本コースでは、労働、教育、健康、財産所有など、様々な分野における世界的な不平等を探究しながら、同時に学生の英語力に対する自信を築くことを目指します。毎週、異なる重要なテーマに関する短い読み物や動画を通じて学び、積極的な意見交換が求められます。これらの不平等は、国連の「持続可能な開発目標（SDGs）」と深く関連しています。学期後半には、学生それぞれが興味のあるテーマを自主的に研究し、その成果を口頭で発表します。このコースは、英語圏のアカデミックな環境に触れる貴重な機会となるでしょう。

This course will explore global inequality in a variety of areas such as work, education, health, and property ownership, while helping students build confidence in their English abilities. Each week, a different key area will be explored with short readings or videos, followed by small-group discussions in which students will be encouraged to express their opinions. The inequalities in these areas underlie many of the United Nation’s Sustainable Development Goals (SDGs). Later in the semester, students will independently research the issues and present their findings orally. This course provides a great opportunity for students to practice engaging in an English-medium academic environment.

This course will provide students with an understanding of inequalities based on factors such as race, sex, and minority status within and among countries in the world. Students will also gain an understanding of the progress that has been made in closing these gaps and will have the opportunity to explore potential solutions. By the end of the course, students should be able to participate actively in an English discussion on the topic of global inequalities and the fight for social justice, conduct research on related themes, and share their ideas in a short final presentation.

このセミナーは、主に英語で行われるが、E2科目として認められないことに注意すること。

Depending on class size and student needs, more or less time may be spent on each theme.

Week 1: Introductions and background on inequalities (SDGs)
Week 2: Poverty (wealth gap, sanitation, hunger)
Week 3: Work (unpaid work, occupational segregation, harassment)
Week 4: Health (HIV, cancer, medical innovation)
Week 5: Group quiz (Weeks 2-4); Birth (son preference, sex education)
Week 6: Education (literacy, major choice, digital divide)
Week 7: Political opportunity (voting rights, representation)
Week 8: Group quiz (Weeks 5-7); discussion
Week 9: Marriage (child marriage, the right to marry)
Week 10: Beauty (dieting, cosmetics, FGM)
Week 11: Quiz (Weeks 8-10); Crime (profiling, police brutality)
Week 12: Property rights (land ownership, home ownership)
Week 13: Presentations
Week 14: Presentations
Week 15: Exam week (there will be no exam)
Week 16: Feedback*

*During the feedback class, students who would like further consultation with the instructor may schedule an appointment.

No course requirements. Students concerned about participating in an English-only environment are strongly encouraged to register.

30% Written homework assignments (short responses to class content)
30% Participation (preparation for and active participation in small-group discussions)
30% Presentations (a final research presentation)
10% Quizzes (often conducted in groups or with access to notes)

*English proficiency is not included in the grading criteria.

Students will need to study relevant vocabulary and/or complete short readings to prepare for class discussions and quizzes. Short homework assignments will be assigned regularly (e.g., one-page responses to class discussion). The final presentation will require research and practice, but students will be given adequate time to prepare.

Office hours Monday, Tuesday, and Thursday during lunch time. Students are encouraged to ask questions in English or Japanese.

Experience using PowerPoint or similar is useful but not required.

Students should be willing to participate in discussions.

In this course, we explore the performing arts as a creative, critical, and interdisciplinary field connecting body, space, time, and technology. Through examples from dance, theater, and music, students will explore topics ranging from the origins of movement in human expression to contemporary styles of performance, and consider what performance means, what it does in society, and how it challenges traditional ideas of art and expression. The course emphasizes physical expression as a central element of performance. No prior background in the arts is required; students only need curiosity and an open mind. It also offers a valuable opportunity to engage in an English-medium academic environment.

本講義では、身体・空間・時間・テクノロジーをつなぐ創造的かつ批評的で学際的な分野として、舞台芸術を探究します。舞踊・演劇・音楽などの例を通して、人間の身体表現の起源から現代の多様なパフォーマンス様式までを幅広く取り上げ、パフォーマンスとは何か、社会においてどのような役割を果たすのか、そして芸術や表現の伝統的な概念にどのように挑戦するのかを考察します。特に、身体表現をパフォーマンスの中心的な要素として重視します。芸術に関する専門的な知識は不要で、必要なのは好奇心と柔軟な発想です。英語で学び、考える貴重な機会となるでしょう。

By the end of this course:
-Students will gain an understanding of the key elements involved in the creation and presentation of performances, acquire analysis frameworks to view and critique works, and gain a broader understanding of the social, political, and cultural role of the performing arts.

-Although secondary to the course’s focus on content, students will expand their vocabulary and expressions for describing elements in performance, gain confidence in forming and expressing ideas in English, and practice and improve critical thinking skills.

このセミナーは、主に英語で行われるが、E2科目として認められないことに注意すること。

The course will be adapted to the level and interest of the students. Therefore, the number of weeks for each topic may vary. Topics will include some of the following:

Week 1: Introduction and Orientation
- Course overview
- What is performance? What does it do?

Week 2-6: Experiencing Performance
- The origins and purposes of performance
- Elements and vocabularies of performance
- Describing performance: from observation to interpretation
- Frameworks for analysis

Week 7-10: The Body in Time, Space, and Society
- The performer on stage and in everyday life
- The collective body
- Performance, politics, and social engagement
- The performer as activist or storyteller

Week 11-13: Behind the Scenes
- Collaboration across disciplines
- The creative process
- “Secondary” performance and rehearsal as performance

Week 14: Course review and reflection

Week 16: Feedback

特になし

A central part of this course will be pair, group, and whole-class discussions; therefore, active participation of students is crucial for the success of this course. Be prepared to discuss in English with other students and the lecturer; however, English language proficiency will not be part of the course evaluation. Students will be evaluated on class participation (40%), class presentations/short reports (30%), and a final report/presentation/project (30%).

Students are expected to read and/or view audio-visual materials, write short reports, and prepare for class discussion.

Classes will be conducted mainly in English, but supporting materials and explanations are available in Japanese. Students are welcome to ask questions in English or Japanese during and/or after the class. Students can also make an appointment directly or via email for further questions and discussion.

　我が国は世界有数のバイク（自動二輪車、オートバイ）大国であり、日本のメーカーが欧米でも大きな市場シェアを占めるとともに、国際的なレースの舞台でもHONDAやYAMAHAのバイクが圧倒的な強さを見せてきました。また、2020年代に入り再び「バイクブーム」が到来しており、若い世代のライダーも増加しつつあります。
　ところが、交通工学や交通政策の分野では、バイクは「マイナーな乗り物」という扱いを受けています。クルマや鉄道や自転車に比べて、バイクを対象とする学術研究は遥かに少なく、バイクという交通手段の特性について学ぶ機会も多くはありません。
　そこでこの授業では、バイクがどのような乗り物であるかについて基礎的な理解を得るために、講義、ディスカッション、乗車実習を組み合わせた総合的な学習を行います。
　担当教員による講義では、ライダーの心理、バイクの安全性、環境への影響などに関する最新の科学的な知見を学びます。また、バイク乗りを描いた映画を題材にして、学生・教員間でディスカッションを行うことで、日本や欧米のバイク文化について理解を深めます。さらに、学外の専用コースで実際にバイクを運転する実習を行い、乗車体験に関する分析と考察を行います（専用コースのため運転免許は不要。乗車実習に参加しない履修者は別途課題を与える）。

バイク（自動二輪車、オートバイ）という交通手段がどのような特徴を持っているかについて基礎的な理解を得るとともに、あるべき交通政策や安全技術を検討するために必要な思考力を養う。

１．バイクの科学（3回）
　担当教員の講義により、バイクに関する科学的な知見を学びます。議論の専門性を高めるため、バイク業界関係者をゲストとして招く場合があります。

・バイク乗りの心理的特徴（価値観、性格、メンタルヘルス）
・バイクの危険性と安全対策（バイク事故の特徴、安全技術のトレンド）
・バイクと環境問題（規制の動向、EV化のインパクト）

２．バイクの文化（5回）
　バイク乗りを描いた映画を視聴した上で、ディスカッションを行い、バイク文化に対する理解を深めます。

・バイクはなぜ熱狂的に愛されるのか（参考映画：『Why We Ride』）
・バイクでの「旅」に憧れる人々（参考映画：『団塊ボーイズ』）
・モータースポーツの文化（参考映画：『栄光のライダー』）
・反体制文化の中のバイク（参考映画：『イージー・ライダー』）
・暴走族とバイカーギャング（参考映画：『ゴッド・スピード・ユー！BLACK EMPEROR』）

３．バイク乗車実習とその分析（6回）
　学外の専用コース（ライダーパーク生駒）にて、2時間×2回程度のバイク乗車実習を行い、移動時間（片道1時間）を含めて5回分の出席とみなします。
　乗車実習のスケジュールは、講義日時とは別に、他の授業との兼ね合いを考慮しながら履修者と相談して調整しますが、1回生は平日に長時間の空きを作ることが難しいため、土日が中心となる可能性が高いです。
　乗車実習では、基本的な操作について専門のインストラクターによる指導を受けながら、簡単な走行練習を行います。バイクの車両やヘルメットなどの装備は、レンタルすることができます。運転免許証は必要ありませんが、自転車に乗ることができる学生に限ります。
　乗車実習を通じて学んだことについて、後日プレゼンテーションとディスカッションを行います（1回）。

４．フィードバック（1回）
　乗車実習を通じての疑問点の解消や、講義に対する質問への回答など、必要に応じてフィードバックを行います。

自転車の運転が問題なくできること。
また、乗車実習のスケジュール調整の関係上、土曜・日曜・祝日の予定を空けられることが望ましい。（他の履修者とスケジュールが合わない場合、実習に参加できる回数が減ることがある。）

成績評価は、レポート提出（50%）及び講義・ディスカッション・実習への参加状況（50%）に基づいて行う。

2025年度の乗車実習の様子をまとめた動画がありますので、事前に視聴してください。
https://vimeo.com/1103085280/67e5832110

また、バイクの基本動作（特にクラッチの仕組み）について事前知識があるほうが乗車実習がスムーズであるため、HONDAおよびYAMAHAが提供している以下のようなバイク初心者向けの記事が有用です。

・バイクって何が楽しいの？ これから乗りたい人へ『バイクの魅力⑩のコト』をお伝えします！
https://hondago-bikerental.jp/bike-lab/34719.html
・教習所に行く前に！バイクを動かすには、何をどう操作すればいい？ 覚えておきたい7つの基本！
https://hondago-bikerental.jp/bike-lab/19194.html
・バイクってどうやって操作しているの？〜両手両足の妙技〜
https://www.yamaha-motor.co.jp/mc/yamaha-motor-life/2016/04/20160408-002.html
・「乗らずに学べるバイクレッスン」発進が苦手な方向け！ クラッチの構造と役割を知って操作のコツをつかもう！
https://www.yamaha-motor.co.jp/mc/yamaha-motor-life/2024/08/20240809-001.html

質問・相談には随時応じますので、准教授の川端（kawabata.yuichiro.8x@kyoto-u.ac.jp）あてにメールでご連絡ください。
なお、乗車実習に際しては、スポーツ安全保険及び学生教育研究災害傷害保険に加入していただきます。授業内で手続きを説明します。

　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