地球科学現象は、我々の日常生活と密接に関係するにもかかわらず、特に高校の理系クラスにおいては、地球科学に関わる科目の履修率が他の科目に比べて著しく低い状況にある。一方で、現象そのものがどのようなメカニズムで発生しているかということを理解することも興味深いうえに、災害の発生はしばしば地学的な条件に支配される。地球科学現象を知ることは知的好奇心だけでなく、たまたま被災していない「未災」の状態を理解し、災害リスクを把握する点でも重要である。

本授業では、地球科学に対する興味を起点として、高校で地学を履修していない理系の学生さんに対しても、高校数学や高校物理をツールとして、（主に固体地球科学に関する）地球科学現象や防災・減災技術に触れることによって、その理解を目指すものである。さらに、（高校を飛び越えた）専門的な概念についても触れる。高校物理は履修済みである方が理解しやすいが、未履修でも理解、学習できるようにサポートする。

授業で取り扱う地球科学現象についてそのメカニズムを理解できるようになる。また、単純化した条件で、これまで体得した物理や数学の知識を使って導くことができるようになる。

授業の前半では、固体地球科学を中心にさまざまな地球科学現象を取り上げ、高校数学と物理を用いた理解を試みる。また、データ解析などPCを用いた演習をおこない実際の現象を体得する。後半では、個人またはグループでさらに深く掘り下げるテーマを１つ選び理論的な検討やデータ解析などを実施する。最終回では、各自の調べたことについて発表会をおこなう。具体的なスケジュールは下記のとおりであるが、受講生の興味によってテーマや順番は柔軟に変更する。

第１回：　導入、背景説明（キーワード：未災学）
第２回：　地球の内部構造（キーワード：屈折、走時、自由振動）
第３回：　プレートの動き（キーワード：大陸移動、GNSS、連立方程式）
第４〜５回：　地震活動・予知・予測（キーワード：統計、確率、利得、バネ、摩擦）
第６〜７回：　地面・構造物の揺れ方（キーワード：バネ、調和振動、反射・屈折）
第７〜８回：　地震波形解析（キーワード：三角関数、微分・積分、フィルター）
第９回：　津波（キーワード：水圧、連続の式、伝播速度）
第10回：　斜面崩壊（キーワード：摩擦、浮力、垂直抗力）
第11〜13回：　個別テーマについての取り組み
第14回：　発表会
第15回：　フィードバック（希望者に対して対面またはオンラインで発表会についてコメント）

理系の高校数学と高校物理を履修していると理解がスムーズではあるが、文系の学生さんや物理を履修していない学生さんにも理解ができるようにサポートする。

平常点評価（授業への参加状況、50点）とレポート（発表会で使用する発表スライド、50点）で評価する。

ニュースなども含めて地球科学現象に興味を持つ。最終回の発表会に向けてプレゼンの準備を進める。

研究室やメール等の連絡については初回の授業時に案内する。

RやPythonといったプログラミング言語が無数にあり、近年のデータサイエンスではPython１強の節がある。しかし、研究分野ごとに、各プログラミング言語の解析ツールの豊富さが異なるため、言語の使い分けが往々にして生じる。一見、プログラミング言語間で全く異なる様に見えるが、共通した理念は存在し、その理念・知識をきちんと理解すれば、プログラミング言語の取得は容易になる。
　そこで、本講義では、プログラミング言語を扱う上での前提知識から応用までを実践を通して学ぶことを目的とする。

- プログラミング言語を取得する術を学ぶ
- プラグラミングの組み立て方を理解する
- RやPythonの扱い方を学ぶ

以下の各項目について講述する。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・小項目の講義の順序、それぞれにあてる講義週数は固定したものではなく、担当者の講義方針と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。全１５回の講義の進め方については適宜、指示をして、履修者が予習をできるように十分に配慮する。

（１）基本的な用語・概念【３〜４回】：
プログラミングの動かし方、ファイルシステムの理解、型の概念
（２）プログラミングの実践【５〜６回】：
R、Python、シェル
（３）応用的知識【３〜４回】
分散処理システム、環境構築、API
（４）フィードバック【１回】

特になし

講義への積極的な参加（5０点）、レポート（１回、５０点）により評価する。
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。

毎回の講義内容について復習しておくこと。

ノートパソコンは必須

プログラム名の「ラプラスの悪魔・マクスウェルの悪魔・采を投げぬ神」の「ラプラスの悪魔」でカオス，計算物理学，非線形物理学と関連する分野を，「マクスウェルの悪魔」で統計物理学，散逸構造，複雑ネットワークと関連する分野，「采を投げぬ神」で量子物理学，分光学と関連する分野を表す．身近な道具を用いた卓上実験および計算機シミュレーションを通して，これらの広範な研究分野に関する理解を深めるとともに数理科学や物理学のアプローチになじむことを第一の目的とする．関数電卓のsin, cos, 逆数のキーを押し続けること(iteration)の意味をそれぞれの関数のグラフを描いて考察するとともに，蝉の個体数変動の数理モデルであるロジスティック写像の時系列や分岐図を表計算ソフトを用いて自動的に計算させて作図するなど，運動形態が大きく変わる諸種の分岐やカオスの初期値敏感依存性（バタフライ効果）を確認しながら，ノート型パソコンを用いて数値解析を体験することを第二の目的とする．関数電卓，ＬＥＤ電灯，蛍光灯，電子レンジ，待ち針，シャープペンシルの芯，輪ゴム，鏡，コーヒーフレッシュ，ヨウ素入りうがい薬，消毒用エタノール，食塩，洗眼用ホウ酸など，身近なものを用いた卓上実験やパソコンの表計算ソフトを用いた計算機実験を行うとともに，参加者自身が組み立てた回折格子を用いた簡易分光器や研究目的で天体観測に利用する分光器を用いて水素，ヘリウム，ネオン，水銀のスペクトル管，低圧ナトリウムランプ，電圧印加ではなく電子レンジのマイクロ波で発光させた小さいネオンランプ，電子レンジ中に作成したプラズマを観察することで，座学や計算機実習に終始せず，様々な現象そのものへの関心を抱いてもらうことも第三の目的とする．

卓上実験や数値実験を通して，非線形科学や統計物理学のさまざまなトピックに関して理解を深めることを到達目標とする．

本講義はフィードバックを含め全15回の授業を行う．

ラプラスの悪魔（カオス・フラクタル）４回または５回
・神話や古典の中のカオス・混沌
・関数電卓を用いた実習　sin, cos, 逆数のキーを押し続けるとどうなるか
・蝉の個体数変動とロジスティック写像
・分岐図に見られる自己相似性は自然界でも：リアス式海岸を付箋で覆う
・コロイド（牛乳・豆乳など）にヨウ素入りうがい薬を１滴落とすと
・鏡を電子レンジに入れて作動させる　リヒテンベルク図形（フラクタル放電痕）
・完全に自己相似構造を持つフラクタル図形
・帯電微粒子が呈する様々な集団運動

マクスウェルの悪魔（統計物理学）４回または５回
・熱力学の基本法則・エントロピーと自由エネルギー
・水の三態とゴム弾性　輪ゴムを急に伸ばして唇にあてるとどう感じるか
・マクスウェルの悪魔
・散逸構造・パターン形成
・複雑ネットワーク：スモールワールド，The oracle of Bacon，スケールフリー
・加振粉体が呈する様々な集団運動

采を振らぬ神（量子物理学・分光学）４回または５回
・神は采を投げず
・Anekdote（相対論の平易な説明を求められたアインシュタインは何と答えた？）
・エネルギー準位・量子カオス・鴨川等間隔則
・食塩と洗眼用ホウ酸の炎色反応
・複数の小ネオン球　ガラスのコップに入れて水に浸し電子レンジに入れると
・スペクトル管(H,He,Ne,Hg)・低圧ナトリウムランプを簡易分光器で観察
・電子レンジプラズマ

特になし

毎回の講義でレポートを課し，それに基づいて平常点評価を行う．

この科目のPandAサイトを開設し，関連サイトのURLや文献など様々な情報を掲載する予定である．これらの情報を活用して，授業の内容の理解を深めることを求める．

表計算ソフトをインストールしたノートPCまたはタブレット端末を持参すること．
python, julia, ruby, pajekなどソフトウエアの追加のインストールを求めることがある．

本ゼミでは、バイオロジー分野の最新論文を選び、わかり易く解説を加えながら、輪読して読み解いてゆく。
・対象論文は、Nature誌、Science誌などから選んだものをゼミで提示する。
・受講者は、辞書（書籍・電子）を持参して、論文の内容を事前・当日に理解する。
・輪読は、解説を加えながら、交代で発表を行ない、進める。
・プレゼンテーションやディベートを活用し、議論を通して、論文の科学的な理解を深める。

英語原著論文を読み解く力を習得することを到達目標とする。
その過程で、生物学分野における最新のトピックスを理解し、その内容を的確に他人に伝えて、その内容について思考し議論できる能力を育成する。

第1回：
イントロダクション。論文の読み方、輪読の方針、発表と議論の方法について、例をあげながら説明する。
第2回〜第14回：
最新論文の輪読。課題となる英語論文について和訳や要約の発表を行なう。論文の内容を紐解きながら、議論を行なう。

特になし

出席と授業参加の状況（60点）
課題論文内容の理解度と、輪読における発表・議論の積極性（40点）

対象論文の予習範囲と程度については、必要に応じて授業時に指示をする。

質問や連絡事項はメールにより連絡を取る。
授業にはコンピューター、iPadなどの端末（OSは不問）を持参すること。その端末には、Power Point、Keynote、PDF Readerなどのソフトウェアがインストールされていることが望ましい。
各自、端末を使用して、文献検索、プレゼンテーション準備・発表を実施する。

This is an undergraduate introductory course, providing students an understanding of nationalist and independence movements.

The ultimate goal of this course is to provide a platform for students to engage in investigating significant questions and debates in Contemporary History.

This course aims to help students:
1. Acquire various academic language skills necessary to develop reading, thinking and writing in English.
2. In using Primary and Secondary Sources effectively.
3. In areas such as acquisition of historical analysis, interpretation, and content literacy skills.

The course will cover themes relating to Nationalist and Independence movements in Africa and Asia and post-1945 Central European States.

Week 1: Introduction to the Course and Overview

Case Study on five States mentioned below:

Week 2 to Week 4: Zimbabwe
Week 5 to Week 7: India & Pakistan
Week 8 to Week 10: Vietnam
Week 11 to Week 13: Czechoslovakia
Week 14: Poland
Week 15: Report Submission (No Class)
Week 16: Feedback & Summary of the Course

*Note: This syllabus will be subject to changes and/or revisions

特になし

Method:
Giving students exposure to presentation skills and academic writing and enabling them to understand the basic rules thereof.
1. Providing students with opportunities to receive guidance on academic writing skills.
2. Providing students with opportunities for presentation and discussion

Evaluation:
Students are continuously evaluated by class participation and activity (20%); presentation (30%);reports(50%) submitted on assigned Case Study topics dealt with in the Course.

Students are expected to participate in discussions and group activities with their classmates in English.

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.

Every day you see and use liquids such as water and oil, but also toothpaste, creams or glue. In this seminar we want to study ‘liquids’ from the point of view of physics, chemistry and engineering (in particular fluid dynamics). Have you ever wondered what makes water stick to a window or how toothpaste flows out of the tube? I invite you to study the properties of liquids, how they flow, stick or spread, and gain a deeper understanding of their behavior, which is so important in nature and your daily life. This course will take a closer look on liquids from various perspectives, combining various fields but without getting lost too much into details. Students with any major are welcome.

液体は水のように生命現象に欠くことができない物質の相であり、多くの化学合成や物質開発が溶液中で行われています。また、構造変化の大きな液体は、固体とは性質の似て非なる興味深い凝集相です。このセミナーでは、物理・化学・工学におよぶ多角的な視点から、液体の科学について学びます。

Students will gain the following form this seminar:
- Interest and fun to learn more about phenomena in nature and study topics on their own.
- Knowledge about liquid behavior as a starting point for other courses in natural science.
- The ability to look at problems and behavior from multiple scientific fields (physics, chemistry, engineering).
- The ability to express their ideas, discuss and present topics of natural sciences in English.

この講義の目的の一つは、英語で科学を議論するスキルを学ぶことですが、同時に、物理や化学、工学のように分野の境界を越えて、様々な視点から現象を考える機会を持つことです。

This seminar is held in a causal and interactive way! Students can influence the selection of topics based on their interest!

The course will work though several aspects of liquids, which include the following topics. The plan below is not strict and rather serves as a guideline.

1. Introduction to liquids - Honey, toothpaste or even sand? (3 weeks)
We look at liquids from different scientific viewpoints and identify their behavior.

2. Oil and water do not mix? (4 weeks)
We learn why liquids form and which different forces hold liquids together.

3. The shape of a raindrop and the lotus effect. (4 weeks)
We take a closer look at liquid surface and interface effects such as adhesion, cohesion, surface tension.

4. How to get ketchup out of the tube? (3 weeks)
We see what makes liquids flow and how different liquids react to forces.

5. Feedback and presentation (1 week)

Depending on the available time and interest of the students, we may also discuss topics such as the application of liquids in nature, science, and technology or exotic liquids such as ionic or magnetic liquids.

特になし

Preparing homework (30%)
Small exercises during the seminar (30%)
Giving a short presentation at the end of the seminar (40%)

Students are expected to review the lecture handouts after each class and look up unknown English terms themselves. Homework assignments need to be prepared before the next lecture. It is also encouraged to refer to additional sources of information (books, websites) for the specific topics. If something is unclear or difficult, the instructor can be asked at any time.

The lectures will be held in English, but some supporting material and explanations are given in Japanese. Students are welcome to ask questions in English or Japanese during and after the class. Office hours are flexible. Appointments can be made directly or via email.

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 (2 November)
6. 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
7. Theory of cuisine
8. Rural food, urban cuisine, national cuisine
9. Nutrition of historical food systems

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

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

16. 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%.

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.

Students will not be able to keep their position in the course, if they have more than 3 absence incidences, unless there is a special reason.

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 lecture introduces the fundamentals of flight control for quadrotor unmanned aerial vehicles (UAVs), widely used in both civil and military applications. The growing prevalence of drones and their remarkable stability often inspire curiosity, particularly among engineering students, who may wonder how these devices stabilize and navigate in three dimensions. In this course, students will explore the key challenges of flight control and develop a solid understanding of quadrotor UAVs.

Throughout the course, students will be introduced to essential control systems and modeling concepts, supported by both basic and advanced mathematical tools. If time permits, students will have the opportunity to implement algorithms on real-world flight systems, providing hands-on experience to complement their theoretical learning.

By the end of this course, students will:
1. Understand system modeling, control systems, and numerical validation techniques as applied to UAVs.
2. Develop the ability to analyze UAV dynamics using mathematical models.
3. Apply control theory concepts to stabilize and navigate quadrotors in simulations.
4. (If time permits) Implement real-world flight control algorithms for quadrotor UAVs.

1. Introduction to Manned and Unmanned Aerial Vehicles (UAVs)
2. Fundamentals in Mechanics: reference frames, force, and differential equation concepts.
3. Attitude (SO(3)) dynamics: Rotation matrices and their parameterization through Euler angles and quaternions. Discussions on the gimbal lock and representation issues.
4. Simulations: How to numerically solve differential equations? Introduction to the Forward-Euler, Runge-Kutta (RK4), and ODE45 methods.
5. Numerical analysis of the UAV trajectories through simulations.
6. Introduction to control systems and closed-loop feedback theory.
7. Cascaded control scheme for attitude and position control.
8. Real-world sensors, their issues, and sensor-fusion technology with Kalman Filters to deal with sensor noise and drifts.
9. Numerical implementation of Kalman Filters through simulations.
10. Experimental implementation of Kalman Filters for motor speed estimation.
11. Implementation of PID motor control loop in simulations.
12. Experimental implementation of PID motor control loop through PWM.
13. Implementation of PID for the inner and outer loop control with attitude reference generation in simulations.
14. Experimental implementation of the overall scheme in real-world drones.
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15. Feedback

A basic understanding of Algebra, Programming, and Mechanics is recommended to help grasp the fundamentals of the lectures. The course content will be adapted to the class level as needed.

Evaluation Methods and Policy:
-Active participation (20%)
-Midterm report (20%)
-Final report (60%)

Important Notes:
-Students who are absent more than four times will not be able to pass.
-Submission of the final report is mandatory.
-Additional points will be awarded for reports and answers that demonstrate originality.

The students are expected to read the provided materials before each class and actively ask questions after the class about unclear points. It is also recommended that students review their class notes regularly.