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
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
6. Theory of cuisine
7. Rural food, urban cuisine, national cuisine
8. Nutrition of historical food systems

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

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

15. 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)

The overall aim of the seminar is to develop understanding of the key current issues in palliative and end-of-life care globally. Issues related to aging population, chronic illness rise will also be addressed.

We will use a combination of short lectures, interactive group discussion and problem-based activities throughout the course to address aspects of clinical decision-making in palliative care, communication challenges in facing terminal prognosis, ethical issues, holistic needs assessment and management of family dynamics.

We will also have an international speaker from UK to give a lecture and present their work with a current challenge in their clinical practice.

To understand the concepts of palliative and end of life care
To understand the different models of palliative care within different countries.
To develop awareness of the different disease groups relevant to palliative care
To develop awareness of the current debates within palliative care globally.

Session 1: Introduction of the seminar, definitions of palliative care.
Session 2: Explore different approaches to palliative care/ end of life care- historical evolution of the field
Session 3: Wellbeing and the link to quality of life
Session 4: Family involvement or informal care-giving: the untold reality in palliative care
Session 5: Financial burden/implications for the family in end-of-life care
Session 6: Communication skills in palliative care (Part 1): key challenges
Session 7: Communication skills (Part 2): how to discuss diagnosis and prognosis of terminal illness
Session 8: Quality-of-care (QoC- part 1): Understanding Quality-of-life as the center of care in palliative care
Session 9: Quality-of-care (QoC- part 2): Resilience- The importance of resilience as a coping mechanism
Session 10:Treatment decision-making approaches (part 1): The importance of shared-decision-making
Session 11:Treatment decision-making (Part 2): Advanced- Care- Planning (ACP)- current trends
Session 12: Psychological approaches in the management of chronic pain in palliative care
Session 13: Play therapy in children palliative care
Session 14: End-of-life care in Intensive Care
Session 15: presentations- feedback

特になし

Evaluation will be based on a final-course oral presentation (PPTX, 10-15min)80% and participation and attendance 20%.

Evaluation will be based on active participation (20 points), and an examination- oral presentation(80 points).
Assignments 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 present the final course presentations.
- Points will be awarded for assignments showing originality.

Students will follow instructions provided in class, to read a paper or listen to video material occasionaly, in preparation of group work in class. They will also need to prepare their final course presentations (PPTx of 10-15min).

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

Students can communicate directly via e-mail with the seminar teacher for advice, etc. Should they need to meet in person, they can make an appointment with the teacher via e-mail.


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

This seminar comprises a broad survey of the history of modern architecture, from the late nineteenth century to the early twenty-first century. The content will be organized as a mixture of chronological sequences and building typologies. There will be explanations of the principal characteristics of the design methods, key figures, and major buildings.

By the end of this seminar, students will: Recognize the various styles, specific architects, dates, and locations of important buildings; Understand the climatic, technological, socioeconomic, and cultural factors that have shaped the architecture; Learn to employ basic methods of data collection in research; Assemble this research into a cogent structure; Present research findings to an audience.

The seminar comprises an approximately chronological sequence of lectures. The topics and sequence may be altered during the semester. The first two-thirds of the semester will be lectures by the instructor. The final third of the semester will be presentations by the students. The schedule may be adjusted according to the number of students.

01 Introduction and overview
02 Birth of Modernism
03 High Modernism
04 Late Modernism
05 Alternative Modernisms
06 Postmodernism
07 Neomodernism
08 Deconstructivism
09 Parametricism
10 Supermodernism
11 Student presentations
12 Student presentations
13 Student presentations
14 Student presentations
15 Feedback

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

Assessment is a mixture of short weekly reports and a term essay/presentation. Students must write short reports on the content of 8 of the lectures, following the templates provided (8x8%=64%). Each student will be assigned an individual architect to research, and will submit an illustrated essay on that architect and then present the content to the class in a short, illustrated lecture (36%). Attendance is mandatory. Participation in class discussions will be evaluated.

All students are expected to have read the assigned readings before each class.

By appointment.

This seminar introduces the challenges of social isolation (hikikomori, schizophrenia, depression) and sheds a new light on the development of the mental health field.

To provide you with a general introduction to and understanding of key questions and challenges of social isolation.
To help you develop your analytical and critical thinking regarding the mental health field.

1) Introduction
2) School Non-Attendance in Japan
3) What is Hikikomori?
4) Mental Health Surveys on Hikikomori (Chap.4)
5) Is Social Withdrawal a Mental Disorder? (Chap.3) NPO Support Towards Hikikomori Youths (Chap.5)
6) Hikikomori Subjects’ Narratives (Chap.6) Beyond the Hikikomori Spectrum (Chap.7)
7) Schizophrenia in Japan
8) Schizophrenia in Japan
9) Depression in Japan
10) Depression in Japan
11) Case studies
12) History of mental illness in Japan
13) Varia
14) Conclusions
15) Feedback

特になし

Students are expected to actively participate in discussion and read material during class. Evaluation is based on the following: Participation (30%) and 3 short tests (Multiple choice questionnaires with 3 possible answers) Short test 1 (30%), Short test 2(20%), Short test 3 (20%).

Students do not have homework assignments. However, they are advised to take notes during class and to review the course material before tests.

Office hours Friday 12:30-13:00

The physical properties of materials, such as strength, ductility, toughness and corrosion resistance largely depend on their microstructures - the very small scale (generally smaller than 0.1 millimeter) structures of the material that can be only observed by microscopes. By tuning the microstructures the physical properties of the materials can be greatly modified without changing their chemical compositions. Nanostructured materials refer to the materials having microstructures of which the characteristic length scale is very small, generally in the order of 1 to 1000 nanometers (1 nanometer is equal to 10^-9 meter). Because of the extremely fine microstructures, the nanostructured materials often exhibit superior physical properties which cannot be obtained from the conventional materials having coarse microstructures. The purpose of this course is to introduce the frontier research of the nanostructured materials with focusing on the microstructures and mechanical properties of nanostructured metals and metallic alloys. For that purpose, the background knowledge of material science and engineering and physical metallurgy will be firstly introduced in the seminar. Examples of the nanostructured materials having excellent properties and the related physical mechanisms will then be introduced and discussed. Laboratory tours are offered to the students to learn the cutting-edge techniques for fabricating and characterizing the nanostructured materials.

By taking this course, students will learn why the materials researches are going into the length scale of nanometer in recent decades. In addition, they will have a brief understanding on the frontier researches of processing, properties and microstructures of the nanostructured metals and alloys.

1. Introduction to materials and materials science
2. Atomic structure and interatomic bonding
3. Structure of crystalline solids
4. Imperfections in solids
5. Microstructures of materials and concept of nanomaterials
6. Laboratory tour* (Techniques for evaluating the mechanical properties and microstructures observation)
7. Metallic materials having nanostructures
8-11. Microstructures and mechanical properties of nanostructured metallic materials
12. Laboratory tour* (Techniques for creating nanostructured metallic materials)
13-14. Advanced characterization techniques
15.Feedback


* Two laboratory tours in the 6th and 12th week will be held in the laboratory for structure and property of materials in the Department of Materials Science and Engineering at Yoshida campus.

特になし

Attendance and active participation [60%]
Final report [40%]

Students are required to read assigned materials (distributed by the teacher) before and after the class for preparation and review. The necessary time for those would be around 2 hours for each class.

Take out accident insurance.（Students Pursuing Education and Research (Gakkensai)）.

Carbon-based molecules and polymers can behave as electrical insulators, conductors, or semiconductors, which makes them useful materials for electronics. In this seminar course, you will learn why certain molecules conduct electricity, how organic semiconductors are made, and how devices like organic solar cells and organic transistors work. The material is aimed at 1st and 2nd year students interested in learning about science in English. 3rd and 4th year students are also welcome. Seminars are presented in English. Discussion is in English and Japanese.

This seminar course will give students a general overview of the field of organic electronics.

1. Introduction
2. Organic molecules and polymers - what makes them semiconductors?
3. Understanding electricity
4. Inorganic vs. organic materials
5. Energy and energy levels
6. Defects and imperfections
7. Fabrication methods
8. Some really basic electronics
9. In-class demo
10. What are electronic devices?
11. Solar cells
12. Lighting and displays
13. Transistors
14. The next frontier...
15. [no class]
16. Feedback

特になし

Each lecture will introduce a short homework assignment related to the topic covered. These assignments count for 70% of the final grade. Attendance and class participation count for 30%.

Weekly assignments reinforce key concepts introduced in the seminars.

This ILAS seminar is designed to provide freshmen undergraduate students who are interested in cancer, a brief introduction to biology of cancer and the current therapeutics. Students will start to learn from this seminar about the introduction of molecualr and cellular biology, and then subsequently the biology principles of cancer. Moreover, recent topics on cancer immunotherapy will also be discussed in this seminar. Finally, students will conduct a presentation on their selected paper and discuss about the current and future therapeutics.Also noted that language that is accessible to students without a medical background will be used in this seminar to help their understanding.

By participating in this ILAS Seminar, students will gain fundamental knowledge of the current understanding of human cancer.

The seminar comprises interactive lectures, reading circles, and student presentations.

Introduction
1. Central Dogma & basic cell biology
2. Cell cycle and chromatin architecture
3. gene expression
4. The nature of cancer
5. Oncogenes 1
6. Oncogenes 2
7. Ras/Tumor suppressor gene 1: pRb and control of cell cycle
8 Tumor suppressor gene 2: p53 and control of cell cycle
9. Tumor microenvironment and angiogenesis
10. Cancer immunology 1
11. Cancer immunology 2
12. Cancer immunotherapy 1
13. Cancer immunotherapy 2
14. Summary & Presentation
15. Feedback

Note: The schedule is subject to adjustments based on the number of students and specific needs of the class.

特になし

Attendance and Active participation to the lectures (60%)
Quality of student presentations and discussions (30%)
A report (10%)

I recommend students to confirm the handouts for each lecture and the relevant reference textbook to learn about the lecture content in advance of the class. Handouts for each lecture will be uploaded on LMS few days before each class.

Consultation via email or online meetings such as Zoom is possible. For those students who prefer to discuss directly with the instructor, please arrange appointments by email in advance.

How does artificial intelligence (AI) change the way we think about law and society?
This seminar invites students who have just entered the University to explore how technology and society continuously shape each other. Together, we will reflect on some pressing questions of our time.

In the first semester of 2026, the course will explore three main themes:

[1. Human-Centred AI: What does it really mean?]
What exactly makes AI “human-centred”? Who counts as “human” in this idea, and whose values are reflected in the design of AI systems? In this theme, we will question the meaning and limits of “human-centredness” by exploring how technology embeds social, cultural, and ethical assumptions. Students will learn to identify how laws and policies can promote, or fail to promote, AI that truly serves human dignity and democratic values.

[2. The Role of Giant Tech: Power, Responsibility, and Democracy]
Giant technology companies are, at their core, private businesses. Yet they hold vast amounts of our data and influence what we see, buy, and even think. What role do they play in today’s democratic societies, and what kinds of responsibility should accompany their power? In this theme, we will discuss issues of platform governance, accountability, and regulation, asking whether democracy can be preserved in an age dominated by digital giants.

[3. AI Judges: Can Machines Deliver Justice?]
Could machines ever replace human judges? Would algorithmic decisions be fairer, faster, and more consistent, but less humane? This theme examines the rise of “AI judges” and the automation of judicial processes. Students will explore how fairness, trust, and legitimacy might change when legal judgment is delegated to machines, and what it tells us about the future of justice itself.

The seminar combines reading, discussion, and interaction with international experts who will join us online. Students will learn how to read short academic and policy texts, summarise key ideas, ask meaningful questions, and discuss them in English. Each student will also develop a personal research project, moving step by step, from choosing a topic to building a structure and presenting findings, supported by individual feedback.

By completing this course, students will be able to:

1. Understand the fundamental relationship between AI, law, and society, and explain how technological developments shape legal and social values.

2. Identify and analyse key issues in the three course themes, Human-Centred AI, Giant Tech and democracy, and AI Judges, using basic conceptual and analytical frameworks introduced in class.

3. Read and summarise short academic and policy texts accurately, and formulate insightful questions for discussion.

4. Discuss and present ideas clearly and respectfully in English, showing improvement in both academic communication and critical reasoning skills.

5. Develop and complete an individual research project through independent and continuous effort, demonstrating the ability to connect course themes with personal interests under supportive guidance.

Through these achievements, students will cultivate the capacity to think critically, communicate effectively, and engage with global debates on AI, law and society.

Weekly Schedule and Class Themes

Week 1: Introduction: Course information and overview of AI, Law and Society
Week 2: Theme 1: Human-Centred AI (I) + Method Workshop
Week 3: Theme 1: Human-Centred AI (II)
Week 4: Guest Lecture I: Lawyer in Big Tech
Week 5: Theme 2: The Role of Big Tech (I) + Presentation Clinic I
Week 6: Theme 2: The Role of Big Tech (II)
Week 7: Theme 3: AI Judges (I) + Presentation Clinic II
Week 8: Theme 3: AI Judges (II)
Week 9: Guest Lecture II: Lawyer in an International Organisation
Weeks 10-14: Final Presentations (two students per week with peer discussion)
Week 16: Reflection Session


The seminar proceeds step by step, combining reading, discussion, and practical exercises to help students explore how AI interacts with law and society.
The course is structured around three core themes: Human-Centred AI, the Role of Giant Tech, and AI Judge. It also includes two guest lectures by international professionals.
Students will receive continuous guidance through workshops and presentation clinics, gradually developing their own research projects. In the final weeks, each student presents their findings and participates in peer discussion, followed by a reflection session that connects individual insights to the broader themes of the course.

特になし

Students will be evaluated through continuous assessment based on participation and the final report. Emphasis is placed on steady progress, engagement, and the ability to connect ideas across class discussions and personal research.

Class participation and discussion (20%)
Active involvement in reading discussions, peer feedback, and guest sessions.

Article summary and question (20%)
In each of the three main themes, we will read two materials per week to compare perspectives and deepen discussion.
Each student will select, during the first class, one week to be responsible for summarising or raising discussion questions and one week for their final presentation.

Final presentation (40%)
Oral presentation of individual research findings with peer discussion.

Final paper (20%)
Written version of the research project (approx. 1,200-1,500 words) showing independent thinking and integration of feedback.

Evaluation criteria:
Grades will reflect the student’s understanding of course themes, analytical ability, clarity of expression, contribution to class discussion, and consistency of effort. Continuous engagement and growth throughout the semester are valued as key aspects of assessment.

Before each assigned summary, question submission, and presentation, students are expected to prepare by carefully reading the selected materials and reflecting on key issues.

Students are also encouraged to explore related topics beyond the assigned readings, such as current news, reports, or commentaries on AI and society, to broaden their understanding and achieve better learning outcomes.

Contact via Email.

In the future, one of your co-workers might be a humanoid robot. But how can robots complete the same tasks as humans? More precisely, how can a robot achieve the same dexterity as we do for manipulation tasks, and what are the challenges involved for robots to pick and manipulate objects?
In this class, we will explore the underlying physics (working principles and control schemes) for robotic manipulators. This seminar course is based on my own researches in robotic manipulation, so we will also cover recent research evolutions in robotic manipulation.

- Understand the issues and challenges surrounding robotic manipulation.
- Be able to describe mathematically the kinematics and dynamics of robotic manipulators grasping objects.

1. What does “Robotic Manipulation” means? (Week 1)
2. Linear algebra as the language of robotics (Week 2-3)
3. 3D rigid motion (Week 4)
4. Modeling robot links and joints (Week 5)
5. Forward and inverse kinematics (Week 6-7)
6. Jacobian matrix and singularity problems for manipulators (Week 8-9)
7. Mathematical formalisms for robotic manipulators (Week 10-11)
8. An introduction to manipulators equations of motion (Week 12)
9. Control strategies for manipulators (Week 13)
10. Manipulation problems using Grasp Maps (Week 14)
11. Feedback (Week 15)

Students should be familiar with high-school level mathematics (algebra and calculus), and with basic mechanics.

The students will be graded based on participation (20%) as well as a final report covering the contents of the class. (80%)

Some homework to complete what has been seen in class.

自由意志についての基本的なテクストを読み、私たちの身近な問題が歴史的にどのように論じられてきたのかについて理解を深める。

身近なテーマを用いることにより、普段、当然のように考えている概念がいかなるものであるのかを考察することで、常に深く考える思考力を身につける。また哲学書を読むことになれる。

基本的にテクストの内容を発表・紹介し、理解を深める形式をとる。それによって自由意志をめぐる問題について考えていくようになってもらう。

読解自体は第二章から進める。第一章の内容は、こちらで授業中に解説する。

1. ガイダンス
2-10. 第一章から第８章まで

11-14 ストローソンなど他の重要文献を紹介する

15.フィードバック

途中で調べ物や、議論などを含めることがあるため、どこまで進むかは状況による。

特になし

平常点
基本的に予習をしっかりしているかどうか、テクストを読んできているかどうかが成績の中心部分となる。あとは、授業中の発言などを加味する。詳細は初回授業で説明する。

講義に関連のある書籍などを読みつつ、自分なりに問題に対して考えてください。

積極的な発言を求めます。