すべての生物は化学物質で構成されており、また生命活動の多くは化学反応によって調節されています。そのため、生命を根本的に理解するためには、「化学の視点」が必要不可欠です。また、薬の開発（創薬）や人工タンパク質の創生など、生物学で得た知見を応用する際にも、化学の力は欠かせません。本授業では、まだ教科書に載っていない「化学と生物の融合分野」の最先端を紹介しながら、未解明の課題に対する解決策を皆さんと一緒に考えていきます。なお、高等学校で生物を履修していない学生でも理解できるように、基礎から丁寧に授業を進めます。

・ 化学の目で生物学を見る力を養う
・ 自らの頭で考え、議論し、その考えを論理的に人に説明する力を養う
・ 研究の最前線に触れる

以下の各項目について講述・議論する。各項目には、履修者の理解の程度を確認しながら、【 】で指示した回数を充てる。各項目の順序、それぞれにあてる講義回数は固定したものではなく、履修者の背景や理解の状況に応じて、講義担当者が適切に決める。さらに全１５回の講義の進め方についても適宜、指示・対応することで、履修者が準備・理解できるように十分に配慮する。

(1) 研究とは何なのか？ 【１回】
(2) 「化学と生物学の融合分野」に関するイントロダクション 【１回】
(3) 化学パラメータ（pH、酸素、活性酸素種、温度など）と生命【４回】
(4) 技術系（化学プローブ、製薬など）【３回】
(5) 最先端の研究紹介 【４回】
(6) 発表会 【２回】
(7) 発表会に対するフィードバック 【１回】

高等学校レベルの化学を理解していることが好ましい。生物に関しては、高等学校で履修していない学生でも理解できるよう、基礎から丁寧に授業を進めます。

討論への積極的な参加（８０点）、発表（１回 ２０点）により評価する。

・ ４回以上授業を欠席した場合には、不合格とする。
・ 独自の工夫や視点が見られるものについては、高い点を与える。

基本的には授業内で全て完結する形をとる。ただし、発表会に際しては資料など（発表スライドなど）の事前準備が必要である。

This course introduces the basics of computer-based 3D modeling (shape design, lighting, materials, surface textures) and animation (keyframes, object motion, camera zooming and panning, etc.). The open-source software “Blender” (blender.org) will be used for all lessons. Blender can be used for free on Windows, Mac and Linux. As a final project, you will create a short animated movie. Programming experience is recommended but not required.

Students will become familiar with the main concepts of 3D modeling and animation. They will learn how to reproduce simple example 3D models and animations. 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 60 s (or longer) animation. The animation theme, style and techniques are all free, to 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) Introduction: 3D Modeling & Blender
2) 3D Modeling I: Importing & Creating Shapes
3) 3D Modeling II: Materials & Lighting
4) Animation I: Basics
5) Animation II: Camera Motion & Arranging
6) Project Presentations I: Initial Results
7) Character Modeling I: Armatures
8) Character Modeling II: Armature Animation
9) Character Modeling III: Skins & Deformations
10) Project Presentations II: Progress Report
11) Advanced Topics I: UV Editing
12) Advanced Topics II: Environments
13) Advanced Topics III: Physics
14) Final Project Presentations & Future Learning
15) Feedback

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 reports.

Evaluation will be based on the following criteria:

- Assignments (49%) [7 @ 7% each]
- Presentations (21%) [3 @ 7% each]
- Final Project (30%)

TOTAL: 100%

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

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

IN-CLASS ENVIRONMENT
This is a small seminar class, and active discussion is encouraged. Students are 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)

This interdisciplinary course is intended to provide both science and non-science majors with a basic understanding of the chemistry (and physics) behind artworks and art materials. Scientific techniques applied to art conservation and restoration will also be introduced.
This course will explore the chemistry of colors (pigments and dyes), ceramics, glass, lacquers, and metals. The basic scientific principles and theories behind each topic will also be introduced. Several examples from Eastern and Western art will be discussed in class.

In this course students will familiarize themselves with the materials and scientific methods behind the preparation and restoration of artworks. The students will learn the basic physics and chemical concepts necessary to understand the different topics introduced in class. The students will also be encouraged to reflect on the truly interdisciplinary nature of art conservation, and appreciate the importance of multidisciplinary approaches for problem solving.

The course consists of 12 lessons in class, a museum visit (equivalent to 2 classes), exam, and a feedback class.
The content of the course:
1. What is the role of science in art history and art conservation?
2-3. Chemistry and physics of color: pigments, dyes and inks (2 weeks)
4-5. Chemistry of ceramics, glasses and glazes (2 weeks)
6. Chemistry of gemstones and minerals
7. Chemistry of metals and alloys
8-9. Museum visit (equivalent to 2 classes)
10. Chemistry of oils and binders
11-12. Chemistry of wood, lacquer, paper and textiles (2 weeks)
13-14. Heritage science and scientific techniques for art conservation, restoration, authentication and archeology (2 weeks)
15. Exam (presentation)
16. Feedback

All lessons will include an introduction of the basic principles of chemistry and physics behind the topic, and examples from Western or Eastern art.

特になし

Evaluation will be based on attendance and active class participation (30%), individual and group assignments (30%), and final oral presentation (40%).

Students are encouraged to revise the class material regularly and submit assignments on time. Students shall actively contribute to the group work. Furthermore, students shall research the chosen topic for the final project report, with regular feedback from the instructor, taking advantage of the material recommended in class.

Office hours: online or in person meetings with the instructor can be requested (appointment by email or on Panda).
For the museum visit, students are responsible for the transport and ticket expenses. The estimated entrance fee to the museum is 800 yen.
Students who decide to take part to the museum visit should be insured with the insurance for study and research “Personal Accident Insurance for Students Pursuing Education & Research” (学生教育研究災害傷害保険)

The human body has over 10 trillion cells, but it has 10 times that number of microbial cells living in and on our body. These microbes are therefore an important part of our body. Some commensal bacteria are beneficial to our health whereas new viruses and bacteria that continue to emerge and reemerge may result in unpredictable life-threatening epidemics. To overcome such infectious diseases, we need a better understanding of the molecular mechanisms of host-microbe interactions so as to develop new concepts for antibiotics or vaccines.
This course focuses on the basics of microbiology, immunology, and environmental microbes. Particular emphasis is placed on understanding viruses, bacteria, the interaction between microorganisms and host cells, and the identification of microorganisms in our environment. During the course, students will actively participate in discussions and in the exchange of ideas.

To identify and understand the major microbes that impact our lives.
To understand the infection phenomenon.
To enhance your critical thinking skills and effectively discuss scientific topics.

1. Introducing the invisible world
2. What is a microbe?
3. The basics of bacteria
4. Microbiota and human health
5. Soil bacteria and the environment
6. Identification of bacteria (field work 1)
7. Identification of bacteria (field work 2)
8. Diversity of viruses
9. Viruses and Cancer
10. Zoonotic viruses
11. Viruses in our environment
12. Recognition of microbes
13. Battle against microbes
14. Life with or without microbes
15. Student presentation
16. Feedback

特になし

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

To achieve the course goals students review the course handouts.

Please feel free to come to my office at any time.
Please take out the accident insurance of Personal Accident Insurance for Students Pursuing Ed. & Rsch. as needed.
Field work: In the Kyoto Univesrity campus. We look for microorganisms on campus.

Nanotechnology is revolutionizing human society. If you are curious how nano-machines are being developed, this seminar course will be very informative.

One of the greatest technological achievements of past few decades is our ability to make micro-meter scale 'machines'. These machines have become ubiquitous in our daily life, giving functional capabilities to our smart-phones, cars, digital projectors, medical devices, etc. In this technological revolution of extreme 'shrinking' of machines, we have entered an era where machines of only a few hundreds atoms wide can be built.

Have you ever wondered how do we build such small machines and make them function desirably in such small scale?

In this seminar course, I will reveal the tricks of the trade of fabricating micro / nanoscale machines. I will also elaborate the underlying physics (working principles) of micro / nano machines. This seminar course is based on my own research area, so I can show you pictures and videos of actual micro / nano machine fabrication and operation that I collect during my own research in Kyoto University.

Students will learn about nano-scale machines: how they work, how they are made, and their amazing applications.

1. Why do we want to make nano-machines?
Introduction to nano-machines and their advantages, examples of micro/ Nano-machines and their applications. (2 weeks)

2.How can we controllably create and sense motion at nanoscale?
Building blocks of nano-machines: actuators, motion sensors, etc. (3 week)

3. How do nano-machines work?
Working principles of nano-machines: accelerometers, gyroscopes, pressure-sensors, ultra-sensitive mass and gas sensors, AI computing devices. (2 weeks)

4. How do we create nano-machines?
Material and methods for creating nano-machines: silicon, diamond, graphene, etc.; lithography, reactive-ion-etching, chemical-vapor-deposition, electron and ion-beam methods, etc. (5 weeks)

5. Discussion on current trends and future potentials of this research area. (2 weeks)

6. Feedback (1 week)

特になし

Active participation (10%), submission of a final report (topics will be discussed during the lecture) (90%)

Following lecture materials and reading recommended articles

To be decided during lecture

This seminar provides an accessible introduction to the physics of the Earth's atmosphere. Based on fundamental concepts and principles, it is designed for all students who want to understand the structure and dynamics of the atmosphere. Topics will include current climate, weather patterns, cloud systems, and extreme weather events, all presented without complex theoretical modeling. The students will also have the necessary tools to better understand various aspects of climate change, in line with the United Nations Sustainable Development Goals (SDG13: Climate Action).

In this seminar, students will gain insight into the main mechanisms responsible for the state and dynamics of the atmosphere, the life cycle of clouds, weather systems, and extreme events (such as cyclones, thunderstorms, and tornadoes). Students will also acquire the physical background for understanding how human activities can affect these processes.

1. (Weeks 1-2)
Composition and Vertical Structure of the Atmosphere
- Composition of the air and its origins
- Temperature, density, and pressure: Hydrostatic equilibrium

2. (Weeks 3-5)
Terrestrial and Solar Radiation: Energy Balances
- Radiative balance of the Earth
- Greenhouse effect: A simplified model
- Complications: Effects of convection
- How our activities impact these balances

3. (Weeks 6-8)
Contribution of Water
- Water in all its phases
- Principles of saturation and latent heat
- Cloud formation and precipitation
- Thermal gradient of the troposphere and atmospheric stability

4. (Weeks 9-11)
Atmospheric Circulations and Weather Systems
- Key features and prevailing winds
- Monsoons
- Mid-latitude circulations
- Examples of extreme weather systems

5. (Weeks 12-13)
Ocean-Atmosphere Coupling
- The role of the ocean in the climate system
- Example 1: El Nino-Southern Oscillation (ENSO)
- Example 2: North Atlantic Oscillation (NAO)

6. (Week 14)
Cryosphere-Atmosphere Coupling
- The role of ice in the climate system
- The impact of melting ice on climate

7. (Week 15)
Final Examination

8. (Week 16)
Feedback

This course requires a high school level science background. Although mathematical modeling is kept to a minimum, students should be familiar with the fundamentals of vector analysis and differential calculus. These tools are nonetheless provided in appendices.

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, studying the materials and preparing the report for 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.

Sustainability transitions have been paid greater attention as we recognize that new technology can completely address net-zero carbon emissions, zero plastic leakage, and nature-positive. Rather, they are long-term radical system transformations or co-evolution of technology, infrastructure, institutions, organizations, economy society, and cognition. In the process, niches and innovations emerge while the incumbent declines. The conflicts of interest generate confrontation between them, affecting the direction and speed of transitions.
Conducting a case study to understand the process from confrontation to coopetition would help students be equipped with tips to act as transition actors and intermediaries.
Against this backdrop, this course aims to acknowledge various aspects of sustainability transition research and master the transition model canvas as an analytical method for a case study.

　技術開発・導入のみでは脱炭素や脱プラ，自然資本回復等の地球環境目標が達成できないことが広く認識されるようになるとともに，持続可能性への移行への注目が高まっている．持続可能性移行には，長期にわたるシステムの転換，そしてシステムの構成要素である技術，インフラ，制度，組織，経済，社会，認識等の共進化が必要とされる．このため移行過程では，新規参入者と既存組織・体制との間で利害相反が生じ対立するが，その（未）解決が移行の方向と速度に影響を及ぼす．
　事例研究を通じてこの対立と解決に至る方法を理解することは，受講生が受講後に持続可能性移行の主導者ないし仲介者として活躍する「こつ」をつかむことが期待される．
　そこで本授業は，持続性移行研究の内容と分析枠組みに関する知見を得，その上で持続性移行の事例研究方法としての「移行モデルキャンバス」を体得することを目的とする．

1) Acknowledge the holistic picture of sustainability transition research/ 持続性移行研究を何のために，またどのように行ってきたのかに関する包括的な知見を得る

2) Master the transition model canvas to apply it for your case study/ 持続性移行の事例研究手法の1つとして「移行モデルキャンバスを体得し，受講者自身の研究の推進に資する．

3) Master academic writing method and apply it for the writing assignment/ アカデミックライティングの方法を体得し，授業レポートに適用する．

　A series of lectures is given on several aspects of sustainability transitions in the first half. In the latter half, students organize teams and employ the “Transition model canvas” to analyze contestation in a transition process between niche innovators and incumbents within and across sectors, regions, and countries of a case they choose. They are to present the results of case studies, incorporating feedback to finalize a manuscript in line with the academic writing method as a writing assignment.
　授業の前半では，持続性移行のいくつかの側面に関する講義を行う．授業の後半では，講義で紹介する移行モデルキャンバスを用いて，移行プロセスにおける既存企業と新興企業の対立の事例分析を行う．事例分析は，学生がチーム編成を行い，チームで選択した事例をグループで分析する．その結果を，授業の最終回で報告し，フィードバックを受けて更新したものをwriting assignment として提出する．

Contents/ 授業内容
1. Sustainability transition: An introduction and illustrations/ 持続性移行：概説と実例
2. Understanding and governing transitions/ 持続性移行経路を理解し制御する
3. Incumbents/ 既存企業・レジーム;
Transition business model canvas / 移行モデルキャンバス
4. Just transition/ 公正な移行
5. Geopolitics of sustainability transitions/ 持続性移行の地政学・地経学
6. Tips for academic writing/ 学術論文の作法
7. Team presentation/ チーム発表
8. Feedback/フィードバック

　It is desirable to take or have taken the lecture on the Global Environmental Policy and Economics given at the GES or (undergraduate level of) lecture(s) on environmental economics, environmental policy, and environmental sociology in other schools or universities.

　地球環境学舎開講科目の地球環境政策経済論，ないし他大学院・他大学で環境経済学，環境政策論，環境社会学等の科目（学部レベルでも可）を同時履修か履修済みであることが望ましい．

　Evaluation is made based on productive contributions to the class (10%), teamwork leadership (10%), team presentation (30%), and team writing assignments (50%).The achievement level is evaluated based on the guidelines of the Graduate School of Global Environmental Studies.

　成績評価は，授業に対する生産的な貢献（10%），チームワークでのリーダーシップ（10%），チーム報告（30%）及び期末チームレポート（50%）に基づく．到達水準は，地球環境学舎の成績評価基準に従って評価する．

　Students are assumed to perform team works after class and off campus. They are highly recommended to obtain Google accounts in advance so that they can perform them on the Google Workspace.

　google workspace を用いてグループワークを行うため，事前のgoogle account取得が強く推奨される．グループワークは授業外時間に行ってもよい．

Scenario planning has paid attention as an indispensable skill set in the Volatility, Uncertainty, Complexity, and Ambiguity (VUCA) age. Among planning, backcasting is often employed in setting climate targets and deciding transition plans. Targets are required to be science-based and plans need to demonstrate accountability for the (net-zero) targets and reduce the risk of a disorderly transition. Backcasting is employed not only in global scenario analysis like IPCC and IEA but also in local governments, financial institutions, energy-intensive industries, and consultants to make transition plans at the company level.
Against this backdrop, this course aims to master a skill set of scenario planning with backcasting for net-zero carbon emissions, coupled with future visioning.

　変動性，不確実性，複雑性，曖昧性の高まったこの10年，シナリオに基づいた計画立案は不可欠の技能として注目されています．特に気候変動目標の設定や達成計画の策定においては，バックキャスティング手法が多く採用されています．それは，目標設定に科学的根拠が求められ，達成計画に目標達成の説明責任と移行リスクの提言が同時に求められているためである．バックキャスティングを用いたシナリオ分析は，IPCCやIEA等のグローバルな機関だけでなく，地方自治体，金融機関，エネルギー集約型企業，コンサルタント等で幅広く用いられるようになっています．
　そこで本授業は，ネットゼロ炭素排出に向けた社会像の構想と，それを実現する経路を導出するバックキャスティング等のシナリオ分析方を体得することを目的とする．

1) Master skillset of future visioning and scenario planning/ 将来社会像構想とシナリオ分析のスキルを体得する

2) Master how to operate the Greenhouse Gas Abatement Cost Model (GACMO), a method of backcasting scenario planning for future net-zero emissions for students’ future use/ GACMOを用いて，将来ネットゼロ炭素排出のシナリオ分析を行い，受講者自身が受講後に活用できるようにする

3) Master academic writing method and apply it for writing assignments/ アカデミックライティングの方法を体得し，本授業及び他授業のレポートに適用できるようになる

　A series of lectures is given on future visioning and scenario planning. Students will organize teams to conduct future visioning to present in the first half, and scenario planning to propose transition pathways on Excel sheet in the latter half. They will write both results in line with the academic writing method as a writing assignment.

　授業の前半では，将来社会像構想の講義を行い，その後チームワークを行う．授業の後半では，シナリオ分析に関する講義を行い，その後エクセルを用いてチームでシナリオ分析を行い，移行経路を提案する．最後に両方の結果を学術論文作成手法に則って論文形式で文章にまとめ，提出する．

Contents/ 授業内容
1. Scenario planning: An introduction and illustrations/ 持続性移行：概説と実例
2. Visioning a sustainable future/ 持続可能な未来図を描く
3. Group presentation on 2050 net-zero visions of economy and society/
2050年ネットゼロ排出の経済・社会ビジョンに関するグループ報告
4. Forward casting and Backcasting/シナリオ分析手法
5. The Greenhouse Gas Abatement Cost Model (GACMO)/ GACMOによるシナリオ分析方法
6. Exercise of scenario planning with GACMO/ GACMOによるシナリオ分析の実践
7. Group/individual presentation/ グループ発表
8. Tips for academic writing/ 学術論文の作法

　It is a must to be able to calculate with Microsoft Excel. It is desirable to take or have taken the lecture on Global Environmental Economics, and Global Environmental Policy and Economics given at the GES or (undergraduate level of) lecture(s) on environmental economics, environmental policy, and energy economics in other schools or universities.

　Microsoft Excelで計算する能力を有することは受講の必須要件である．加えて，地球環境学舎開講科目の地球益経済論，地球環境政策経済論ないし他大学院・他大学で環境経済学，環境政策論等の科目（学部レベルでも可）を同時履修か履修済みであることが望ましい．

Evaluation is made based on productive contributions to the class (10%), teamwork leadership (10%), team presentation (30%), and team writing assignments (50%). The achievement level is evaluated based on the guidelines of the Graduate School of Global Environmental Studies.

　成績評価は，授業に対する生産的な貢献（10%），チームワークでのリーダーシップ（10%），チーム報告（30%）及び期末チームレポート（50%）に基づく．
　到達水準は，地球環境学舎の成績評価基準に従って評価する．

　Students are assumed to perform team works after class and off campus. They are highly recommended to obtain Google accounts in advance so that they can perform them on the Google Workspace.

　google workspace を用いてグループワークを行うため，事前のgoogle account取得が強く推奨される．グループワークは授業外時間に行ってもよい．

Inquire about the exact starting date of the class if no last-minute notification is sent out. GSGES adopts a unique academic calendar and thus the starting date can differ from other graduate schools.

The purpose of English Academic Discussion is to equip students with the communication skills necessary to actively engage within academic and professional communities, improve critical thinking and discussion skills, and expand viewpoints on a variety of topics from the humanities, natural sciences, and social sciences. The course will be focused mainly on group discussions. Students will be asked to watch videos and write notes for homework and actively participate in discussions.

本授業の目的は、人文科学、自然科学、社会科学の様々なトピックについて、アカデミック・コミュニティやプロフェッショナル・コミュニティに積極的に参加し、批判的思考やディスカッションのスキルを向上させ、視野を広げるために必要なコミュニケーション・スキルを身につけることである。

By the end of this course, students should be able to:
- understand the role of discussion in academic settings
- initiate and maintain a conversation
- ask critical questions and respond in length
- lead and manage a discussion
- identify and use discourse markers
- synthesize and summarize ideas from in-class discussions

1. Course introductions
2. Discussion skill 1 / Teacher-led discussion 1
3. Discussion skill 2 / Teacher-led discussion 2
4. Discussion skill 3 / Teacher-led discussion 3
5. Student-led discussion
6. Student-led discussion
7. Student-led discussion
8. Poster presentation workshop
9. Poster presentation
10. Student topic choice discussion
11. Student topic choice discussion
12. Student topic choice discussion
13. Discussion evaluation workshop
14. Graded group discussion
15. Feedback

特になし

(30%) Active participation
(20%) Discussion leadership
(10%) Poster presentation
(30%) Final group discussion
(10%) Self-evaluation

Students must watch videos and take notes, find suitable materials and prepare responses for class discussions.

If you have any questions, the teacher can be contacted at mccarthy.tanyamiranda.7n@kyoto-u.ac.jjp

人間の無意識を探求し、無意識において働くものこそが人間を動かし、人間社会や文化を規定しているという精神分析の考え方は今日もなお大きな価値を持ち続けている。本講義では、精神分析という学問分野を開いたジークムント・フロイトの主著『夢解釈（Traumdeutung）』がどのような意図および関心によって書かれ、そしてどのような対象を論じているのかをじっくりと読み進め、精神分析の基本的な考え方を理解することを目的としている。

精神分析の基本的な考え方を理解し、人間の夢や無意識の領域がどのような学問的な探求と関連しているのかを知り、人間社会や文化への洞察を深めることができるようになる。

『夢解釈』が書かれた時代背景を把握し、そしてフロイト自身の出生から伝記的な事実を確認した後、フロイトの研究における関心の推移を追いながら、主著『夢解釈』の内容を詳しく検討する。
おおまかな予定は以下の通りである。

第1回　フロイト『夢解釈』とはどんな書物か。序文を読む。
第2回　フロイトとその時代。
第3回　フロイト最初の著書、『失語症の理解のために』
第4回、第5回　フロイト／ブロイアー共著『ヒステリー研究』
第6回から第14回　『夢解釈』を読む

授業回数は期末試験をのぞいて、フィードバック1回を含めた全15回とする。
フィードバック（第15回）方法は別途連絡します。

特になし

対面授業の場合は、期末試験（100%）による。
ただし、登録人数や授業形態等に応じて、成績評価の方法を変更することがある。講義時間中ならびに掲示による通知に注意してください。

予習として、参考書の読書。復習として、授業中に配布した資料と自分自身のノートの内容を照らしあわせて理解を深めること。
なお、授業外学修には、いわゆる「予習・復習」だけでなく、授業のなかで学んだことを各自の自習や日常や課外活動のなかで応用・実践し、生きた知識にすることも含まれる。