This course is for students with Intermediate to Low-Advanced English skills. Students with higher English skills may not take the course. The course practices English skills that are necessary for business.

Students will learn about
- Formal business email
- Informal business email
- Summarizing (verbal and written)
- Short written reports
- Short verbal presentations to small groups
- Understanding and communicating precise rules

Course Schedule and Contents
Week 1: Informal work email, speaking skills
Week 2: Formal and "bad news" email
Week 3: Summarizing
Week 4: Talking about business models
Week 5-14: Above skills, presenting, writing, and more.
Number 15: Feedback session
"Total：14 classes, 1 Feedback session"

Students with English skills below "Intermediate" or above "Low Advanced" will not be accepted.
The course is targeted for students with middle level skills (CEFR B1-C1).

Students are graded based on the number and level of tasks completed.

Students are expected to complete tasks outside of class and in class. Class time is mainly for support, question asking, and skills review with the professor.

In class meetings.
Size limit: 20 students
Size is limited in order to allow time for frequent interaction with the professor.
Office hours: Monday and Friday afternoons by appointment.

人類は自らの生存のために食糧を安定的に生産する必要がある。その主たる方法は農業による作物生産であるが、この営みに対し、微生物などが引き起こす作物病害、自然災害、農業資源の劣化、社会構造上の問題、経済的格差の問題など、様々な障壁が立ちはだかる。一方で人類が水や土地を食糧生産の為に浪費すれば自然環境破壊に直結し、それは我々自身にもダイレクトに跳ね返ってくる。人類は、その生存を保証するために食糧を安定的に生産しながら、同時に地球環境の保全も考える必要がある。このバランスの維持のためには、専門の枠を超えた多次元的、横断的なアプローチが必須であること、そして、その根底には分子生物学、微生物学、作物学、農業生態学、環境保全学、農業経営・経済学、国際政治学など様々な学問の統合的理解・活用があることを学ぶ。

食料生産・地球環境・社会体制が密接に連動していることを理解し、地球環境と人類との関係改善について具体的な解決方針を設計する。

第１回　導入　（吉田、真常、松下）
講義の目的ならびに進め方を説明し、食料生産・地球環境・社会体制の連関を概説する。

第２回　遺伝学と作物育種（吉田）
基礎研究である遺伝学の知見がどのように作物育種に応用されているかを紹介する。第３回から第５回の理解に必要な遺伝学と育種学の基本を解説する。

第３回　作物の病気　ヒト、植物と病原微生物の攻防（吉田）
気候変動とグローバル化によって新たな病害が発生している。病気による作物への被害を軽減するために取り組まれている最先端の植物研究と病害抵抗性育種における遺伝資源の重要性を紹介する。

第４回、第５回　雑種と食料生産、ゲノム編集と育種（吉田）
ヒトによって多様な雑種が作られてきた。雑種がどのように食料生産の向上に寄与しているのかについて解説する。また、ゲノム編集をはじめとする最先端の育種研究について紹介する。

第６回　土壌と農業（真常）
土壌が農業生産や地球環境において果たしている機能について紹介し、世界と日本に分布する多様な土壌を概観する。

第７回　土壌と地球環境問題（１）（真常）
土壌が関わる地球環境問題を概観したあと、特に、地球温暖化（気候変動）に対する土壌の関わりを解説する。

第８回　土壌と地球環境問題（２）（真常）
土壌が関わる地球環境問題として、養分（窒素・リン）の負荷、砂漠化について解説する。

第９回　日本・途上国の農村における資源循環（真常）
地球環境と人類のバランスに向けて、土壌からみた資源循環のあり方について、具体的な研究事例（日本、ベトナム、マラウイ）を紹介しつつ議論する。

第１０回　EBPMのひろがりと農業環境政策（松下）
国内外のさまざまな行政主体において，エビデンス（合理的な根拠）を前提とした政策立案の必要性に関する認識の深化と実践的な取組が活発化している．わが国の行政機関ではEBPM（Evidence Based Policy Making）が「証拠に基づく政策立案」と翻訳されており，多方面の統計情報を基礎とした実証手続きが研究機関等において開発・実証されている．
本講義では，農業・環境分野における社会科学的な接近としての因果推論の理論的・実証的な展開について，エビデンスレベルに応じた因果推論の基礎理論と分析手続きを中心に解説する．

第１１回　EBPM：農業構造政策評価への接近（松下）
農地流動化を事例とした政策評価研究の紹介

第１２回　EBPM：農業環境政策評価への接近（松下）
農業分野における環境保全を事例とした政策評価研究の紹介

第１３回　農業環境分野における政策評価の課題（松下）
環境保全と経済活動のバランスについて：経済主体としての人間行動（意思決定）と政府・制度の役割についての総合討論（全３回の議論を前提とした問題整理と質疑応答）

第１４回　講義全体を通じての総合討論（吉田、真常、松下）
第１５回　フィードバック（吉田、真常、松下）

履修要件：特になし。文系の学生にも配慮した講義をおこなう。

食料・環境・社会の各視点からの「地球環境と人類との関係」に関して、担当教員が取りあげた課題について各回レポートの提出を求める。提出されたレポートについては到達目標の達成度に基づき評価する。担当教員３人の合計点で成績が決定される。

予習：講義で紹介する参考文献等を予め読んでくる。

適宜、質問できるように３人の教員のオフィスアワー等を設定する。

● 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.

Medicine has undergone tremendous changes in recent years, leading to groundbreaking innovations, personalized approaches, and the integration of cutting-edge technologies. However, every modern breakthrough is built on a rich and fascinating history.
In this course, students will explore the evolution of medicine - from the era of traditional herbal remedies and the contributions of major medical pioneers to the development of advanced medical techniques. Through this journey, students will gain a deeper understanding of how breakthroughs in virology, genetics, immunology, and other disciplines are transforming the treatment of diseases and routine medical practices. We will discuss the assessment of the effectiveness of modern therapies, alongside the ethical considerations surrounding medical breakthroughs.
Classes combine lectures with collaborative group work and discussions. In seminars, students will engage with the latest scientific achievements through presentational activities, develop skills to critically evaluate emerging therapies, and discover the prospects and potential of medicine.

1. Examine the history of medicine and the contributions of its founders
2. Analyze the biological principles behind modern medical technologies
3. Investigate cutting-edge research and its implications for future medical practices
4. Identify limitations and potential challenges in the implementation of scientific and technological advancements in medical practices
5. Develop critical thinking and communication skills

1. Course Introduction. Overview of medical innovations
2. Evolution of Medicine: herbal traditions, founders, and historical timeline
3. Battling Microorganisms: understanding of bacteria, viruses, and fungi
4. Problem of Antibiotic Resistance: causes, consequences, and strategies for the future
5. Viruses that impact Global Health
6. Critical Role of Vaccines in Controlling Infectious Diseases
7. Cancer Fundamentals: from biology to disease progression
8. Tackling Cancer. Advances in therapy
9. Cancer Resistance: how and why treatments fail
10. Breakthroughs in Medicines. Immunotherapy
11. Breakthroughs in Medicines. Stem cell therapy
12. Breakthroughs in Medicines. Regenerative medicine
13. Breakthroughs in Medicines. Genetic revolution: gene editing and genetic therapies
14. Breakthroughs in Medicines. Advancements in surgical techniques. Applying AI to healthcare
15. Feedback

Changes in order and/or content may occur depending on the number of students and the specific needs of the class.

Open to students from all majors. This seminar provides an overview of cutting-edge scientific and technological innovations that contribute to the advancement of medicine.

Attendance and active participation: 30%
Midterm assignment: 30%
Quality of student presentations and discussions: 40%

Reviewing lecture slides, completing quizzes, and doing homework will enhance understanding and reinforce learning in class. Lecture slides will be provided.

If you have any questions, please feel free to email me or schedule a time to meet in person.

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 goal of this seminar is to help students develop a multidisciplinary approach to scientific discussion and problem solving in life sciences and medicine. By the end of this course, students will be able to:

Develop multidisciplinary perspectives when discussing complex problems in life sciences.

Explain the fundamental mechanisms by which living systems sense and adapt to physical forces.

Develop and present their own ideas effectively through presentations and discussions.

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)

None in particular. The seminar will be discussion-based.

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 participation (30%)
- Assignment report (30%)
- Oral presentation (40%)

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

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

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

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

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

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

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

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

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

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

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

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

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

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

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

Week 15 Feedback Class

Students will be expected to read one text in English in preparation for each class, to be provided by the instructor. The text will be 1-2 pages long.

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

Students will be expected to read approximately 1-2 pages of philosophy in English every week.

For any inquiries, students can contact me by email, and we can arrange in-person or Zoom office hours on request.

経済地理学は、グローバル経済や資本主義といった経済体制が形作る地域の構造や、空間に生じる地域的諸問題のメカニズムを解明することを研究してきた。この授業では、経済活動や人口の地理的偏在とそれによる地域問題はどのように展開してきたのか、国や地方自治体による地域政策にはどのようなものがあり、グローバル化の中でいかなる限界や新たな課題に直面しているのか、といった問いを出発点として、経済活動の地理的分布に関する立地論や地域構造に関する視点や理論を踏まえたうえで、経済発展に伴う地域問題やそれに対する地域政策の変遷、グローバル化する経済社会の中における資本や労働力に関する地理的事象を解説する。

経済地理学の視点として，地域構造、産業集積と分散、経済発展と産業構造の転換にともなう資本と労働力の移動，福祉・公共サービスの地理学の視点と近年の動向について説明できるようになる。

時事動向や受講生の関心に応じて変更する可能性がある。

１）概要説明
２）人口と経済成長
３）経済成長と人口移動
４）都市の経済的基盤：都市化と都市発展
５）都市における経済活動の分布
６）工業化と産業立地
７）産業集積の理論
８）地域間経済格差
９）国土・地域政策の変遷
10）福祉国家と地域
11）サービス業の地理的特徴
12）福祉・ケアサービスと労働力移動
13）多様な経済論
14）総括
15）フィードバック（フィードバック期間中に行う）

特になし

平常点（内容のまとまりごとに授業内で行われる小課題）40％
期末試験60％

講義でとりあげた事柄やキーワードについて、他にどういう事例があるのか調べること、関連する図書や新聞記事を探して読むこと。

収容可能人数を超過した場合、履修制限を行う。特に履修を希望する学生には事前課題による「教員推薦」を行う予定。
授業の進め方や評価、持参するものについて初回授業で詳しく説明するので、履修希望者は必ず初回授業に出席すること。

生成AIの使用制限: 課題や評価に関わる成果物のいかなる部分も、生成AIによって生成、作成、製作してはなりません。提出が求められるすべての課題は学生自身が作成したものでなければならず、生成 AI を使用して評価に使用される課題や成果物を作成することは厳格に禁止されています。ただし、自らの学習を補助するために、概念の探究を行うこと、説明を受けること、内容を翻訳すること、については、生成AIを使用することができます。使用する場合には、「京都大学の教育・学修におけるAIの利用について」のガイドラインを遵守し、誤情報やバイアス等のリスクが含まれることを念頭におき、根拠資料・一次情報の確認をすること。

This lecture and discussion course will examine different types of strategies that governments, industry and society can use to accelerate the transition of societal and technological systems towards greater sustainability, particularly in urban areas. We will focus on three sets of challenges and technologies: (1) smart cities, (2) urban transport and (3) energy and water usage in buildings. In addition to applying theoretical frameworks from social science fields such as human geography and sustainability transitions, we will explore these three themes through detailed case studies.

Students will learn about how different kinds of public policy instruments can be used to tackle different types of sustainability challenges as well as the advantages and disadvantages of each. Students will also improve skills in discussion, oral presentations and problem-solving through a policy-making project. Students will be expected to contribute their ideas and express themselves in small group discussions and classroom exercises.

1. Introduction
2. Energy use in cities and buildings 1: Introduction
3. Socio-technical lock-in: Barriers to urban transformation
4. Sustainable mobility 1: Fuel-cell electric vehicle (FCEV) diffusion in Japan
5. Sustainable mobility 2: Battery Electric Vehicle (BEV) diffusion in China
6. Sustainable mobility 3: Autonomous vehicles and Japan’s aging society
7. Decline policies: The other side of innovation
8. Smart cities: Case study 1
9. Guest lecture: Urban energy systems and mobility
10. Smart cities: Case study 2
11. Introduction to research task
12. Student research task preparation
13. Student presentations
14. Student presentations
15. Feedback (by appointment)

A willingness to participate in class discussions and group work.

Attendance and participation 20%
Written assignment on building energy efficiency 20%
Research project: Group presentation 30%
Research project: Individual report 30%

Details on all assignments provided in the lecture.

Revision of class presentations is expected as well as preparation for assignments.

Please email the instructor to set up an office appointment. Email address will be provided in class.