The overall aim of this class is to develop students' proficiency in using academic English while practicing the skills necessary to do well on standardized tests, with a focus on the Internet-Based Test of English as a Foreign Language (TOEFL iBT). Reading, listening, writing, and speaking activities will be balanced in an effort to develop students' overall proficiency using academic English. We will take an innovative approach to developing listening and test-taking skills by using a textbook focused on paradigms of well-being and living effectively. Importantly, the text is read aloud by the author in the unabridged audiobook (15 hours), which is also required. Every week there will be a test reviewing the homework topics focused either on vocabulary, listening, or speaking, and test formats will be similar to those found on the TOEFL iBT. Students will develop academic English skills and test-taking skills in a range of academic listening and speaking tasks. When listening, students will be guided in identifying main ideas and details, taking notes accordingly, identifying the author's point of view, and recognizing previously held beliefs. For speaking tasks, students will express and support opinions, paraphrase the speaker's ideas, and sometimes collaborate interactively.

本授業は，TOEFL iBTを中心とした英語テストの受験に必要とされる技能の育成に焦点を当てながら，学術英語運用能力を高めることを目的とする。運用能力を高めるためには，意味を重視したインプット，意味を重視したアウトプット，語彙や文法などの言語形式を重視した学習，および流暢さの向上が重要である。リーディング，リスニング，ライティング，スピーキングの四技能のバランスのとれた活動を通して，学術英語における総合的な運用能力の育成を目指す。

Students will learn to respond effectively to questions on the TOEFL iBT through reading and listening homework tasks and in-class quizzes. The main emphasis during class time will be on the speaking activities. Students will learn listening skills for basic comprehension, pragmatic understanding, and connecting information. They will learn speaking skills for planning speaking responses to the TOEFL question types, with a focus on strategies for how to analyze and answer questions quickly and in an organized manner. Although there will be less emphasis on reading and writing skills, key skills such as understanding vocabulary from contexts, making inferences from stated facts, completing organizational tables, and planning and writing a point-by-point writing response will be studied. Time will also be taken for studying the text’s mid-frequency academic vocabulary, consolidating students’ knowledge of words they learned studying the 京大英単語1110.

The course will proceed systematically through the topics in the main textbook. Every week, there will be reading homework, listening homework, and vocabulary to study. There will be frequent quizzes in class.
(1) Introduction
(2) Paradigms and Perspectives (Reading and Listening)
(3) Paradigms and Perspectives (Speaking)
(4) Proactivity (Reading and Listening)
(5) Proactivity (Speaking)
(6) Urgency versus Importance (Reading and Listening)
(7) Urgency versus Importance (Speaking)
(8) Beginning with the End in Mind (Reading and Listening)
(9) Beginning with the End in Mind (Speaking)
(10) Four Aspects of Renewal (Reading and Listening)
(11) Four Aspects of Renewal (Speaking)
(12) The Upward Spiral (Reading and Listening)
(13) The Upward Spiral (Speaking)
(14) By Design or Default (Reading, Listening, and Speaking)
(15) Final Test
(16) Feedback

特になし

Evaluation will be based on quizzes (50%), a brief presentation (10%), and the final test (40%). Attendance will be closely monitored, and students absent from 4 classes or more will not earn credit.

Students should be prepared to study for about 2 hours before every class. There will be a quiz in every class testing students’ knowledge of the homework assigned. Quiz formats will vary, focusing on vocabulary, speaking, and comprehension questions regarding a reading or listening assignment.

The main purpose of this course is to address the phenomenon of climate change from a variety of angles, using the IPCC 6th Assessment Reports (Summary for Policymakers) as a base for learning, reflection, and discussion.
Along the semester, we will be using the three IPCC Working Group reports:
　　WG I: The physical science basis,
　　WG II: Impacts, adaptation, and vulnerability, and
　　WG III: Mitigation of climate change.
This course encourages students to develop self-learning skills and English expression skills, through assigned self-directed group discussions and presentations.

To gain knowledge regarding the current understanding of the scientific basis of the global warming issue, and some of the perspectives for adaptation and mitigation.

1. Detailed orientation (1 week) “Preparation to understand the class”
　・Short self-introduction from each lecturer
　・Identification of each part of the class as independent and expertise area
　・Description of the class outline and objectives
　・Schedule, assignments, evaluation, textbooks/references, …

2. General introduction (1 week) “Fundamental perspectives on global changes based on the IPCC reports”
　・General Q&A session about global changes
　・Group composition
　　we expect six groups (about 5 students/group) working through each theme and re-shuffling
　　　to ensure a good balance of nationality, background, and gender within each group
　・Self-introduction of all students
3.~6. Theme 1 (4 weeks) “The physical science basis of global warming”
　・Week 1: short lecture by Zwingmann, and the commencement of group work
　・Week 2: group work (preparation of presentation)
　・Week 3 & 4: group presentations and discussions (25 min x 3 groups x 2 weeks)
　★Feedback will be given at the end of the presentation sessions (15 min)

7.~10. Theme 2 (4 weeks) “Impacts, adaptation and vulnerability”
　・Week 1: short lecture by Lahournat, and the commencement of group work
　・Week 2: group work (preparation of presentation)
　・Week 3 & 4: group presentations and discussions (25 min x 3 groups x 2 weeks)
　★Feedback will be given at the end of the presentation sessions (15 min)
　
11.~14. Theme 3 (4 weeks) “Mitigation of climate change”
　・Week 1: short lecture by Kantoush, and the commencement of group work
　・Week 2: group work (preparation of presentation)
　・Week 3 & 4: group presentations and discussions (25 min x 3 groups x 2 weeks)
　★Feedback will be given at the end of the presentation sessions (15 min)

15. Feedback (1 week) “Closing session”
　・General discussion: remarks and comments by all
　・Final remarks

特になし

Assessment for the class will base on the following four criteria:
1. Class attendance/active participation in the group work (40%),
2. Group presentations for the three Themes (40%), and
3. Individual report for one of the three Themes (20%).
Details on each criterion will be announced during the first week of class.

Students are expected to read the recommended resources for each WG report, to be able to actively participate during discussion.
To prepare for each presentation, students may need to meet with their group in between sessions, outside the class time.

■ The expected number of students is about 30, distributed across 6 groups of about 5 students each. Priority will be given to the ILAS International Education Program students (compulsory credits) and the Kyoto iUP students enrolled in the programs, with any remaining slots open to other students.
■ Students are expected to bring their own computer device (laptop, tablet, etc.).
■ Regarding office hours, use PandA to send an e-mail to request an appointment.

　近い将来、エネルギー・資源の枯渇、ごみや汚染物質の排出などが突然顕在化して、われわれの社会に大きな打撃を与えることになるかもしれない。また、地震などの自然災害や原子力災害などは、一度起これば壊滅的な被害を与える。さらに、社会コミュニティの対立や南北問題など、地域からグローバルな国際社会に至るまで多くの問題を抱えている。本講義では、これらの問題の所在を明らかにしてその本質を探るとともに、解決の糸口を探るべく、それぞれの分野の最前線で活躍している担当教員らが平易な解説で講義する。

　週ごとに取り上げられるエネルギー・環境問題を中心とした各テーマについて、それぞれ現代社会と技術の関わりを理解する。また、広範なテーマのレポート課題に取り組むことによって、現代社会と技術の関わりを幅広い視野で分析・考察する力を修得する。

第1回〜第14回 ガイダンス及び講義
第15回 フィードバック（方法は別途連絡）

【ガイダンス】
　初回講義にて、講義内容およびスケジュール等について説明する。概ね下記の内容で講義をすすめるが、＊印のついた講義が年度替わりで実施されるのに加え、全体の順序などは入れ替わる場合がある。正式な講義スケジュールはガイダンスにて連絡する。

【講義内容(順不同)】

第１部 エネルギー・環境に関する問題
・地球上での物質循環とバイオマス（河本）
　光合成から物質変換、分解・無機化に至るまでの地球上での物質循環の概略、生態系の種類による特徴などについて論述し、バイオマスのエネルギーおよびケミカル源としてのポテンシャル、地球環境に与える影響等について議論を進める。
・原子力エネルギーの現状と将来（宇根崎）
　本講では、まず原子力エネルギーの原理と特徴を述べ、それらが各国の原子力エネルギー利用戦略、政策とどのように関連するかを述べた後に、原子力エネルギーの現状と将来について概説することにより、今後のエネルギー利用における原子力エネルギーの位置づけについて解説する。
・原子力エネルギーの現状と将来（高橋）＊
　本講では、まず原子力エネルギーの原理と特徴を述べ、それらが各国の原子力エネルギー利用戦略、政策とどのように関連するかを述べた後に、原子力エネルギーの現状と将来について概説することにより、今後のエネルギー利用における原子力エネルギーの位置づけについて解説する。
・情報化・エネルギーとその課題（下田）
　近年、急速に発展する情報技術により社会構造が大きく変化してきている。講義では、このような変革がエネルギーや環境問題に与える影響や恩恵について論じ、さらに円滑な社会構造変革のためには、どのような課題があるかについて説明する。
・エネルギー利用と大気環境（亀田）
　わが国における各種エネルギー需給構造の変遷に伴う大気環境問題の推移について概観し、エネルギー利用と密接に関連した地域規模の大気環境問題である酸性ガスや粒子状物質による大気汚染の現況と地球規模の大気環境問題である気候変動（地球温暖化）のメカニズム、影響や国際的取り組みについて講述する。
・Current Situation and Challenges of The Chemical Industry (AU)
　Many things that we use in our daily life, from soap and cooking oil to medicines and smartphones, are derived from chemical products. Along with the increase in global living standards, the chemical industry is also growing exponentially. This class discusses the current situation and the sustainability challenges ahead of the chemical industry.
・The future of non-renewable resources for energy technologies（McLellan）
　Energy technologies use materials made from non-renewable resources for bulk infrastructure and functional properties. Being non-renewable, these materials are limited. This class discusses the details and interconnectedness of such resources with the energy system.
・再生可能エネルギーの現状と課題（尾形）
　講義では、再生可能エネルギーの現状について、各種の統計情報や海外諸国の導入事例を示しながら解説し、技術的、社会的課題について解説する。さらに再生可能エネルギーが社会経済システムに与える影響や可能性を学際的な視点で考えてみたい。
・バイオマスフローと資源ポテンシャル（南）
　農林水産業におけるバイオマスの生産から加工、利用、廃棄に至るまでの物質フロー（バイオマスフロー）の実態を概説し、その中でのバイオマス資源のエネルギーやケミカルス源としての利用可能ポテンシャルについて考える。
・再生可能エネルギー貯蓄と運輸への応用の技術開発（小川）
　近年、電気自動車や燃料電池自動車が普及し始めている。これらの現状、並びに将来的に実用化が見込まれる潜在的な技術を説明し、そこから今後の普及の展開について考察する。また、再生可能エネルギー由来の石油代替燃料についても説明する。

第２部 リスクに関する問題
・地震動予測のための地下構造の探査技術（上林）
　来るべき大地震による揺れの（強震動）予測を高精度で行うには、震源と地盤構造のモデル化の精度が特に重要となる。過去の地震被害へ震源と地盤構造がどのように影響したかを紹介すると共に、地盤構造のモデル化に必要な各種探査手法の特徴について述べる。
・原子力と材料（黒﨑）
　原子炉では様々な材料が使われている。量子エネルギーを生み出す核燃料や、核燃料を環境から隔離する核燃料被覆管などが、その代表的なものである。本講義では、材料の特性と応用の間の結びつきに着目し、代表的な原子力材料がそこで用いられている必然性を議論する。

第３部 社会に関する問題
・技術と豊かさ（奥村）
　人や人間社会に真に必要な技術とは何か、また我々に何が出来るか。現代技術社会に暮らす我々の大量消費型生活を「豊かさ」「地球上に生きる人」といった視点を入れて見つめ直し、そういった技術を持たない国や人々との比較において人間の価値観・普遍性、お金の概念などをエネルギー・環境問題の観点を含めて考察する。
・インターネットと社会（石井）
　インターネットは今や私たちの生活に無くてはならないものとなっている。本講義では、インターネットの発展の歴史を概観すると共に、インターネットが社会にもたらした恩恵と弊害について解説し、今後のインターネットの課題と可能性について考える。
・環境配慮行動の促進と実践（上田）＊
　あなたは普段、環境にやさしい行動ができているだろうか。大事さを理解していても実践は難しい環境配慮行動を、どのように促進すればよいか、実際の例を交えながら紹介する。
・Ethical, Security, and Bias Implications of Large Language Models in Society(Sun)*
　With recent advancements in AI, Large Language Models (LLMs) like GPT and Gemini are increasingly used in daily life. These models, trained on vast datasets, can harbor biases and pose security risks if not handled properly. In this class, we will explore the challenges posed by LLMs, showcase examples of biases, and discuss how researchers are addressing these issues for the safe utilization of LLMs in the modern society.

特になし

・各教員が提示するレポート課題及び平常点（授業参加への積極性等）により成績を評価する。（レポート点は80点満点、平常点は20点満点、合計100点満点とする）
・レポート課題は、現代社会と技術の関わりについて深い理解と考察が認められるものに高い点を与える。

予め指定の参考書を読むことを推奨する。

授業中に判らないことがあれば、積極的な質問を期待する。

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 is an introductory undergraduate course, providing students a basic narrative of major turning points that shaped modern Europe from the late 18th-century through the present, including the cause and the course of the two world wars.

The purpose of this course is to develop

(a) an understanding of some of the principle themes in modern Western
History, and

(b) an ability to analyze historical evidence and historical interpretation,
and

(c) an ability to express historical understanding verbally.

One of the goals of this course is to help students to consider multiple accounts of historical events in order to understand international relations from a variety of perspectives. Besides nurturing their English reading, writing and communication skills, the ultimate goal of this course is to provide a platform for students to discuss history in English.

Week : Content

1: Introduction to the course and Overview
2/3: The French Revolution and Napoleon
4/5: The Industrial Revolution and Pax Britannica
6/7: World War I
8/9: Interwar period and the rise of Fascist Italy, Germany and Japan
10/11: World War II
12/13: The Cold War
14: Post Cold War and the Contemporary Era
≪Final examination≫

15: Feedback & Summary of the Course

*Note: The schedule may change slightly depending on class requirements.

There are no prerequisites. This course is open to all students regardless of major. Enthusiasm and willingness to participate and share ideas in class is necessary.

A system of continuous evaluation will be adopted.
Students are expected to be physically and mentally present for each class, engage in discussions and/or presentations and, submit written work in English as per instructions.
Note-taking is an essential element, slides will NOT be uploaded.
Final grade will be based on the following:
★　30% Active participation and activity in class
★　70% Assignments/Exams

IMPORTANT:
1. Class participation is MANDATORY, unless special exemption is granted (e.g. for illness, other conditions).
2. Absence from FOUR or more classes, will result in loss of credits for the course.
3. Tardiness (by 15 minutes or more) will be treated as absence.
4. Systematic tardiness and/or unexplained early departures will greatly reduce your attendance and participation grade..
5. Final Exam is a MUST to pass the course.

No prior knowledge of history is required. Students should be able to participate in discussions with their classmates in English. All necessary out of class preparation announced in class is mandatory.

Tuesdays 1:30-2:30 pm, and by appointment; email *in advance* to meet in person or set up remote meeting (via Zoom) during office hours.
Please visit KULASIS to find out about office hours.

Inclusivity & Classroom Behavior:

Please be respectful to everyone and everything in class.
I will remain mindful of the need to foster an inclusive academic environment and ask you to do the same. If you have any specific needs related to accessibility, please discuss them with me, confidentially, as soon as possible.

Academic Integrity:

Written work submitted throughout the course should adhere to the standards of academic honesty, as defined in the Kyoto University Student Handbook.