The purpose of this seminar is to learn about the various ways in which physics can be used to understand living matter, from the motion of small molecular machines in the cells of our bodies to the collective behavior of swarms of animals. We will also learn how the physical description of living matter can allow us to emulate it to develop new materials and devices.
In this seminar, we will learn about selected topics in biophysics by reading articles from scientific journals. For each topic, we will start with one or two weeks of lectures explaining the necessary background. After that, we will read a scientific article together. We will discuss the contents of the article and its importance for the field of biophysics. The following week, some students will be asked to give a brief presentation about a part of last week’s article.

-　Understanding how living matter is different.
-　Becoming familiar with some of the techniques currently used in biophysics.
-　Learning to read scientific articles and present their contents.

Class 1-3: Motion and machines at small scales.
Class 4-6: Biological and artificial molecular motors.
Class 7-9: Randomness, noise, and fluctuations.
Class 10-11: Collective motion and swarming.
Class 12-14: Polymers and DNA.
Class 15：Feedback

Knowledge about statistical mechanics and/or thermodynamics is helpful but not required.

The students will be graded based on their participation in class (25%) and their presentation (75%). Students will need at least 60% in total to pass.

Each student will be asked to prepare a short presentation on a part of a scientific article once during the course.

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

This course introduces students to a range of classic problems in Anglophone philosophy through close discussion of vivid and challenging questions. We will ask, among other things, why we should be good, what it means to be free and responsible, whether it is coherent to resent one’s own existence, and what obligations we may have to future generations. Rather than aiming to survey philosophical theories, the course focuses on learning how philosophers approach such questions and how different answers can be argued for and challenged.

Classes will combine short lectures and handouts with guided group work, discussion, and student presentations. A shared document will be used to record ideas, arguments, and points of disagreement as they emerge over the semester. Students will be encouraged to take an active role in shaping the direction of discussion and in developing their own philosophical positions.

By working through these problems, students will develop key skills in critical thinking. In particular, they will learn how to identify and evaluate arguments, how to articulate a clear thesis, and how to defend a view in response to objections.

To introduce students to a range of classic philosophical problems and the different ways philosophers have approached them.

To develop students’ ability to participate constructively in philosophical discussion and to articulate their ideas clearly and confidently.

To strengthen students’ skills in analysing and evaluating arguments, including identifying assumptions and responding to objections.

To improve students’ abilities to interpret philosophical texts and to communicate their views effectively in spoken and written form.

Weeks 1-2 Thought Experiments and Moral Intuition
Trolley problems and related cases
The role of intuitions, cases, and counterexamples in philosophy

Weeks 3-4 The Ring of Gyges
The Ring of Gyges and the question: why should we be good?
Moral skepticism and its challenges

Weeks 5-6 Free Will and Determinism
Is it possible to be responsible for something one was powerless to stop?
Free will, responsibility, and addiction

Weeks 7-8 Freedom, Constraint, and Self-Relation
Positive and negative liberty
Freedom, authenticity, and the given conditions of agency

Weeks 9-10 Luck, Responsibility, and Moral Remainder
Moral luck and responsibility
Regret, blame, and that which escapes our control

Weeks 11-12 Attitudes Toward One’s Existence
Is it coherent to resent one’s existence?
Death, non-existence, and the meaning of life

Weeks 13-14 Duties to Future Generations
Do we have obligations to future generations?
The repugnant conclusion

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.

Each week students will write a short reflection. These will be worth in total 60% of the final grade. The last 40% will be awarded based on a quiz set at the end of the semester.

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 seminar is a chance to explore biochemistry in a more interactive and relaxed way. Instead of just sitting and listening, you will learn through discussions, problem-solving, and small group activities. You can take this seminar by itself, or together with other related lectures if you like - there is no strict connection.

The goal is simple: to help you really understand important biochemical ideas, practice applying them, and build confidence in using scientific English. Along the way, we will also look at extra topics that may not come up in regular lectures.

In this seminar, you can expect:

* Group discussions where we work together on biochemical problems.
* Short, ungraded quizzes and other activities for self-check.
* Case studies that connect science to real-life examples.
* Peer teaching opportunities to learn from and with your classmates.

You are always welcome to ask questions - during class, by email, or in extra meetings with me or the teaching assistants. The seminar is conducted entirely in English, giving you a chance to practice scientific communication in a supportive environment.

In short: think of this seminar as a study group for biochemistry (生化学の塾), where we focus on understanding, practice, and discussion rather than memorization.

Life science tries to understand everything about living things - from the tiniest atoms all the way up to whole organisms. In this seminar, we focus on how biomolecules (like DNA, proteins, and lipids) are built, how they work, and how they come together to keep life running in both health and disease.

By the end of this seminar, you should be able to:

* Describe the structure and role of important biomolecules such as DNA, proteins, and lipids.
* Understand and explain key biochemical reactions, including enzymes and metabolic pathways.
* Practice thinking about how common molecular biology techniques (PCR, cloning, protein analysis) are used.
* Discuss how biomolecules affect cell function and the health of the whole organism.

Course Topics
(14 classes + 1 feedback session)

1. Introduction to Biochemistry: What biochemistry is and how molecules make life possible.

2. DNA, Genes, and Genomes: How genetic information is stored and passed on.

3. DNA Replication and Gene Expression: How DNA makes copies and gives instructions for proteins.

4. Proteins: Their shapes and the many jobs they do in cells.

5. Protein Structure: How folding determines protein function.

6. DNA Isolation and Analysis: Basic lab techniques to look at DNA.

7. DNA Cloning and PCR: How scientists copy and work with DNA.

8. Protein Methods: How to study and analyze proteins in the lab.

9. Enzymes: Special proteins that speed up life’s chemical reactions.

10. Enzyme Kinetics: How to measure and understand enzyme activity.

11. Carbohydrates: Sugars as energy and as building blocks.

12. Lipids: Fats and membranes that organize and power cells.

13. Metabolism: How cells make and use energy.

14. Citric Acid Cycle and Oxidative Phosphorylation: The main energy-producing pathways.

特になし

Class Participation (60%)
Your active participation in class is very important. This includes joining discussions, working on exercises, and taking part in short in-class quizzes and activities.

Homework Logbook (40%)
Instead of a final exam, you will keep a learning logbook throughout the course. This homework is hand-written only (no AI-generated answers). Think of it as your personal record of what you learned - where you can write notes, solve problems, and even draw pictures of molecules, pathways, or bacteria.

Most of the logbook (about 70%) will be completed during class as we review and discuss topics together. The remaining part (around 30%) will be homework to finish at home. It’s fine to talk and team up with classmates for ideas, but please do not simply copy each other’s work. Your logbook will be checked and graded as part of your evaluation.

To get the most out of this seminar, students should look over the course materials and work on the problem sets before each class. Think of the homework not as a punishment, but as extra practice - a chance to make the new ideas “stick” better by writing, drawing, and thinking them through.

At the start of the course, you will receive a clear weekly schedule, along with links to handouts and online resources. These will guide you step by step so you can prepare without stress.

It may help if you already know a little chemistry or biology, but it isn’t required. You don’t need to take Introduction to Biochemistry to succeed here. With the notes, textbook chapters, handouts, and videos provided by the instructor, any motivated student can follow along and do well.

Office Hours: I am happy to talk with you anytime. Please send me an email first before coming to my office or before setting up an online meeting (Zoom, etc.). Don’t worry about the reason - whether it’s about class, the homework, or even if something just feels unclear - I’m here to help, so please don’t be shy to contact me.

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 Classroom : Meiosis
10 Lab: microinjection of gonads (CRISPR-Cas9 editing)
11 Classroom: Sex Determination/Sex Chromosomes
12 Lab: Live imaging of C. elegansv
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)

We are going to read scientific papers related to a topic that is important both scientifically and socially. Is it possible to predict the occurrence of large earthquakes and volcanic eruptions? What are the current scientific advances in this field? We will also learn about earthquake and volcano hazard and discuss ways to reduce the risk of associated disasters.

The course aims to show students the importance of studying about natural disasters caused by earthquakes and volcanoes, which may help finding better ways to reduce their risk. 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。近年重要度が高まっている地震・防災学を学びながら、英語の能力も向上しましょう！

Each student is going to choose a paper 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:
- The physics of great earthquakes (e.g., the 2011 M9.0 Tohoku-oki earthquake): any clues for predicting them?
- Large volcanic eruptions and possibilities of prediction;
- Earthquake and volcano hazard;
- Earthquake simulations and laboratory experiments;
- Artificial intelligence (AI) in Geosciences.

The 1st class will give students some broad options of topics/papers. During the 2nd class we will decide the paper that each student is going to present. I will exemplify with a research presentation during the 3rd and 4th classes. Starting with the 5th class until the 14th 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. The feedback class (i.e., the 15th class) will inform students about their overall performance and provide some concluding remarks.

Depending on the number of students and available time, during some of the classes 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 specialists in the field.

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.

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).

Magnets are old and simultaneously new materials, which play a central role in modern society. The purpose of the seminar is to know basic of magnets and magnetic devices.

Understanding attractiveness of magnets and magnetism

Overview and history of magnetism (1 Week)
Basics of magnetic materials (3 weeks)
- Ferromagnets
- Antiferromagnets
- Ferrimagnets
Working principles of magnetic devices (4 weeks)
- Magnetoresistance
- Magnetic valves
- Magnetic memories
Fabrication process of magnetic devices (2 weeks)
- Device architecture
- Fabrication techniques
Principles of devices based on magnetic dynamics (3 weeks)
- Magnetic resonance
- Spin pumping
- Spin torques
Incoming magnetic devices (2 weeks)
- Ongoing research trends
Summary (1 week)
- Take home messages

特になし

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

Review of the contents is recommended.

This seminar will enable students to develop understanding of a range of qualitative research methodologies, with a focus on health care. We will explore the value of qualitative research in developing health services which prioritize patient needs and quality of care. We will run both theory sessions and workshops to explore the key methods, exploring them through real research projects. Students will have the opportunity to experiment with conducting some exercises using qualitative research methods, such as interviews and research observation. We will explore together in class ways to analyze the data students will collect. We will also run two journal club sessions, in which students will learn to critically evaluate the quality of published studies, as they are presented in international journals. Overall, this seminar will enable students to develop understanding of the value of qualitative research, but also support the development of introductory skills of conducting interviews, research observation, data analysis and results' communication in report format and oral presentation.

To understand the concept of qualitative research approach
To understand different methodologies in qualitative research
To explore different methods ( data collection, data analysis) in qualitative research
To apply quality criteria of evaluation to qualitative research

Understanding the qualitative research approach
Session 1: Introduction to the seminar-Definitions of qualitative research and key principles
Session 2: The role of qualitative research in quality of care, health service development and patient-centered care
Session 3: Exploring the ethnography design


Key methods of data collection
Session 4: Key methods of data collection- interviews
Session 5: Workshop on Qualitative interviews- use of video material
Session 6: Reflective learning- students will conduct a mini interview with a follow-up group discussion
Session 7: Key methods of data collection- Observation methods
Session 8: Reflective learning workshop: students will conduct a small observation experiment, class feedback
Session 9: Journal club- Paper review workshop, using a published ethnographic study

Key methods of data analysis
Session 10: Methods of qualitative analysis- thematic analysis
Session 11: Workshop on thematic analysis- we will conduct thematic analysis in class, using prior experiment
Session 12: Feedback on students thematic analysis exercise

How to report and publish the results of qualitative research- assessment of published papers
Session 13: Developing project reports for funders, academic publication, and general public.
Session 14: Use of existing criteria to evaluate qualitative studies. The session will include a journal club workshop. we will learn how to review of a qualitative paper in class, using different established lists.
Session 15: Presentations- course feedback

特になし

Short assignments during the seminar will offer students the chance to practice different methods of data collection and analysis (interview- observation- data analysis)


Evaluation will be based on active participation (10 points), assignments (four assignments, 10 points each), and an oral presentation (50 points).
Assignments and individual reports will be assessed on the basis of the course objectives.
- Students who are absent from class more than three times will not be awarded a passing grade.
- Students must submit all assignments.

Students will need to engage into workshops of research methods and conduct short assignments of data collection ( short interview, short observation) and data analysis, which we will then discuss in class. Students will also need to prepare their final course presentations and they will be evaluated via them.

Two published papers will be suggested prior to two sessions, for the students to read. The work of quality appraisal of the publications will take place in class, during seminar session.

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

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

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

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.

This seminar is a chance to explore biochemistry in a more interactive and relaxed way. Instead of just sitting and listening, you will learn through discussions, problem-solving, and small group activities. You can take this seminar by itself, or together with other related lectures if you like - there is no strict connection.

The goal is simple: to help you really understand important biochemical ideas, practice applying them, and build confidence in using scientific English. Along the way, we will also look at extra topics that may not come up in regular lectures.

In this seminar, you can expect:

* Group discussions where we work together on biochemical problems.
* Short, ungraded quizzes and other activities for self-check.
* Case studies that connect science to real-life examples.
* Peer teaching opportunities to learn from and with your classmates.

You are always welcome to ask questions - during class, by email, or in extra meetings with me or the teaching assistants. The seminar is conducted entirely in English, giving you a chance to practice scientific communication in a supportive environment.

In short: think of this seminar as a study group for biochemistry (生化学の塾), where we focus on understanding, practice, and discussion rather than memorization.

Life science tries to understand everything about living things - from the tiniest atoms all the way up to whole organisms. In this seminar, we focus on how biomolecules (like DNA, proteins, and lipids) are built, how they work, and how they come together to keep life running in both health and disease.

By the end of this seminar, you should be able to:

* Describe the structure and role of important biomolecules such as DNA, proteins, and lipids.
* Understand and explain key biochemical reactions, including enzymes and metabolic pathways.
* Practice thinking about how common molecular biology techniques (PCR, cloning, protein analysis) are used.
* Discuss how biomolecules affect cell function and the health of the whole organism.

Course Topics
(14 classes + 1 feedback session)

1. Introduction to Biochemistry: What biochemistry is and how molecules make life possible.

2. DNA, Genes, and Genomes: How genetic information is stored and passed on.

3. DNA Replication and Gene Expression: How DNA makes copies and gives instructions for proteins.

4. Proteins: Their shapes and the many jobs they do in cells.

5. Protein Structure: How folding determines protein function.

6. DNA Isolation and Analysis: Basic lab techniques to look at DNA.

7. DNA Cloning and PCR: How scientists copy and work with DNA.

8. Protein Methods: How to study and analyze proteins in the lab.

9. Enzymes: Special proteins that speed up life’s chemical reactions.

10. Enzyme Kinetics: How to measure and understand enzyme activity.

11. Carbohydrates: Sugars as energy and as building blocks.

12. Lipids: Fats and membranes that organize and power cells.

13. Metabolism: How cells make and use energy.

14. Citric Acid Cycle and Oxidative Phosphorylation: The main energy-producing pathways.

特になし

Class Participation (60%)
Your active participation in class is very important. This includes joining discussions, working on exercises, and taking part in short in-class quizzes and activities.

Homework Logbook (40%)
Instead of a final exam, you will keep a learning logbook throughout the course. This homework is hand written only (no AI-generated answers). Think of it as your personal record of what you learned - where you can write notes, solve problems, and even draw pictures of molecules, pathways, or bacteria.

Most of the logbook (about 70%) will be completed during class as we review and discuss topics together.
The remaining part (around 30%) will be homework to finish at home. It’s fine to talk and team up with classmates for ideas, but please do not simply copy each other’s work. Your logbook will be checked and graded as part of your evaluation.

To get the most out of this seminar, students should look over the course materials and work on the problem sets before each class. Think of the homework not as a punishment, but as extra practice - a chance to make the new ideas “stick” better by writing, drawing, and thinking them through.

At the start of the course, you will receive a clear weekly schedule, along with links to handouts and online resources. These will guide you step by step so you can prepare without stress.

It may help if you already know a little chemistry or biology, but it isn’t required. You don’t need to take Introduction to Biochemistry to succeed here. With the notes, textbook chapters, handouts, and videos provided by the instructor, any motivated student can follow along and do well.

Office Hours: I am happy to talk with you anytime. Please send me an email first before coming to my office or before setting up an online meeting (Zoom, etc.). Don't worry about the reason - whether it’s about class, the homework, or even if something just feels unclear - I’m here to help, so please don't be shy to contact me.

Computer animations of human movement help (a) clinicians understand movement disorders, (b) doctors make corrective surgery decisions, and (c) engineers design artificial limbs. This course will introduce you to human movement simulation from the perspectives of animation and motion capture. A variety of movements will be considered, ranging from simple single-segment motion to complex, natural 3D motion. We will use the free-and-open-source software "Blender" to create animations of human movement. As a final project, students will generate a short animated movie, using animated movement to tell a story. Programming experience is useful but not required.

Students will learn about human modeling, animation and simulation. Students will also learn the fundamentals of motion capture, and how motion capture data can be used to drive the motion of 3D human models. In two classes students will work hands-on with expensive, Hollywood-grade motion capture equipment to support animation work. You will gain experience using open-source software, working in 3D software environments, and in planning and managing a relatively complex software project.

After some initial general assignments, focus will shift to Final Projects, which students will work on for most of the semester. The goal of Final Project is to create a short animation of human movement. The animation theme and specific techniques are free, to be be chosen by each student based on your interests. The instructor will help students to choose a Final Project that is challenging, but also achievable. The instructor will also help you solve Final Project modeling and animation problems as you encounter them.

The following weekly topics will be covered:

1) Modeling I: Geometry Fundamentals
2) Animation I: Keyframe Fundamentals
3) Modeling II: Armatures & Skins
4) Modeling III: Character Meshes
5) Animation II: Actions & Nonlinear Animation
6) Presentations I: Initial Ideas
7) Modeling IV: Images, Videos & Sounds
8) Motion Capture I: Experiment I
9) Motion Capture II: Using Data in Blender
10) Motion Capture III: Experiment II
11) Presentations II: Progress Report
12) Animation III: Fine Tuning
13) Animation IV: Advanced Topics
14) Presentations III: Final Projects
15) Feedback

Total: 14 seminars + 1 feedback week

There are no specific requirements for this class. However, students must be willing to work with open-source software, which is relatively poorly documented compared to commercial software. The class instructor will help with problems, but students are also encouraged to find solutions to their problems through internet searches.

Students are expected to actively participate in class, to reproduce all examples discussed in class, and also to complete regular assignments.

Evaluation will be based on the following criteria:

- Assignments (70%) [10 @ 7% each]
- Final Project (30%)

TOTAL: 100%

This course has a variety of out-of-class assignments (and no exam). Students who do not pay attention to the lecture content during class will likely have difficulties completing the assignments.

Additionally, there will be a Final Project that students are expected to complete outside of class, with in-class support.

REASONS FOR CLASS SIZE RESTRICTION:
This class extensively uses Blender (blender.org), which is a very powerful, and very complex software package. Every class requires one-on-one student support to understand and handle software problems that arise. A larger class size is not feasible.

IN-CLASS ENVIRONMENT
This is a small seminar class, and active discussion is encouraged. Students are also encouraged to ask questions, both of the instructor and of fellow students. We are all here to learn, so let’s work together to create the best results we can!


OFFICE HOURS:
Immediately before / after class or by appointment (pataky.todd.2m @ kyoto-u.ac.jp)