高校化学では、有機化学や錯体（錯イオン）の一端を学習するものの、半ば暗記科目と化しており、何がどう面白いのか理解する機会が得られません。せっかく大学に入学したからには、高校で学習した「その先」を知りたいと思いませんか？ 本ILASセミナーでは「有機化学と無機化学（錯体）が融合すると面白い」と感じてもらえる知識や体験の提供を目指して、比較的歴史が浅い融合領域すなわち有機金属化学の世界へ招待します。実験-実習段階は、設備を整えた宇治キャンパスや桂キャンパスの研究室で実施します。

有機金属化学とは何か、基本的事項を理解する。
有機金属化学が関わるノーベル化学賞の数々について、世界を変えた原理を理解する。
有機金属化学に基づいた実用研究（や将来の実用研究）を把握する。
実験-実習を通して、有機金属化学の一端を体験し習得する。

以下を目安として、履修者の理解度を確認しつつ進めます。実習段階はA班とB班に分かれ、宇治キャンパスまたは桂キャンパスにて教員およびTAの指示を受けながら進めます。


ガイダンス（1回分、担当：大木、藤原、伊豆）
　本セミナーの概要説明、講師や受講者の自己紹介、高校化学との違いについて


講義（5回分、担当：大木および藤原）
　有機金属化学とは何か。何の役に立つのか、なぜ役に立つのか。
　有機金属化学の理解に必要な基礎知識、考え方
　ノーベル化学賞の数々へ導いた有機金属化学とその原理
　身のまわりや自然界で見つかる有機金属化学
　実習の内容理解に向けた関連基礎知識


実習前の事前説明（1回分、担当：大木、藤原、伊豆）
　安全に関する一般的注意、実習内容の概要説明と質疑、A, B班分け


実習１（3回分）：安全対応のため、A班とB班に２分割して実施します。
A班（宇治キャンパス、担当：大木および伊豆）
　テーマA１：(a)色とりどりの錯体をつくる、(b)窒素ガスを捕まえる
B班（桂キャンパス、担当：藤原）
　テーマB１：ノーベル賞の化学（クロスカップリング）


実習２（3回分）：安全対応のため、A班とB班に２分割して実施します。
A班（桂キャンパス、担当：藤原）
　テーマA２：ノーベル賞の化学（クロスカップリング）
B班（宇治キャンパス、担当：大木および伊豆）
　テーマB２：(a)色とりどりの錯体をつくる、(b)窒素ガスを捕まえる


まとめ（1回分、担当：大木、藤原、伊豆）
　実習に関する考察と発表、質疑と追加解説、受講者スピーチ、教員講評

高校で化学を履修し「有機化学と無機化学の間」に興味があること。

出席と発表等により評価する。実習-実験の出来や技量は採点対象にしない。詳細は初回授業にて説明する。

必要に応じて連絡する。

実習-実験は、土曜日午後に集中講義形式で実施する予定である。
実習-実験には、化学実験用の白衣と保護メガネ、加えて学生教育研究災害傷害保険等の保険加入が必要である。詳細は講義時に説明する。

講義時間外の質問等、主な連絡手段はe-mailとする（曜日や時間帯は問わない）。アドレスは講義内で履修者に伝達する。
本講義はオンライン対応しない。

※オフィスアワーの詳細については、KULASISで確認のこと。

社会経済活動の発展，人民の生活の質向上に向けて膨大な量の社会基盤施設が整備されてきた．本授業では，土木構造物のうち橋梁に焦点をあて，さまざまな橋梁形式を紹介し，構造物を構成する部材に流れる力を考慮したうえで，なぜそのような形式が選定されるかについて説明する．また，各自で橋梁模型を製作し，載荷実験を行うことで，橋梁の形式とちからの流れを体感する．

本授業の目的は以下のようである．
(1)これまでの社会基盤整備を振り返り，構造物と土木技術の発展について理解する．
(2)橋梁形式を認識し，構成部材に流れる力について理解する．
(3)鴨川にかかる橋梁を見学し，その特徴を理解する．
(4)決められた条件を満足する橋梁模型を設計および製作し，載荷実験を行う．また，載荷実験における模型の変形や崩壊形式により力の流れ方や構造形式の特徴を再認識する．
(5)自身が設計・製作した模型のコンセプトおよび載荷実験結果について，他人にわかりやすいようにプレゼンテーションを行う．

さまざまな橋梁形式が判別できるようになり，構造物を構成する部材に流れる力を踏まえたうえで，なぜそのような形式が選定されるかについて説明ができるようになる．

第１回　授業の概要説明
第２回　構造物との技術の発展
第３回　さまざまな橋梁形式
第４回　トラスに働く力を理解しよう
第５回　（室内実験）構造物を構成する材料を理解する
第６回　（室内実験）構造物の応答を理解する
第７回　（橋梁視察）鴨川の橋を観察しよう
第８回　橋梁模型設計
第９回　橋梁模型製作（その1）
第10回　橋梁模型製作（その2）
第11回　橋梁模型製作（その3）
第12回　橋梁模型載荷試験
第13回　成果発表会（その1）
第14回　成果発表会（その2）
第15回　フィードバック

特になし

期末レポート30%，成果発表20%，平常点（出席と参加の状況，授業への貢献）50%

各自で橋梁模型を設計し，模型製作を行うため，そのために自宅での予習や復習が必要となる．また，載荷試験結果から，製作した模型をよりよい構造にするために調査・分析を行い，期末レポートおよび成果発表を行う．

フィールドワーク・室内実験を予定しているので，学生教育研究災害傷害保険などの傷害保険へ加入しておくこと．

We are going to read scientific papers related to important/frontier topics of Earthquake Science. The purpose is to understand the key-message of the paper, rather than the detailed technical background. 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。楽しく最前線の科学の面白さを学びながら、英語の能力も向上しましょう！

The student will become familiar with current important topics of Earthquake Science. The seminar also aims enabling the student to discuss earthquake related research topics in English.

Each student is going to choose a paper in the field of Earthquake Science, 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:
- Megathrust earthquakes: physics and possibility of prediction;
- Tsunami: physics and early warning;
- The deep structure of the Earth 'illuminated' by seismic waves;
- Earthquake disaster prevention;
- Earthquake simulations and laboratory experiments;
- Artificial intelligence (AI) in Earthquake Sciences.

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 will visit the underground seismic base isolation at the "Kyoto University Clock Tower", go to the nearby Hanaore Fault and visit the Disaster Prevention Research Institute (DPRI), Kyoto University (Uji campus), to discuss with Professor Masumi Yamada on the Earthquake Early Warning system in Japan.

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).

● 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.

In order to design practical and effective development plans and policies, it is essential to deeply understand local communities. In order to understand the voices and thoughts of communities, qualitative research methods will enable us to gain a deeper understanding of reality and everyday life. This is from the perspective of common people, from their own words and viewpoints. It brings voices to the voiceless and hears the unheard. This is a bottom-up approach.

Qualitative research is not only a science but also an art. During this course, we will learn the art and science of qualitative research methods. We will learn the basics of conducting qualitative research by discussing with each other, observing our university campus and fellow students, and reading articles. In this course, students will gain a basic understanding of qualitative research methods by completing practical exercises, conducting field surveys, and analyzing field data.

The main objectives of this seminar course are as follows:

1. This course will teach you how to conduct interviews, hold group discussions, and analyze photographs and documents.

2. The purpose of this course is to learn how to select research fields, decide on samples, and collect data from interviews, observations, photographs, and texts.

3. Learn how to analyze and present those data scientifically and aesthetically by coding, decoding, phasing, and paraphrasing.

Week 1: Introduction
- Understanding the basic concepts of qualitative research.
- Why study qualitative research methods.

Week 2: Designing qualitative studies
- Filed Survey and Data collection decisions.

Week 3: Sampling
- Sample size
- Sampling strategies and options.

Week 4: Fieldwork strategies
- Rapport building techniques.
- Pilot survey techniques for knowing the fields.

Week 5: Techniques Of Data Collection
- Interview
- Observation
- Oral history
- Photography

Week 6: Data Collection from Observation, Photography, and Interview
- Collecting data within the university and among familiar individuals.

Week 7: Data Collection Training and Experiment on University Campus

Week 8: Discussion and class meeting on the challenges of data collection faced by the students.


Week 9: Recording data
- What to record
- Note-taking practices when doing fieldwork.
- Converting field notes into fuller notes.
- Keeping Notes.


Week 10: Data Analysis
- Codes and decoding
- Types of code
- Reading the data and extracting codes

Week 11: Data Coding practice for data analysis

Week 12: Presenting the results
- Graphic and pictorial presentation techniques.
- Displaying qualitative data.
- Making good use of photographs.

Week 13: Writing a Qualitative Data
- Encoding our writings.
- Quotes in our writings.
- Overall structure.

Week 14: Composing research, to share it with others.
- Composing qualitative research.
- Reworking your composition.

Week 15: Final Presentation and report submission

Week 16: Feedback

特になし

Evaluation will be based on
- Active participation (30 points).
- Field survey practice (30 points)
- Report Writing (20 Points)
- Presentations (20 points).

Assignments and report presentations will be assessed on the basis of achievement level for course goals

A field survey will be conducted in order to gain a better understanding of the situation.

As a group or individually, students will work on small projects or existing case studies on campus to gain practical experience in qualitative research methods. The students will present the results of their projects and discuss them with their teachers and fellow students.

The course with experiments or offered outside of the campus, state on the taking out accident insurance of Personal Accident Insurance for Students Pursuing Ed. & Rsch. as needed.
Field Surveys will be conducted within the campus.

An overview of human genetic disorders and how current research is creating new treatments. Topics include: single gene disorders, multifactorial disorders; cancer genetics; identification and analysis of human disease genes. Students will learn from recent research articles as well as from a recent text book on human genetics. After learning about the several subjects, the students will present recent research in class and active discussion will be encouraged.

The classes will be interactive. Recent exciting research discoveries about human genetics and genetic disease will be introduced and discussed. The students will learn about gene structure and function, mutations and diversity, inheritance, detection and treatment.

The following topics will be viewed during a total of 13 classes in the classroom:
1. The Human Genome: Gene Structure and Function
2. Human Genetic Diversity: Polymorphism or mutation?
3. The Chromosomal and Genomic Basis of Disease: Disorders of the Autosomes and Sex Chromosomes
4. Single-Gene Inheritance
5. Complex Inheritance (known and unknown molecular mechanisms) of Common Multifactorial Disorders
6. Genetic Variation in Populations
7. Identifying the Genetic Basis for Human Disease
8. The Molecular, Biochemical, and Cellular Basis of Genetic Disease
9. The Treatment of Genetic Disease
10. Developmental Genetics and Birth Defects
11. Cancer Genetics

One class will be in the laboratory to observe first-hand the power of gene mutations on human disease, in particular cancer.

(Total: 14 classes and 1 feedback)

特になし

Evaluation will be based on active participation and small assignments (~20 %), group presentations (~30%) and quizzes/tests (~50 %). Those who are absent more than four times will not be credited.

Some time will be necessary weekly to prepare for the class. Handouts will be available to help with the preparation. During the assignment weeks extra time will be necessary in order to prepare for the presentation in class.

Questions and discussions during class are highly encouraged.
Questions and discussions will also be addressed, happily, any other time, even outside the official office hours.

Solving current societal issues demands integrating ideas and taking a multifaceted approach. Integrating engineering, biology and medicine, this seminar aims at introducing students to multidisciplinary approaches to understanding and/or solving complex issues in biology, medicine and/or engineering. Discussions will be centered on understanding multidisciplinary approach toward solving the said problem by integrating knowledge and concepts from various disciplines (science, engineering and/or medicine).

To nurture interests in knowledge integration from diverse scientific disciplines.
To learn how to integrate knowledge and concepts toward application to solving complex open-ended questions in biology, medicine and/or engineering.

This seminar will tackle selected topics related to application of engineering principles and knowledge to solving clinical problems, and/or elucidating known and unknown biological phenomena. Besides discussions, students will have opportunities to make some short presentations on topics of interest. 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 science and discuss their impacts on the society. Through this session, we will learn how to obtain fundamental knowledges from scientific articles.

2) Engineering in biology (3 weeks)
We will explore the convergence of biology with engineering that have enabled the manipulation, analysis and detailed study of living systems including biomechanics, tissue engineering, sequencing technologies, and other biotechnologies. Through this discussion, we aim to create a map that provides an overview of the field of bioengineering.

3) Engineering in medicine (3 weeks)
We will discuss trends in medical engineering and specific application in areas such as drug development, surgical tools, visualization technologies, and other medical technologies. To facilitate this discussion, we will think about some clinical case stories in medical situation.

4) Emerging areas in engineering for biology and medicine (3 weeks)
Rapid advances in science in recent years have led to revolutionary developments in the fields of medicine and biology. One such technology is "in silico" technologies such as AI and computational simulation. Here, we will discuss the emerging trends of "in silico" technologies in biology and medicine, and present some of their potential applications.

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.

This course will take a case study approach to regional disasters. The course contents will include learning of basic soil mechanics to determine the mechanism of failure of naturally occurring slopes. Such knowledge can be extremely valuable to inform future design. This will be supplemented with analysis of state-of-the-art research on disaster prevention technologies.

The course is intended to be a deep-dive into specific disasters like slope failures under heavy rainfall conditions, breakwater performance under tsunami impact etc. To this end, the course will introduce a few fundamental concepts in soil mechanics, engineering geology, hydraulics of groundwater as well as natural hazards. Along with such technical tools, students will also be introduced to the frameworks of vulnerability, risk assessment and disaster management.

After the successful completion of the course, students will be able (1) To understand fundamental physics concepts related to particular disasters, (2) to understand basic forensic analysis, (3) to analyse specific state of the art disaster mitigation technologies and (4) to perform basic vulnerability and disaster risk assessment.

The class in the first week will provide an overview of the contents of the course. As a general outline, the necessary concepts required to understand the basic mechanism of a particular disaster will be highlighted. Following this, students will work individually or in teams to analyze relevant case histories/experimental studies/research papers assigned to them. Students are expected to clearly (a) identify the problem (b) explain the failure mechanism or any other relevant result using the concepts taught and (c) provide critical comments wherever possible.

An indicative schedule for the course is as follows
(1) Introduction and highlights of case histories/experimental studies/research papers [1 week]
(2) Fundamental concepts related to regional disaster - 1 [3-4 weeks]
(3) Development of a numerical tool in MS-Excel for assessment of stability of naturally occurring slopes [2-3 weeks]
(4) Fundamental concepts related to regional disaster - 2 [2-3 weeks]
(5) Analysis of case history/experimental studies/research papers - 2 [2-3 weeks]
(6) Understanding vulnerability: political, physical, social, economic and environmental factors [1 week]
(7) Disaster risk identification and assessment [1 week]
(8) Final presentation [1 week]
(9) Feedback [1 week]

Total: 14 classes and 1 feedback session

Beneficial but not mandatory: basic mathematics and physics (high school level). Students must be willing to work with basic mathematics.

- Class participation (25%, students are expected to actively participate in discussion)
- Assignment report (30%)
- Oral presentation (45%)

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.

After class, student consultation will be arranged with prior notice.

Computer simulations play an important role in the process of scientific discovery, complementing theory and experiments. In this seminar course, the students will learn how to code computer simulations in Python to investigate problems of great biological interest. For example, we will study how populations of prey and predators change over time in a given ecological system, understand how bacteria search for food around their environment, and predict the spread of epidemics. The course is structured as a series of tutorials (as Jupyter notebooks) where students implement a model for a given biological system and run simulations to learn more about it. In the final project, students will investigate a problem of choice, and present their results for the final evaluation.

To be able to program computer simulations using the Python programming language.
To understand how models are routinely used to in biology.
To learn about the process of scientific discovery: how to ask your own questions and design your own "computer experiments" to give an answer.

Schedule (may be subject to change, some topics are covered in multiple classes):
- Introduction to the course
- Programming in Python
- Chemical kinetics
- Predator-prey population dynamics
- Epidemiology
- Final project
(Total:14 classes and 1 feedback)

Course open to all students. In order to practice with coding, each student should work on a laptop during classes.

Class attendance and active participation (50%), final project and oral presentation (50%)

If conditions permit it, in one or more occasions students will be divided into small groups to work together on a project.

Please feel free to come to my office at any time, or to send an email to brandani@biophys.kyoto-u.ac.jp

Addictive disorders like drug and alcohol dependence, internet addiction, and gambling disorders are a widespread problem affecting millions of people in Japan and across all cultures. Nearly everyone knows someone affected by addiction, from "kitchen drinkers" and methamphetamine use disorders, to video game and shopping addiction. This course is designed to help students understand why people become addicted, problems associated with addiction, and how people can recover from addiction. This course will provide students with an understanding of how addictions develop and how they are maintained. Students will gain knowledge in the biological, psychological, and social factors of addiction. Then, they will learn about distinct types of addictive disorders. Further, students will gain knowledge in the methods of identification and behavioral concepts in addiction recovery. At the end of the course, students will understand how addictions are conceptualized and the processes involved with behavior change.

To gain basic knowledge of problems associated with addiction
To learn about the biological, psychological, and social factors of addiction
To understand the ethics considered in addiction
To understand the psychological concepts of addiction recovery

1. Addiction Background and Prevalence
2. Neurobiology of Addiction
3. Psychology of Addiction
4. Social Influences of Addiction
5. Substance Use Disorders (Alcohol and Drugs)
6. Behavioral Addictions (Technology and Gambling)
7. Assessment and Diagnosis
8. Laws and Ethics
9. Punishment and Rehabilitation
10. Clinical Access and Referral
11. Cognitive Behavioral Concepts
12. Motivational Interviewing, Support Groups, and Relapse Prevention
13. Presentations I
14. Presentations II
- Feedback

特になし

40% - Group Presentation
30% - Short Personal Reflection Paper
15% - Quizzes
15% - Class Participation

Students are expected to complete assigned readings and assignments before class.

Students may contact the instructor if they have questions and they may schedule an in-person appointment by email.