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

Students are expected to be independent in finding online resources to attain relevant issues of discussion during seminar to enhance student interaction and understanding during classes.

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.

Amazing superconducting materials are one kind of substance exhibiting zero electrical resistance and magnetic exclusion at certain conditions. They can be metals, ceramics, or organic materials. This course will introduce the superconducting properties (including discovery, phenomena, elementary properties), superconducting materials (conventional and high temperature superconductor), and superconductor applications. It is intended to equip students with a basic understanding of superconductivity, characteristics of various superconductors and advantage of applications. It also aims to encourage students to do active conversation about scientific concept in English.

This course aims to equip students with a basic understanding of the superconducting materials. By the end of this course, students will: (1) Understanding the fundamental phenomena and features of superconductors. (2) Explain the basic superconductivity in qualitative terms. (3) Recognize major superconducting materials and their applications. (4) Discuss current challenges and future directions in the field.

The number of lectures as shown in【】.

1.Discovery & Fundamentals【2】
Magic of superconductivity
Discovery & exploration
Classification

3.Phenomena & interpretation【5】
Zero resistance & perfect conductivity
Magnetic flux repulsion & penetration
Critical magnetic field
Electrons pairing & tunnelling
Superconductivity at high temperature

4.Superconducting materials【4】
Elements and alloys
Cu-based oxides
Fe-based compounds
Hydrides
Characterization techniques

5.Applications & frontiers【3】
Superconducting magnet
Sensitive magnetic detector
Energy storage and transmission

6.Feedback【1】

特になし

Class attendance and participation (60%)
Homework(20%)
Presentation and discussion(20%)

Students are expected to participate in the conversations and presentations in class. Their own laptops (or iPad, smartphone, etc.) can be used to search for references and information during discussion sessions. It is around one hour to complete the assignments after class.

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

This course is designed to provide knowledge of food production and the challenges it faces under a 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 plant breeding is and what climate change is
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 about 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 assignments 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.

Digital technology and giant digital firms have changed how businesses work and how people find information. Digital platforms often offer free services, which makes life easier but also lets them gain control over markets, users, and even public opinion. That can lead to problems like fewer choices, hidden manipulation, and faster spread of fake news. Solving these problems needs different fields to work together: business and tech to build useful services, and law and social science to handle harms and unfairness. Antitrust law, which aims to keep markets competitive, is an important tool many countries use to regulate digital giants. This course navigates students to think critically about digital business models, understand how they work and affect people, and explore how antitrust law can help fix the issues caused by the giant digital firms.

After completing the course, students will understand key concepts of the digital economy, including network effects, data-driven business models, and their social impacts. Building on this knowledge, students will learn how existing legal systems address these issues and how law can promote welfare-enhancing technology.

1. Course overview
2. Concepts of competition and market regulations
3. Collusive conduct: online retail market (price fixing agreements & tying)
4. Collusive conduct: credit card market (no-steering clauses)
5. Collusive conduct: labor market (no-poach agreements)
6. Collusive conduct: technology market (patent licensing & joint R&D agreements)
7. Monopoly: online retail market (abuse of superior bargaining power & exclusive supply/distribution contracts)
8. Monopoly: food delivery market (most favored customer clauses)
9. Monopoly: online searching service market (product comparison services & keyword advertising)
10. Monopoly: social networking service market (data dominance & data misuse)
11. Merger: online searching service market (economies of scale & privacy risks)
12. Merger: social networking service market (entry barriers & gatekeeper role)
13-14. Summary of topics covered in sessions 1 to 12

特になし

Final course performance will be reported as a raw score (0-100) and graded as follows: A+(96-100); A(85-95); B(75-84); C(65-74); D (60-64); F(0-59). Grade components include 1. Course participation (35%) and 2. Final paper (65%).

Students are expected to complete weekly readings before class, prepare discussion questions or brief notes, and review lecture materials. Five hours per week for preparation, readings, and assignments.

For questions or to schedule an office hour appointment, please email the instructor of this course (cheng.shinru.6c@kyoto-u.ac.jp)

　ロシアのウクライナ侵攻、パレスチナにおける人道危機、と近年世界情勢は緊迫化している。その背景には先進国の近現代史が影を落としており、現代を生きる我々も無関係ではない。本講義では、パレスチナの人道危機に大きく関わるホロコーストの記憶と、それを特権化しながら国家を形成してきたイスラエルの国家観、1990年代以降のメモリアル・スタディーズを批判的に検証する。具体的には、ジェノサイドとホロコーストをめぐる議論や映像作品の紹介、イスラエルに生まれアメリカで教鞭をとる歴史学者、オメル・バルトフの『ホロコーストとジェノサイドーガリツィアの記憶からパレスチナの語りへ』を講読することで上記の課題について考察する。
　「ホロコーストの記憶をパレスチナの痛みとともに語ることはできないのか」ー1948年のイスラエル建国に端を発し現在まで続くパレスチナの危機的な状況を、そして特権化されてきたホロコーストの記憶を、現代に生きる私たちはどのように考えればよいのか、記憶のポリティクスを超え和解の糸口を探ってみたい。

・加害者と被害者、傷みを抱えた人々同士がいかに共感の場を見出していけるのか、戦争のメカニズムとそれを乗り越える方途について考察できるようになる。
・国家の記憶や戦争の記憶のようにマクロな規模で形づくられる記憶と、個人の経験に根ざしたミクロな記憶、異なるスケールの記憶の実践を関連づけて考察できるようになる。
・ジェノサイドとは何か、説明ができるようになる。

授業では、ホロコーストをめぐる議論や映像作品を紹介し、第5回以降『ホロコーストとジェノサイドーガリツィアの記憶からパレスチナの語りへ』（オメル・バルトフ）を講読する。購読では、受講生は各自が担当する章の内容と論点、その章を読んで考察したことをレジュメにまとめて発表し、全員でディスカッションを行う。

第1回　講義と講師の紹介
第2回　メモリアル・スタディーズと想起の文化
第3回　ホロコースト／ジェノサイドの表象不可能性
第4回　ホロコーストの記憶とパレスチナ問題
第5回　歴史上の唯一無二性と統合された歴史（第1章）
第6回　ジェノサイドの場としての東ヨーロッパ（第2章）
第7回　地域からジェノサイドを再構成する（第3章）
第8回　歴史文書としての証言（第4章）
第9回　法廷のなかのホロコースト（第5章）
第10回　忘却の道具としての記憶法（第6章）
第11回　イスラエル＝パレスチナにおける帰還と追放（第7章）
第12回　私がたどったアウシュヴィツへの捻れた道、そして帰路（第8章）
第13回　過去を語って未来を築く（第9章）
第14回　まとめ　
第15回 フィードバック

他の人類学に関する講義を同時に受講していることが望ましい。

授業への出席が前提となる。講義内での受講生の報告（60％）、ディスカッションへの参加状況（40％）で評価する。

・講読担当者以外も、受講生は講読個所をあらかじめ読んで授業に臨むこと。
・講読担当者は、文献に登場する概念や用語の背景も調べたうえで講読担当章の内容を要約し、自分の意見もまとめて発表すること。
・受講生は授業で提起された問いを、関連文献の講読によって深めることが期待される。

・総合人間学部の学生は、別途選抜を行うので、総合人間学部便覧のシラバスを確認のうえ第1回目の授業に出席すること。
・授業中、疑問点などは積極的に質問すること。

This seminar-style course will give students a chance to learn about some important models in applied probability. The focus will be on Markov chains, which are central to the understanding of random processes, and have applications in simulation, economics, optimal control, genetics, queues and many other areas. As well as introducing mathematical techniques, it will be a goal to show how these can be applied to understand certain random phenomena, such as the long-time behaviour of random walks, survival/extinction of branching processes, convergence of algorithms, and reinforcement.

- To understand basic models of applied probability, particularly Markov chains
- To apply mathematical techniques to understand random phenomena in applications
- To gain experience in reading and presenting mathematics in English

In the first lecture, the lecturer will introduce the topic, and basic aims of the course. For most subsequent weeks, the classes will consist of two parts:
- a part where students present their attempts to solve problems set by the lecturer in the previous class;
- a part where the lecturer introduces some new topics upon which the following week's student problems will be based.

The following indicates possible topics, though this may vary depending on the students’ proficiency level and background.

(1) Introduction to applied probability and Markov chains [1 week]
Review of basic probability, definition of a Markov chain, outline of course
(2) Basic properties of discrete-time Markov chains [7 weeks]
Class structure, hitting times/probabilities, computations using probability generating functions
(3) Long-time behavior of discrete-time Markov chains [3 weeks]
recurrence/transience, invariant distributions, convergence to equilibrium, time reversal, ergodic theorem
(4) Applications [3 weeks]
Random walks, branching processes, urn models, queuing models

Total: 14 classes and 1 week for feedback

特になし

Students will be expected to participate in class, both by presenting material prepared in advance, and by discussing problems. Their performance in these aspects will contribute 70% of the final mark. There will also be a final exam, in which students will be asked to apply the techniques covered in the course, which will also contribute 30% of the final mark.

As noted in the course schedule, from the second week, students will be asked to prepare and present problem solutions. (Their efforts on such assignments form part of the assessment.) Details will depend on the number of students enrolled on the course, and will be discussed in the first class. Typically the lecturer would expect students to spend 1-2 hours per week on study outside the class.

核融合エネルギー(フュージョンエネルギー)は地上の太陽と呼ばれ、将来の基幹エネルギーとなるべく国際協力をベースに研究開発が進められている未来のエネルギーです。フュージョンエネルギーは持続可能な社会を創造するため必須とされていますが、その意義・必要性・特徴をし、現状・見通しを概説します。

フュージョンエネルギーを実現するには「プラズマ」を高温・高密度で閉じ込める必要があります。このプラズマは物質第４の状態と呼ばれ、フュージョンエネルギーの開発のみならず、半導体の製造、ナノプロセス、小惑星探査機「はやぶさ」などで使われているロケット推進まで、様々な産業や製品に応用されています。一方、オーロラ、雷、炎、太陽は実はプラズマです。宇宙で最も標準的な物質の状態は実はプラズマです。

このプラズマは電子とイオン(原子核)から成り、全体では中性でありながら、その粒子集団の運動は電磁場を誘起します。この電磁場が集団の運動にフィードバックをかけるためプラズマは実に不思議な振る舞いをします。この複雑性がフュージョンエネルギーの実現を妨げる要因の一つでもあります。

本科目を履修することで、フュージョンエネルギーの基礎となぜ実現が難しいか、最近それをどうやって克服してきたのか、を学ぶ事で、大型科学プロジェクトがどのように進展していくのかを知ることができる。

・核融合エネルギー実現のためには「プラズマ」に対する知見を確立することが必要不可欠である。本セミナーでは現代の日常生活や科学技術に密接に関係しているにもかかわらず、高校まででは直接扱うことがなかった物質第４の状態「プラズマ」の多様かつ知的好奇心をかきたてる様々な知見を得ることができる。

・地球温暖化対策、ゼロ・エミッションを目指した将来のベースロード(base load)電源としての核融合エネルギーの基本原理・研究の現状・課題と将来の展望を知ることで持続可能な社会に不可欠なエネルギー問題、地球環境問題を解決するために必要な知識を取得できる。

・1億度にもなる高温のプラズマを閉じ込める方法、高温のプラズマを加熱生成する方法、プラズマを支配する物理法則、プラズマを理解する上で不可欠なプラズマの温度・密度・流れやプラズマから生じる光・電磁波を計測する手法に対する知識を得ることができる。

・宇宙開発、ナノテクノロジーに代表される科学技術開発の基盤となるプラズマを理解し、その奥深い世界を知ることができる。

課題については、座学・調査・実習・プレゼンテーションなどを行う。また、核融合プラズマ実験装置Heliotron Jの見学を行う。
授業は教員３名（小林・稲垣・門）が担当し、装置見学は、1名（長﨑）とともに４名が担当する。

１. エネルギー問題と核融合の基本【小林、4回】
まず、現在課題となっているエネルギー問題について出席者間で発表・議論を行います。次に、核融合の基礎的な講義を行います。具体的に、A.核融合の基礎、B.核融合反応が持続するための条件であるローソン条件、C.磁場閉じ込め方式と加熱、についての講義を行います。

2. プラズマの観測【門、4回】
1億度のプラズマはどうやって測るのか？オーロラはなぜ緑色に輝くのか？そのような疑問をプラズマが発する光を診る事で解決します。簡易的な分光器を作成し、それで実際のプラズマを観てもらいます。

3. 核融合装置を知る【長﨑、4回】
国際熱核融合実験炉ITER、JT-60SA、Heliotron J、スタートアップ企業が検討している核融合装置などについて現状を調査するとともに、何が課題なのかについての討論を行います。

4．Heliotron J装置見学（宇治キャンパス）【長﨑・稲垣・小林・門、2回相当】

5. フィードバック（方法については別途連絡）【１回】

核融合エネルギーに関心のある文系の学生にも理解できるように、大学での物理の履修や物理学の基本的な知識を前提とはしない授業内容を心がけるが、高校の「物理基礎」、「物理」の「電磁気」「原子・原子核」単元に目を通しておくと、理解の役に立つであろう。

概ね出席と参加の状況50%、平常点（ディスカッション，プレゼンテーション、レポート課題等）50%として、総合的に評価する。詳細は初回授業にて説明する。

エネルギー・科学技術・今後のエネルギー政策や経済、社会等にかかわる総合的な視点を育めるよう、授業で扱う話題や各自興味をもった関連項目についての積極的な自習を薦める。

物理，機械，電気電子，エネルギー資源などに関心のある理工系の学生はもちろん、エネルギー開発，政策などに関心のある文系の学生も積極的な受講を期待する。
装置見学に際し、平日は吉田キャンパスから宇治キャンパスへは連絡バスがあるが、見学が休日に変更される場合は宇治キャンパスまでの交通費が必要になる。なお“学生教育研究災害傷害保険”等の傷害保険へ加入すること。