Birds fascinate people because they are everywhere, they are easy to see and hear, and they are beautiful. In this course we will examine birds by considering their defining characteristics, form and function, behaviour, life histories, ecology, and conservation. In doing so, the aim is gain a thorough understanding of this diverse and interesting group of animals.

1) Learn the evolutionary history of modern birds and their evolutionary relationships to other groups
2) Learn the characteristics of birds and the characteristics of the major avian groups
3) Learn the unique life history and behavioral traits of birds
4) Learn some aspects of avian ecology and conservation
5) Learning to identify different species of forest and aquatic birds around Kyoto

1) Course introduction
2) What are birds and are they feathered dinosaurs?
3) Feathers and flight exercise (video 1)
4) Museum visit and exercise
5) Avian communication exercise (video 2)
6) The annual cycle of birds and their migration exercise (video 3)
7) Avian movement
8) Birds in and around Kyoto University
9) Finding a mate and breeding systems exercise (video 4)
10) Avian reproduction
11) A trip to Takaragaike Park to identify aquatic birds
12) Avian intelligence and video exercise (video 5)
13) What to eat. Foraging behavior of birds
14) Avian ecology and bird conservation
15) Feedback

Understanding of high school biology is recommended.

Assessment will comprise of end of semester test.

To achieve the course goals students should review the course materials plus optionally the recommended readings after each class.

Light lets you see and get to know the world around you. But we can only see a very small part of all the ‘light’ and it is impossible to see atoms and even big molecules with your eyes. In this seminar we will learn how different forms of light are used in physics and chemistry to ‘see’ the atoms, molecules, distant stars and the world around us. We will learn the fundamentals of light, get to understand light phenomena in your daily life and see how light can be used as a measurement tool in natural sciences. Students with any major are welcome.

可視光は私達の視覚に不可欠ですが、光あるいは電磁波は様々な波長やエネルギーを持ちます。電磁波は、原子や分子の構造や性質を調べる上で、最も強力な手段であり、分光学と呼ばれる手法は物理、化学、生物、工学のあらゆる分野で必要です。このセミナーでは、光の基礎的な性質から原子や分子を調べる方法までの基礎を、英語で学んで行きます。

Students will gain the following form this seminar:
- Interest and fun to learn more about phenomena in nature and study topics on their own.
- Knowledge about light as a measurement tool in chemistry, (astro-)physics and biology.
- The ability to understand difficult theoretical and ‘invisible’ phenomena in an intuitive way.
- The ability to express their ideas, discuss and present topics of natural sciences in English.

光の性質、光の吸収や散乱を利用した原子や分子の研究方法を学びながら、英語で科学を学習したり議論するスキルを身につける。

This seminar is held in a causal and interactive way! Students can influence the selection of topics based on their interest!

The course will work though fundamentals of light, the interaction of light with materials, and methods of spectroscopy, which include the following topics. The plan below is not strict and rather serves as a guideline.

1. Introduction - What is light and how to use it? (4 weeks)
We will learn about ‘light’, its fundamentals and properties such as ‘color’ and how we can make use of light as a measurement tool.

2. Apples are red and water is blue? (3 weeks)
We get to know light’s behavior when interacting with different materials. We learn about the ‘spectrum’ and the basics of spectroscopy. This knowledge answers questions like ‘why do things have color?’ or ‘what can we learn about distant stars?’

3. Laser beams and rainbows (4 weeks)
We see how light is generated in light bulbs, lasers and other light sources. This light then can be selected, modified and redirected with the help of various spectroscopic tools. The same knowledge helps us to understand light phenomena in daily life such as rainbows, anti-reflective glasses or mirrors.

4. Dancing molecules (3 weeks)
We learn how light interacts with atoms and molecules (and induces molecular vibration and rotation in the process), and what this tells us about the shape and properties of molecules. This knowledge is a first look into chemical analysis and studying fundamental physics questions.

5. Feedback and presentation (1 week)

Depending on the available time and interest of the students, we may also discuss the use of light in technical applications and astronomy as well as spectroscopic methods in physics and chemistry or the operation principles of advanced spectroscopic devices.

特になし

Preparing homework (30%)
Small exercises during the seminar (30%)
Giving a short presentation at the end of the seminar (40%)

Students are expected to review the lecture handouts after each class and look up unknown English terms themselves. Homework assignments need to be prepared before the next lecture. It is also encouraged to refer to additional sources of information (books, websites) for the specific topics. If something is unclear or difficult, the instructor can be asked at any time.

The lectures will be held in English, but some supporting material and explanations are also given in Japanese. Students are welcome to ask questions in English or Japanese during and after the class. Office hours are flexible. Appointments can be made directly or via email.

This interactive seminar is about the contemporary transformation of food, nutrition, and agriculture in East and Southeast Asia. The content of the course will be both familiar and challenging to anyone who has eaten different cuisines in Asia. We will cover the development of local cuisines, the role of farmers, and the evolution of diet in modern society. The perspective will be both practical (How does society gather and eat?) and theoretical (Why food systems developed the way they did). Weekly activities involving food, such as tasting, smelling, cooking, are an important learning tool and a fun part of the seminar.

Students will learn how scientists understand and analyze global food trends from multiple perspectives. Students will also test their skills in an applied way by analyzing specific cuisines in East Asia and providing their own insight and analysis.

Module 1: Cuisines and agri-food systems in different regions
1. Introduction and Staple Foods
2. Rice food systems of East Asia
3. Wheat food systems of East Asia
4. Rice-based vs. Wheat-based Agrifood Systems
5. Field trip preparation: Traditional farming in modern contexts

Module 2: Field Trip (2 November)
6. Field Trip: Kobatake Farm near Sonobe. This event will take place on a weekend, it will coincide with harvest or transplanting, and include some physical work on the farm. Students should be prepared for early departure and early evening return. Make sure to have clothing and shoes that can become dirty. Please confirm attendance for this field trip before finalizing class registration. Students must contribute to field trip costs, but the University will support transportation. Students are responsible for their own lunch / obento. Effort will be made to enable participation in case of financial burden. [*Depending on student requirements, students may consider taking out additional Personal Accident Insurance for this event]

Module 3: Food systems and cuisine
7. Theory of cuisine
8. Rural food, urban cuisine, national cuisine
9. Nutrition of historical food systems

Module 4: Learning about food
10. Taste, smell, chew: sensory skills of eating
11. Food system disruptions
12. Food education and childhood

Module 5: Student Presentations
13. Cuisine of Korea
14. Cuisine of Vietnam
15. Cuisine of Malaysia

16. Feedback Period (details in class)

English proficiency suitable for understanding lectures, reading basic texts, and participating in class discussion.

10% Attendance and active participation (Reduced after more than 3 absences without official excuse
15% Mini-essay assignments
15% In-class discussion and participation in activities
30% Final essay
30% Final group presentation

Students will be expected to do short readings in preparation for class and discuss them the following week. Suitable readings for all English levels are available. Alternatively, students will do practical exercises which must be submitted the following week.

Short meetings can be spontaneous or scheduled. Longer meetings scheduled only by email.

Concerning field trip participation: students should ensure that they join the necessary insurance, such as Personal Accident Insurance for Students Pursuing Education and Research (Gakkensai - 学研災)

This seminar will look at the convergence of radical art and radical politics in 1960s Japan, from the Anpo
protests in 1960 to the university riots in the late 1960s and the Osaka Expo in 1970. We will examine the
work and ideas of Art collectives such as the Neo Dadaism Organizers and Hi Red Center, events such as the
Independents exhibitions, the rise of performance art and media art, and the contemporaneous writings of art
critics.

By the end of this course, students will: Understand the historical development of historical development of
art in postwar Japan; Understand the political and cultural factors that have influenced artists; Learn to make
a critical response to the assigned readings; Learn to read, write, listen, and speak cogently; Present research
findings to an audience.
[Course schedule and

Each week there will be a topic or text assigned for discussion, led by either the instructor or one of the
students. The selection and order of texts may be altered during the semester.

01 Reportage painters
02 Anpo protests and the “Provoke” photographers
03 Genpei Akasegawa: from Hi-Red Center to Street Observation
04 Metabolist architects and Expo'70
05 Discussion text: Reiko Tomii, “Geijutsu on Their Minds: Memorable Words on Anti-Art”
06 Discussion text: Michio Hayashi, “Tracing the Graphic in Postwar Japanese Art”
07 Discussion text: Mika Yoshitake, “The Language of Things: Relation, Perception, and Duration”
08 Discussion text: Miryam Sas, “Intermedia, 1955‐1970”
09 Discussion text: Ming Tiampo, “Decentering Originality”
10 Discussion text: William A. Marotti, “Simulacra and Subversion in the Everyday: Akasegawa Genpei’s
1000-yen copy, Critical Art, and the State,”
11 Discussion text: Angus Lockyer, “The Logic of Spectacle c.1970,”
12 Discussion text: Kuro DalaiJee, “Performance Collectives in 1960s Japan"
13 Discussion text: Midori Yoshimoto, “Women Artists in the Japanese Postwar Avant-Garde: Celebrating
A Multiplicity”
14 Gunhild Borggreen, “Ruins of the Future: Yanobe Kenji Revisits Expo ’70”
15 Feedback

No prior knowledge is required. Students should be able to participate in discussions with their classmates in English.

The course comprises close readings of critical texts in the fields of art, architecture, design, music, and
performance. Each student will be required to lead one or two sessions during the semester. You will be
assigned one or more topics and related texts. You must read and understand the assigned text(s), and do
additional research on the topic(s). You will present this material to the rest of the class. There are three parts
to this presentation: 1. You will write an illustrated summary of your assigned text as a handout to be
distributed to the other students (40 points); 2. You will give an illustrated lecture on the assigned text, lasting
about 45 minutes. The content will be essentially the same as your essay (40 points); 3. You will lead a
discussion on the topics raised, lasting about 45 minutes. You will be graded on your presence and
participation in all the discussions (20 points). Students who are absent more than four times may not be
credited. Students who submit work that is plagiarized or lacks proper citations may fail.

Students are expected to have read the relevant readings before each class.

By appointment.

The main purpose of this course is to discuss the science of Earth climate change. In this seminar we will explore Climate Change in the Earth system based on (1) past geological records, (2) changes in the present and (3) implications for the future.
We will jointly explore scientific papers and modelling tools related to climate change science. This course encourages students to develop self-learning skills and English expression skills through (A) individual assessment, (B) group discussions and (C) presentations of scientific results.

Students will gain knowledge about the scientific basis of the Earth system and climate change, and will explore and discuss related research in English.

General introduction and orientation to class (week 1 to 4).
Week 1: class outline and objective. Self-introduction of all students. Discussion of schedule, assignments, evaluation,
textbooks/references.
Week 2: Short lecture Climate Change in the Earth system based on past geological records.
Week 3: Short lecture Climate Change in the Earth system based on recent records.
Week 4: Revision of Earth climate change. Can past and present climate change records be used for estimation of future climate change? Introduction to basic global change models on the Earth system using University of Berkeley website model
(https://ugc.berkeley.edu/) to explore and understand global change caused by climate change and human place in the Earth system.

Theme 1: Records of past geological climate change (week 5 to 8).
Students to choose and read, discuss and present basic scientific result of past climate change based on a scientific paper.
Possible topics include: (a) Plate tectonics and climate, (b) CO2 as Earth’s Climate Driver-climate regulation, (c) Snowball Earth and ice ages and (d) geological proxies, based on students interest.

Theme 2: Records of recent climate change (week 9 to 11).
Students to choose and read, discuss and present scientific result of recent climate change based on a scientific paper. Topics might comprise: (a) the Anthropocene, (b) the rise of atmospheric CO2-Keeling curve and (c) ocean records (acidification, coral bleaching etc.), based on students interest.

Theme 3: Applications (week 12-14).
Based on study of past and recent climate change in the Earth system students will explore global change using basic interactive website models e.g. University of Berkeley (https://ugc.berkeley.edu/) to study what causes global change in the earth system. It will allow students to understand impacts of variables on global change caused by climate change and discover
why the climate and environment changes in the Earth system. Students to present and discuss basic model results in seminar.

The format of themes 1 to 3 will depend on class size and may include individual or group presentations on the paper and model. Each student is required to choose one topic for (A) the discussion of a scientific paper (~ 20 min) and (B) global change model (~ 20 min).

Closing class and feedback (week 15)
General discussion of class and comments by all participants

特になし

Assessment for the class will base on the following criteria:
1. Class attendance and active participation and discussion in class (30%).
2. Individual or group presentations for (A) scientific paper review (25%) and (B) basic global change model (25%).
3. Theme 1 or 2 presentation and theme 3 model results will be combined in a short assignment summary due on class 15 (20%).

Details will be announced during the first week of class.

Students are expected to read and explore a (1) scientific manuscript in English, (2) prepare a short presentation of the scientific results in English, (3) conduct some basic global change modeling and (4) actively participate in class discussion.
Depending on class size, students may need to meet in between sessions, outside the class time to prepare for presentation.

Students are expected to bring their own computer device (laptop, tablet, etc.).
Regarding office hours, use PandA to send an e-mail to request an appointment.

● New discoveries and problems arise constantly in theoretical
physics.

● We will discuss about the latest achievements, puzzles in the
class.

● We will then read each week a couple of recent papers appeared
on “Scientific American” of the subject of astronomy, cosmology,
theoretical physics or experiments in particle physics.

● Students are given a paper to discuss for the next week.

● The students will be divided into groups and will answer
some questions regarding the paper.

● Each of the groups in turn will report their answers to
everyone else.

● Students will develop critical thinking in a friendly environment.

● The point is to understand and think about the message which
lies at the core of each paper.

● The discussion session will then be an arena to develop
students’ skills to create their own scientific ideas.

● Students will be stimulated to have opinions, comments,
criticism, questions.

● 14 lectures per semester, no midterm/final exam.

● For each lecture papers will be given to students to read for the next week.

● Students are supposed to read the paper and prepare for the next week.

● Some papers are freshly new papers [from the latest issues of Scientific Amerrcan], others are from previous years.

特になし

● The method of evaluation merely comes from the interaction, participation and discussion in class.

● The students will be given a paper to read a week before class.

● Students are then supposed to learn the material [inside each paper] and be able to present to others, to discuss its content with others, and to answer questions regarding the paper itself.

May force be with you. This famous goodbye phrase from Star Wars summarizes the important roles physical forces like gravity and friction play in our daily life. Living systems including our bones, muscles, cells and even proteins in our body depend a lot on physical forces to function properly. For example, why do astronauts become osteoporotic after prolonged stay in space? How do plants orient their position to maximize contact with sunlight? In this seminar, we will discuss some of the ground breaking discoveries and technological advances integrating biology, physics, and chemistry. Specifically, we will explore the mechanisms in which living systems, including the human body, adapt to and utilize physical forces to survive and function normally, and sometimes, abnormally.

The ultimate goal of this seminar is to help students develop a multidisciplinary approach to scientific discussion and problem solving in life sciences and medicine.

Discussions in this seminar will center on the impact of physical forces on living systems, and adaptive responses of such systems to acting forces. Some selected discussion topics are listed below. Topics might be flexibly changed based on our interests.

1) Recent exciting discoveries in science (3 weeks)
We will begin the discussion series by exploring ground-breaking discoveries in biology, chemistry, physics and/or engineering, and discuss their impacts on the society. Through this session, we will learn how to obtain fundamental knowledges from scientific articles.

2) Exploring interconnectivity between physics and biology (3 weeks)
Discussions here will explore interesting phenomena involving the interaction between physical forces and living systems. We will discuss how living systems sense and react to physical forces in the environment. Specific examples of adaptations to forces in biology will be drawn from plants, animals, and even from the human body.

3) Role of forces in the skeletal system (3 weeks)
Why do astronauts become osteoporotic after prolonged stay in space? This topic will look specifically into the role of physical forces in the skeletal system. We will discuss how bone architecture adapts to the mechanical environment from the perspective of interaction of forces, cells, and even molecules.

4) Biomechanical researches exploring disease treatments (3 weeks)
This topic will focus on the latest biomechanical researches that seek to understand disease development, and propose treatment strategy. Through this topic, we will discuss the role of multidisciplinary approaches in the advancement of life sciences and medicine, helping to develop a mindset to tackle complex problems in science with multidisciplinary solutions.

5) Student presentations and lecture review (2 weeks)

6) Feedback (1 week)

特になし

Attendance and class participation: 60%, Discussions and presentations: 40%

Prior reading of scientific papers on topics to be discussed is recommended to enhance understanding.

Office hours will be announced during class hours.

The first half of this course introduces students to the processes and mechanism of natural phenomena associated with environmental hazards in soil. Being able to identify governing factors for the phenomena can help students find innovative solutions to prevent and reduce natural disaster risks. The course covers basic scientific theories and application that can enhance students' ability in modeling and analysis of the governing factors as well as the assessment of potential risk.

The second half of this course introduces frameworks for vulnerability assessment which dovetails into geohazard assessment and management practice. This section also covers the important concept of Environmental Impact Assessment as a means for anthropogenic disaster mitigation.

On successful completion of the course, students can be expected (1) to understand basic soil mechanics and hydraulics of groundwater, (2) to integrate these concepts to explain the failure mechanism of geo-disasters like landslides, (3) to analyze specific state-of-the-art disaster mitigation technologies and (4) to perform basic vulnerability, impact and disaster risk assessment.

1. Introduction to geo-disasters in the environment
2. Basic soil mechanics and hydraulics of groundwater (1)
3. Basic soil mechanics and hydraulics of groundwater (2)
4. Basic soil mechanics and hydraulics of groundwater (3)
5. Understanding mechanism of geo-hazard in the environment (1)
- landslide, ground subsidence, internal erosion beneath river embankments
6. Understanding mechanism of geo-hazard in the environment (2)
- landslide, ground subsidence, internal erosion beneath river embankments
7. Mechanism of earthquake-related geo-hazards
- liquefaction, tsunami
8. State-of-the-art disaster mitigation technologies
9. Understanding vulnerability: political, physical, social, economic and environmental factors
10. Student presentation
11. Basic concepts of geo-hazard assessment and management
- mitigation, preparedness, response and recovery
12. Environmental Impact Assessment (EIA) for disaster mitigation (1)
13. Environmental Impact Assessment (EIA) for disaster mitigation (2)
14. Revision and self-learning week
15. Student presentation
16. Feedback

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

- Class performance (25%)
- Assignment report (30%)
- Oral presentation (45%)

Students are expected to be independent in finding online resources to attain relevant issues of discussion during seminar to enhance student interaction and understanding during classes. There will be penalty for failure to attend the course (up to three classes) on routine schedule.

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

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

Get ready for an exciting journey into the world of "Disorders of the Nervous System"! This seminar uncovers the mysteries behind various diseases caused by factors like neurodegeneration, genetics, environmental influences, and injuries. These conditions present significant challenges for individuals, their families, and society at large. While many of these disorders currently lack a cure, exploring their underlying mechanisms is key to finding groundbreaking solutions.
Throughout the seminar, we'll explore the details of the peripheral and central nervous systems, unraveling the interesting organization of the human brain. We'll investigate both the genetic and environmental triggers behind these disorders. As we progress, we'll focus on neurodegenerative conditions like Alzheimer's, Parkinson's, and Huntington's diseases, and later, we'll look into peripheral nervous system disorders, including those affecting vision and hearing.
Be prepared for an interactive experience! Your learning adventure will involve dynamic student presentations followed by lively group discussions. Once we've examined the background and causes of each disorder, you'll have the exciting opportunity to dive into selected literature, gaining valuable insights into current treatments and future possibilities. This seminar promises to be an enriching exploration of the fascinating world of neuroscience and its potential to transform lives!

During this seminar, you will gain insights into common conditions and stay updated with the latest research. Through hands-on study of primary sources, you will uncover cutting-edge treatments and methodologies. By the end of the course, you will possess a robust skill set, allowing you to critically evaluate, discuss, and comprehend nervous system disorders and their various treatment options. This knowledge will empower you to navigate this field with confidence and expertise!

1. Getting to Know Our Nervous Systems: Peripheral and Central Nervous Systems Unraveled
2. Inside the Brain: How It Works and Why It Matters
3. Genes and Nervous System Problems: Understanding Genetic Causes of Brain Disorders
4. Environment and Our Nervous System: How Outside Factors Affect Our Health
5. Understanding Alzheimer's: How It Affects Memory and Thinking
6. Parkinson's: Why Movements Slow Down and Muscles Get Stiff
7. Huntington's Disease: A Brain Condition That Starts Early and Gets Worse
8. Proteins and Brain Health: Exploring Prion and Creutzfeldt-Jakob Diseases
9. Nerve Troubles: Learning About Charcot-Marie-Tooth Disease
10. When the Brain-Body Link Breaks: Exploring Spinal Cord Injuries
11. Epilepsy: What Happens When the Brain Gets Too Active
12. Eye Troubles: Understanding Glaucoma and Other Visual Problems
13. Hearing Loss Stories: Brown-Vialetto-Van Laer Syndrome and Sensorineural Hearing Loss
14. The Latest in Nervous System Research: Where We Are and What's Next
15. Feedback


Changes regarding content and order might occur.

This course is open to all students, although a basic understanding of biology is suggested. Additionally, attending the seminar "Physiological Neuroscience" beforehand is recommended to get introduced to the basic principles of neuroscience.

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

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

For a deeper understanding of neuroscience, it's advised to attend the "Physiological Neuroscience" seminar. This will provide additional insights into the basic principles of our nervous system.

If you have further questions, feel free to write me an email.