This seminar is designed to deepen students' understanding of key biochemical concepts by actively engaging them in discussions, problem-solving, and interactive learning. It complements the lecture "Introduction to Biochemistry" by providing an opportunity to review, discuss, and clarify the lecture content in a more personalized and interactive setting.

The primary purpose of this seminar is to ensure that students fully comprehend the material presented in the lecture, with an emphasis on critical thinking and practical application (we also cover additional topics not discussed there). Through quizzes, exercises, and case studies, students will strengthen their grasp of complex biochemical topics and improve their problem-solving skills.

Unlike a traditional lecture, this seminar focuses on active student participation, including:

* Group discussions to solve complex biochemical problems.
* Frequent (ungraded) quizzes for self-evaluation and interactive exercises to reinforce understanding.
* Case studies that connect biochemical concepts to real-world applications.
* Peer teaching to encourage collaborative learning.

Students are encouraged to ask questions at any time - during class, by email, or in additional meetings with the instructor or teaching assistants. The seminar is conducted entirely in English, providing students with the added benefit of improving their scientific communication skills in a foreign language.

---

In brief:

This seminar acts as a "tutorial" for the "Introduction to Biochemistry" lecture, offering a supportive environment where students can review content, ask questions, and engage deeply with the material. The Japanese subtitle 生化学の塾 reflects the seminar’s purpose as a study group aimed at mastering biochemistry.

As all matter is composed of atoms, modern life science aims to explain all aspects of life comprehensively from the atomic level to that of the entire organism. In this seminar, students will attain a profound understanding of the atomic design of life, that is how (at the scale of individual atoms) biomolecules work and join forces to fulfill virtually all actions exerted by living beings in both health and disease.

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

* Explain the structure and function of key biomolecules such as DNA, proteins, and lipids.
* Analyze biochemical reactions, including enzyme kinetics and metabolic pathways.
* Apply molecular biology techniques such as PCR, DNA cloning, and protein analysis.
* Critically assess how biomolecules contribute to cellular function and organismal health.

1. Introduction to Biochemistry: Overview of the molecular basis of life.
2. DNA, Genes, and Genomes: Genetic information storage and transmission.
3. DNA Replication and Gene Expression: Mechanisms of heredity and protein synthesis.
4. Proteins: Structure and functional roles in cells.
5. Protein Structure: Insights from protein folding to function.
6. DNA Isolation and Analysis: Techniques used in molecular biology labs.
7. DNA Cloning and PCR: Manipulating DNA for research and medical purposes.
8. Protein Methods: Methods for analyzing and characterizing proteins.
9. Enzymes: Catalysts of life, their mechanisms and applications.
10. Enzyme Kinetics: Quantitative analysis of enzyme behavior.
11. Carbohydrates: Energy sources and structural molecules.
12. Lipids: Membrane structure and energy storage.
13. Metabolism: Central pathways of energy production.
14. Citric Acid Cycle and Oxidative Phosphorylation: Key pathways in cellular respiration.

Total:14 classes and 1 feedback

特になし

Class Participation (discussion, in-class quizzes) [60%]
Homework and problem sets [40%]

Students should review course material and complete problem sets before each seminar. A detailed reading schedule and a list of supplementary online materials will be provided at the beginning of the course.

It is helpful to have some prior knowledge in general chemistry, organic chemistry, biology, or biochemistry. Alternatively, students who have taken or are taking "Introduction to Biochemistry", or any similar biology-related course, will find the material more accessible.

However, taking that lecture is not necessary. Students can succeed in this seminar by preparing thoroughly with the instructor's notes, provided textbook, handouts, and independent learning videos. All necessary materials will be available to ensure that motivated students can fully engage and perform well.

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 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 first class will give students some broad options of topics/papers. During the second class we will decide the paper that each student is going to present. I will exemplify with a research presentation during the third and fourth classes. Starting with the fifth 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.

Depending on the number of students and available time, we are going to visit the underground seismic base isolation at the "Kyoto University Clock Tower", the nearby Hanaore Fault and the Disaster Prevention Research Institute (DPRI), Kyoto University (Uji campus), to discuss with a researcher specialized in Seismology and/or Volcanology.

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.

Note: there are 14 classes and one feedback class.

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

- Good understanding of English language

- The seminar combines concepts from sociological theories, health care and research methods terminology. It is advisable to be considered for second semester and above.

Students will be evaluated via presentation and participation in the workshops. Students will need to do an oral presentation as the final course assignment, which will include a report of the mini research project they will have conducted throughout the seminar.

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

The total mark will consist of 50% of assignments throughout the course workshops and 50% of the final course presentation.

Students will prepare for their presentations and they will be evaluated via them. This will include a report of the mini research project they will have conducted throughout the seminar.

A couple of 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 during sessions.

Students will also engage into workshops of data collection and data analysis, which we will then discuss in class.

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 designed to deepen students' understanding of key biochemical concepts by actively engaging them in discussions, problem-solving, and interactive learning. It complements the lecture "Introduction to Biochemistry" by providing an opportunity to review, discuss, and clarify the lecture content in a more personalized and interactive setting.

The primary purpose of this seminar is to ensure that students fully comprehend the material presented in the lecture, with an emphasis on critical thinking and practical application (we also cover additional topics not discussed there). Through quizzes, exercises, and case studies, students will strengthen their grasp of complex biochemical topics and improve their problem-solving skills.

Unlike a traditional lecture, this seminar focuses on active student participation, including:

* Group discussions to solve complex biochemical problems.
* Frequent (ungraded) quizzes for self-evaluation and interactive exercises to reinforce understanding.
* Case studies that connect biochemical concepts to real-world applications.
* Peer teaching to encourage collaborative learning.

Students are encouraged to ask questions at any time - during class, by email, or in additional meetings with the instructor or teaching assistants. The seminar is conducted entirely in English, providing students with the added benefit of improving their scientific communication skills in a foreign language.

---

In brief:

This seminar acts as a "tutorial" for the "Introduction to Biochemistry" lecture, offering a supportive environment where students can review content, ask questions, and engage deeply with the material. The Japanese subtitle 生化学の塾 reflects the seminar’s purpose as a study group aimed at mastering biochemistry.

As all matter is composed of atoms, modern life science aims to explain all aspects of life comprehensively from the atomic level to that of the entire organism. In this seminar, students will attain a profound understanding of the atomic design of life, that is how (at the scale of individual atoms) biomolecules work and join forces to fulfill virtually all actions exerted by living beings in both health and disease.

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

* Explain the structure and function of key biomolecules such as DNA, proteins, and lipids.
* Analyze biochemical reactions, including enzyme kinetics and metabolic pathways.
* Apply molecular biology techniques such as PCR, DNA cloning, and protein analysis.
* Critically assess how biomolecules contribute to cellular function and organismal health.

1. Introduction to Biochemistry: Overview of the molecular basis of life.
2. DNA, Genes, and Genomes: Genetic information storage and transmission.
3. DNA Replication and Gene Expression: Mechanisms of heredity and protein synthesis.
4. Proteins: Structure and functional roles in cells.
5. Protein Structure: Insights from protein folding to function.
6. DNA Isolation and Analysis: Techniques used in molecular biology labs.
7. DNA Cloning and PCR: Manipulating DNA for research and medical purposes.
8. Protein Methods: Methods for analyzing and characterizing proteins.
9. Enzymes: Catalysts of life, their mechanisms and applications.
10. Enzyme Kinetics: Quantitative analysis of enzyme behavior.
11. Carbohydrates: Energy sources and structural molecules.
12. Lipids: Membrane structure and energy storage.
13. Metabolism: Central pathways of energy production.
14. Citric Acid Cycle and Oxidative Phosphorylation: Key pathways in cellular respiration.

Total:14 classes and 1 feedback

特になし

Attendance and active participation [60%]
Homework assignments [40%]

Students should review course material and complete problem sets before each seminar. A detailed reading schedule and a list of supplementary online materials will be provided at the beginning of the course.

It is helpful to have some prior knowledge in general chemistry, organic chemistry, biology, or biochemistry. Alternatively, students who have taken or are taking "Introduction to Biochemistry", or any similar biology-related course, will find the material more accessible.

However, taking that lecture is not necessary. Students can succeed in this seminar by preparing thoroughly with the instructor's notes, provided textbook, handouts, and independent learning videos. All necessary materials will be available to ensure that motivated students can fully engage and perform well.

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

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: Introduction
2) Animation I: Basics
3) Modeling II: Armatures & Character Meshes
4) Animation II: Poses & Pose Libraries
5) Modeling III: Full Character Models
6) Presentations I: Final Project Proposal
7) Animation III: Actions & Nonlinear Animation
8) Motion Capture I: Pilot Experiment
9) Motion Capture II: Using Motion Capture Data
10) Motion Capture III: Main Experiment
11) Presentations II: Final Project Progress
12) Animation IV: Fine Tuning
13) Animation V: Advanced Animation 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)

Since 1901, the Nobel Prize has served as an acknowledgement of major contributions to the life sciences. In this ILAS seminar, we will focus on several contributions to the fields of Medicine/Physiology and Chemistry that have been recognized by the Nobel Prize. The course will begin with two classes that review the philosophy and sociology of such scientific discoveries. Subsequent classes will shift to an exploration of the application of these theories to specific cases. By studying the work and careers of laureates, students will become familiar with the philosophies and methods that have led to great breakthroughs in twentieth-century science. The course will end with a discussion of the future prospects of medical innovations. During the course, students will practice to read research papers and actively participate in group discussions.

To understand the philosophy and methodology of the Nobel laureates
To gain basic knowledge of the life sciences and biotechnology
To improve critical thinking skills and the discussion and presentation of scientific topics

Week 1. Introduction of course: Nobel lecture
Week 2. History of scientific discoveries
Week 3-6. Nobel stories of “Gene to Cell”: Chromosome, Reverse Transcription, Protein folding, Protein degradation, cell division
Week 7. Student practice: Let's make a "3D-DNA model"
Week 8. Novel biotechnology in medicine: RNA interference, polymerase chain reaction, green fluorescent protein
Week 9. Student practice: Reading Nobel papers
Week 10-13. Discovery of the causes of diseases (and therapies): tuberculosis (and streptomycin), malaria, cancer, immune cells, and immune therapy
Week 14. Innovations in medical sciences: What is the next innovation?
Week 15. Student presentations on selected Nobel prizes
Week 16. Feedback

特になし

Evaluation will be based on class attendance and participation (60%) and a final presentation (40%).

To achieve the course goals students review the course handouts.

Please feel free to come to my office any time

This seminar will provide an overview of our knowledge of current climate change, its causes, and its observed and potential environmental and socio-economic impacts. Within the framework of the Sustainable Development Goals (SDG13: Climate Action) of the United Nations, possible strategies to either adapt to or mitigate climate change will be presented and discussed. The lecture is partly based on information from the reports of the Intergovernmental Panel on Climate Change (IPCC) and used in popular scientific works.

Students will gain an in-depth understanding of the issue of climate change and its causes in relation to our development model, which is essentially based on the use of non-renewable fossil fuels and raw materials. They will be able to discuss the issue in English from an informed point of view. This will be done through individual or group projects to focus on a particular aspect covered during the sessions. “Real time” discussions will be organized around the themes addressed by the Conference Of Parties (COP) of the United Nations Framework Convention on Climate Change (UNFCCC), held every year in November.

1. (Weeks 1-3)
Introduction: The anthropogenic causes of the current climate change
- The increasing impact of human activities on the environment.
- The fossil fuels: Sources of considerable progress, why have they become a problem?

2. (Weesk 4-5)
An in-depth description of the physical mechanisms responsible for climate change.

3. (Weeks 6-8)
Environmental impacts
- Extreme weather events: floods, droughts, storms, …
- Oceans and cryosphere: sea level rise, acidification, ice melt, ...
- Biosphere: Species migration, habitat loss, extinctions, …
- lands: degradation, wildfires, permafrost melting, …

4. (Week 9)
The potentially most affected regions by the climate change:
- The polar regions
- The coastal regions
- The semi-arid regions

5. (Weeks 10-11)
Socio-economic impacts
- Agricultural disruption and freshwater issues
- Health risks
- Economic losses
- Livelihood, migration, conflicts

6. (Weeks 12-14)
Discussion sessions
- Solutions to climate change?
- How to define responsibilities?
- Adaptation, mitigation, loss and damage.
- The complex issue of “energy transition”

7. (Week 15)
Final examination.

8. (Week 16)
Feedback.

This seminar does not require prior knowledge on the topic and is mainly based on graphics and documents to interpret.

Evaluation will be:
Active participation in class: 40 pts
Assignments/projects at home: 30 pts
Final examination: 30 pts

Materials (pdf files) will be made available before class.
Students are encouraged to study the materials before and after each class in order to assimilate technical or uncommon words.
Depending on the topic, the study of the materials and the preparation of the report for the evaluation may take several hours per week.

Materials (pdf files) are available on the Kulasis website. Email communication is available for questions outside of class time.