。
種々の現象の数学的モデルを数理科学の手法を用いて解析し、我々を取り巻く世界の認識を深める。情報の表現とその処理に関する初歩について理論と応用の両面から探求できるようになる。

下記のようなテーマについて、１テーマあたり１〜２週の授業を15回（フィードバックを含む）で解説する予定である。

・量子力学の数理（足立匡義）
・確率論の応用について（上木直昌）
・ニュートン法から複素力学系へ（木坂正史）
・カオスとフラクタルの体験（角大輝）
・イマジナリーキューブの数理（立木秀樹）
・非線形波動の数理（林雅行）
・データハイディング（日置尋久）
・人工知能・機械学習の数理（丸山義宏）
・論理と位相（ディブレクト，マシュー）
・実数の計算理論（ティース，ホルガー）

上記に加えて、最近の研究動向などについても解説する予定である。

特になし

毎回の出席を原則とする。
各講義を聞いた上で，関心をもったテーマを2つ選び，それらのテーマについて講義での指示に従ってレポートを提出すること。なおレポートとして，同一の教員のテーマを2つ選ぶことは認めない。
提出されたレポートの内容と授業への参加状況に基づいて成績を評価する。
詳細は授業中に指示する。

各自で予習・復習を行い、示された課題に取り組むこと。

自然科学や社会科学の様々な分野で偶然性の支配する現象は多いが、その中に存在する法則性を解明していく学問が確率論である。また確率論は数理統計を理解する上でも必須となっている。この講義ではこれら確率論の数学的基礎付けを講義する。

1. 確率事象、確率変数、独立性、条件付き確率などの直感的理解とともに、数学的な定式化も理解する。
2. 平均、分散、相関係数などの確率論的な意味を習得する。
3. ポアソン分布、正規分布どの基本的な確率分布が、どのような状況で現れるかを、その性質とともに理解する。
4. 大数の法則、中心極限定理などの極限定理を具体的な状況に即して理解する。

以下の内容を、フィードバック回を含め（試験週を除く）全15回にて行う。

１．確率【2〜3週】
　確率空間、確率の基本的性質（可算加法性）、確率事象、試行と独立性、条件付き確率
２．確率変数【4週】
　確率変数、確率変数の定める分布、離散分布、連続分布、多次元連続分布、
　平均、分散、モーメント、共分散、相関係数、確率変数の独立性、チェビシェフの不等式
３．確率分布【3週】
　二項分布、ポアソン分布、幾何分布、一様分布、正規分布、指数分布、多次元正規分布
４．極限定理【3〜4週】
　大数の（弱）法則、Stirling の公式、中心極限定理 (de Moivre-Laplaceの定理)
５．ランダムウォークとマルコフ連鎖（時間の都合により省略することがある。）【1〜2週】

「微分積分学（講義・演義）A,B」および「線形代数学（講義・演義）A,B」、または「微分積分学A,B」および「線形代数学A,B」の内容を既知とする。

主として定期試験によるが、それ以外の小テスト等を行う場合は担当教員が指示する。

予習、復習とともに、演習問題を積極的に解いてみることが必要である。

コンピューターの急速な進歩により，様々な社会現象や自然現象を種々の数理的手法により分析することが可能となり，その重要性が高まっている．そのような数理的手法を学ぶための基礎として，文系学生向けに線形代数学に関する基礎的内容を講義する．
授業では高校の理系数学（高校 数学III）を前提とはせず，高校の文系数学のみを履修した学生にも内容を理解できるように講義を行う．
線形代数学A［文系］では，ベクトルと行列に関する基礎的事項を学ぶ．

線形代数学A［文系］ではベクトルや行列，連立一次方程式の具体的な取り扱いに習熟することを目的とする．

次の内容について解説する予定である．授業回数はフィードバックを含め全15回とする．各項目・小項目の講義の順序は固定したものではなく，担当者の講義方針と受講者の背景や理解の状況に応じて，講義担当者が適切に決める．主として実ベクトル，実行列を扱う．

1. 平面ベクトルと2次行列
（平面ベクトルと行列の計算，内積，逆行列，ケーリー・ハミルトンの定理，平面の一次変換（回転，鏡映），連立一次方程式と行列，行列式）【3-4週】
2. ベクトル・行列の演算（一次結合，和，スカラー倍，積，線型写像と行列) 【2-3週】
3. 基本変形と連立一次方程式（基本変形，階段行列，階数，正則行列，逆行列，連立一次方程式の解法，一次独立性，*解の構造）【6-8週】
4. #行列式（行列式の定義と性質（基本変形，積，転置との関係，置換と符号），行列式の展開，クラメルの公式）【1-2週】
5. フィードバック【1週】

*のついた項目は，時間の余裕があればふれるものである．
#のついた項目は，授業の進度によっては，一部もしくは全部を後期に扱うものとする．
上記のトピックスの講義とともに，それに関連した問題演習(授業中の演習または宿題)を行う．

同一クラスの線形代数学B［文系］を併せて履修すること．高校での文系の数学，特に平面ベクトル，空間ベクトルを理解していることを前提とする．

主として定期試験により成績評価を行うが，問題演習，宿題，小テストなどの平常点を成績評価に加えることもある．定期試験と平常点の割合は各教員が周知する．

数学を学ぶには，予習、復習とともに演習問題を自分で解いてみることが必要です．

自然科学を学ぶ学生に共通して必要と思われる力学を講義する。

質点の運動法則や種々の保存則を理解する。力学体系を正しく記述し、その運動を理解する。

以下のような古典力学の基本的内容を、フィードバックを含め１５回で各項目あたり２〜３週で講義する。
１．運動学　　速度・加速度　極座標での成分
２．運動法則　運動方程式とその応用
３．保存則　仕事とエネルギー、角運動量、運動量
４．中心力による運動 太陽の引力のもとでの惑星の運動
５．質点系の運動

この講義は主として高校で物理を履修した人を対象に行われる。物理未履修者には、別項の「初修物理学Ａ、Ｂ（非物理系）」の履修を勧める。

原則として定期試験の結果によるが、教員によってはレポート等の提出を求める場合もある。詳しくは各講義で説明する。

講義をもとに自学することを勧める。

自然科学を学ぶ学生に共通して必要と思われる力学を講義する。

質点の運動法則や種々の保存則を理解する。力学体系を正しく記述し、その運動を理解する。

以下のような古典力学の基本的内容を、フィードバックを含め１５回で各項目あたり２〜３週で講義する。
１．運動学　　速度・加速度　極座標での成分
２．運動法則　運動方程式とその応用
３．保存則　仕事とエネルギー、角運動量、運動量
４．中心力による運動 太陽の引力のもとでの惑星の運動
５．質点系の運動

この講義は主として高校で物理を履修した人を対象に行われる。物理未履修者には、別項の「初修物理学Ａ、Ｂ（非物理系）」の履修を勧める。

原則として定期試験の結果によるが、教員によってはレポート等の提出を求める場合もある。詳しくは各講義で説明する。

講義をもとに自学することを勧める。

自然科学を学ぶ学生に共通して必要と思われる力学を講義する。

質点の運動法則や種々の保存則を理解する。力学体系を正しく記述し、その運動を理解する。

以下のような古典力学の基本的内容を、フィードバックを含め１５回で各項目あたり２〜３週で講義する。
１．運動学　　速度・加速度　極座標での成分
２．運動法則　運動方程式とその応用
３．保存則　仕事とエネルギー、角運動量、運動量
４．中心力による運動 太陽の引力のもとでの惑星の運動
５．質点系の運動

この講義は主として高校で物理を履修した人を対象に行われる。物理未履修者には、別項の「初修物理学Ａ、Ｂ（非物理系）」の履修を勧める。

原則として定期試験の結果によるが、教員によってはレポート等の提出を求める場合もある。詳しくは各講義で説明する。

講義をもとに自学することを勧める。