U niversity
Download 0.69 Mb. Pdf ko'rish
|
|
At the end of every class, students will be provided with a list of research topics, minimum questions to answer, and a list of resources to find the corresponding information. They are expected to research those topics on their own and come prepared to the following session. At the beginning of every class,indivisual and group quizzes will be given to test the self-acquired knowledge. Office hours will be provided during the first lecture. 48 Principles of Horticulture Graduate School of Agriculture Garry John PILLER Biology
2 Fall
Wed/3 Mainly for 1st and 2nd grade Science N469001
Yoshida Main 1 04 This course is a broad introduction to the science and technology underlying the use and production of horticultural crops (fruits, vegetables, flowers, and landscape plants). It includes the structure; growth, development and manipulation of horticultural plants; environmental influences; the basic principles of propagation, outdoor and greenhouse production; and pest control. Upon successful completion of this course students will: Be able to use basic horticultural vocabulary to describe and define horticultural management activities. Demonstrate a working knowledge of growth and development patterns of horticultural crops, and responses to environmental variables. Be able to access and understand basic research on horticultural crops. Course Schedule 1. Introduction/ History 2. Plant Structure & Genotype 3. Flowers & Fruits 4. Propagation 5. Light 6. Temperature 7. Water 8. Soils & Soil Management 9. Mineral Nutrition 10. Plant Hormones 11. Directing Plant Growth 12. Pest & Disease Management 13. Greenhouse Production 14. Post Harvest Handling 15. End Exam 16. Feedback Grading: Class attendance and active participation (20%), weekly quizzes based on assigned pre-class reading materials (20%), in-class presentation (20%), and final exam (40%). Students should read or listen to the required pre-class materials and submit any required assignment before the class, and come to class ready to participate in class activities.Typically, this will entail listening to a short video or podcast (10 min. or less), as well as reading a 2 or 3 page handout and be prepared to write answers to 1 or 2 questions about the reading material in the following class (10 to 15 minutes provided in class). Open door policy during office hours, and anytime by email. Introduction to mineral resources Graduate School of Energy and Science MCLELLAN, Benjamin Geoscience 2 Fall
Thu/2 Mainly for 1st and 2nd grade Science N542001
Yoshida South 38 This course will introduce students to earth sciences, with a focus on mineral resources, as well as looking at how these resources are converted into useful materials and what wastes are produced in the process. From this course the students will be expected to know how mineral resources are situated geologically, how they are measured, how mining and minerals processing leads to final products that are used in society and what the implications of the extraction of minerals are for the environment. This course will cover the following topics: Week 1 - 4 (Basics of Geology and Earth Sciences with a focus on mineral resources) 1. Introduction to earth sciences and the importance for minerals resources 2. Geology and the lithosphere - geological time and formations 3. Processes of rock and mineral formation 4. Mineralogy Week 5-14 (Minerals resources and their extraction, transformation into mineral products) 5. Reserves, resources, geological uncertainty and economics 6. Mineral deposits and mining 7. Beneficiation of ore and minerals processing - general considerations 8. Manufacturing mineral products - general considerations 9. Case study 1 - Precious metals 10. Case study 2 - Rare earths 11. Case study 3 - Aluminium 12. Waste, recycling and environmental impacts 13. Social impacts of minerals - Dutch disease and conflict 14. Future mining - what comes next? The course will be assessed based on participation (30%) and a final exam or assignment (70%). The standard five-point scale will be used with a raw score awarded (0-100). Class materials will be loaded on PandA and pre-reading may be required. Final assessment is typically a report, which will require a number of hours for research and writing. Nonlinear Mathematics Graduate School of Informatics CHEN, I-Kun Mathematics 2 Fall Mon/3 Mainly for 2nd grade Science N154001
Yoshida South 4 20 Mathematical modeling is very important to understand and to analyze natural phenomena, and nonlinear models have been of great importance in many fields. This class emphasizes on mathematical analysis for those nonlinear models, esp. nonlinear differential equations, and the goal of the class is to study introductory theories to deal with nonlinear equations through some examples. Furthermore, this class is also intended for students to enjoy interesting approach to natural phenomena through mathematical analyses. The goal of the class is to study introductory theories to deal with nonlinear differential equations through some examples. Some mathematical models appeared in mathematical physics are shown, and fundamental mathematical theories related with those models are explained. The course will cover the following topics: 1. Mathematical modeling in fluid mechanics (4 weeks) 2. Fundamental theories about differential equations (6 weeks) 3. Analysis of the aimed phenomena through mathematical approach (5 weeks). The final examination is most important in grading. It is required for passing the course to show your good performance about treatments of differential equations appeared in the class. Marks of homework may be added in the final estimation as participation points. Students are required to solve exercises given in class for deep understanding of the class. This class is an English class of " " read in the first semester. Their syllabuses are the same to each other, but topics in class especially those of fluid mechanics, are not the same. Students are required good understanding of both calculus and linear algebra studied in the first grade. (Eligible students) mainly the sciences of the second grade. 49 Advanced Linear Algebra Graduate School of Informatics CHEN, I-Kun Mathematics 2 Fall
Fri/4 Mainly for 2nd grade Science N106002
Yoshida South 4 20 Based upon knowledge of linear algebra of the first grade, this course reads advanced linear algebra and its applications. The aim of the class is to obtain good skills to use knowledge of linear algebra for solving equations. The goal of the class is to be good command of linear algebra, esp. eigenvalue problems and metric spaces, for solving linear equations. The course will cover the following topics. and each of them is read in 2-3 weeks: 1. Inner products, norms and metric spaces 2. Eigenvalue and generalized eigenvalues 3. Jordan's normal form 4. Applications to a system of linear ordinary differential equations 5. Applications to over-determined or under determined systems 6. Regularization for ill-posed linear problems and singular value decomposition. The final examination is the most important in grading. It is required for passing the course to show your good performance about advanced linear algebra studied in the class. Marks of homework may be added in the final estimation as participation points. Student should solve exercises given in class by themselves even though they are not assigned as homework. Students are required good understanding of linear algebra studies in the first grade. Office hour is not assigned and it is advisable to make comments willingly during or after the class. Students are required good understanding of linear algebra studies in the first grade. This class is an English class of " " and its syllabus is the same as the others.
Introduction to Molecular Cell Biology 502 Graduate School of Biostudies Osamu CHISAKA Biology
2 Fall
Fri/2 Mainly for 1st and 2nd grade All fields N460001
Yoshida South (Media) 201(
) This will be a lecture/discussion course that will be also a distance-learning course between Kyoto University and National Taiwan University. The entire course will be conducted in English. This course covers fundamental idea and techniques as well as advanced recent findings in biology in terms of molecular and cellular levels. Students will also be given scientific papers to read and discuss. Students are encouraged (but not necessarily required) to have basic knowledge on biology and chemistry given at high school curriculum before taking this course. It is also encouraged to take "Molecular Cell Biology 501". Acquire the biologists' way of thinking as well as the molecular and cellular insights into a variety of biological events. 1. Microscopy 2. Cell signaling I (General and GPCR) 3. Cell signaling II (small GTPases and tyrosine kinases) 4. Comparative genomics and molecular evolution 5. DNA damage and repair 6. The mechanism of chromosome segregation during cell division 7. Molecular mycology and approaches 8. Antiviral Innate immunity 9. Circadian rhythm 10. Light sensing in plant 11. Plant hormone signaling 12. Cilia 13. Viroid as a model in RNA biology 14. Omic approaches Evaluated by attendance (100%) Download handouts from the website (announced at the first lecture), and read a paper assigned by the lecturer. High school level chemistry and biology. Introduction to Genetics and Evolution Graduate School of Biostudies James Hejna Biology
2 Fall
Wed/2 Mainly for 1st and 2nd grade Science N474001
Yoshida South 33 This class will provide a basic introduction to genetics and molecular genetics, starting with familiar topics, such as DNA replication, modes of inheritance, genetics in model organisms, and will progress to more specific topics, such as copy number variation, epigenetics, population genetics, and evolution. Students will become familiar with "classical" genetics, where mutations come from, genetic linkage and gene mapping, population genetics, and a brief introduction to current topics in genetics and evolution. Autumn Term, Wednesdays, 10:30-12:00 1. The Structure and Replication of DNA 2. Heritability and Independent Assortment 3. Mutations and Rearrangements 4. Genetics of Bacteria and Bacteriophages 5. Eukaryotic Genetics, Model Organisms 6. Linkage and Recombination 7. Transposable Elements 8. Organelles 9. Human Genetics 10. Cancer Genetics 11. Imprinting 12. Reverse Genetics, Genetic engineering, and GMOs 13. Gene Therapy 14. Population Genetics and Evolution 15. Final Exam 16. Feedback Class Note: schedule is subject to change The final grade will be based on mini-quizzes (30 points) to assess comprehension and a final exam (30 points). Attendance and participation (40 points) will also factor into the final grade. Students may need 2-3 hours per week to review the lecture material and look up any background information as necessary. Some students may know the subject already, but need to learn the English vocabulary; others learn both Biology and English. Office hours Mondays, 10:00-12:00. This is an introductory course. There are no requirements, but some basic familiarity with biology will be beneficial.
Basic Genetic Engineering Graduate School of Biostudies James Hejna Biology
2 Fall
Mon/3 Mainly for 1st and 2nd grade Science N476001
Yoshida South 33 The objective of this course is to gain a familiarity with the methods, resources, and molecular tools that enable biologists to conduct their research. We will cover basic cloning strategies, expression systems, and applications that are widely used. The course is intended for 1st and 2nd year students, to provide an introduction to genetic engineering, which will serve as a foundation for more advanced courses. Students will acquire familiarity with routine subcloning, mutagenesis, reporter constructs, epitope tags, silencing, PCR, and other important techniques. Although this is not a wet lab, we will learn by actually designing genetic engineering projects. Autumn Term, Mondays, 13:00-14:30 1. Overview, types of genetic engineering, biosafety 2. Basic Tools: cutting and pasting 3. Bioinformatics tools 4. Propagating DNA constructs 5. PCR, primer design and amplification tips 6. Purification of DNA and RNA 7. DNA libraries 8. The when, where, how, (and why?) of expression 9. Making proteins visible 10. Tools for reverse genetics 11. Editing the genome 12. New approaches to cutting and pasting 13. Knocking down genes 14. Transgenic plants, mice, and gene therapy 15. Final Exam 16. Feedback Class Final grades will be based on quizzes (20 points), a final exam (20 points), and attendance and participation (60 points). As we get into individual or team cloning projects, some outside reading or planning may be necessary, roughly 1-2 hours per week. The course is designed for 1st and 2nd year students, from all backgrounds. Recombineering is conceptually not difficult. The vocabulary will get a bit technical, but with some effort, non-biology students should understand most of the course. Everyday Life Chemistry Institute for Chemical Research Amelie Perron Chemistry 2 Fall Thu/4 Mainly for 1st and 2nd grade Humanities N333001
Yoshida South 1 22 This course is intended for Japanese and international students registered in non-science majors. It is designed to provide a basic understanding of the chemistry behind daily life. After this class, you will be able to uncover and explain the chemistry behind the food you eat, the air you breathe, your soap, your emotions and literally every object you can see or touch. You will also learn how to outline curious phenomena of your everyday life from a chemical perspective. The following topics will be covered: (1) A Day without Chemistry (2) Toothpaste and Orange Juice Interaction (3) Taste Chemistry and Science of Spiciness (4) Sugar and Artificial Sweeteners (5) What is Fat? (6) How do we Smell? (7) Aromatherapy and Perfume Chemistry (8) Alcohol and Spiders on Caffeine (9) Chemistry of the Macaroni Salad (10) Forensic Science and Chemistry (11) Chemical Reactions in the Kitchen (12) Pheromones and Chemistry of Love (13) Chemistry of Pain Killers (14) Soap and Shampoo Chemistry (15) Chemistry of Colors Evaluation will be based on class attendance and active participation (30%), quizzes during classes (50%) and a 5-10 min group presentation (20%). None Teaching Approach: Short animation-based videos will be followed by throughout explanation of key concepts and open discussion with the students through quizzes and interactive activities. Basic Organic Chemistry II Institute for Chemical Research Amelie Perron Chemistry 2 Fall
Tue/5 Mainly for 1st and 2nd grade Science N350001
Yoshida South 1 21 This course is intended for Japanese and international students registered in chemistry majors who are interested in learning chemistry in English. This course provides students with the "big picture" of organic chemistry. Basic Organic Chemistry II explains the fundamental concepts of structures and reactivity of organic compounds with a focus on daily life applications. This course can be taken alone or in combination with Basic Organic Chemistry I. Students will be able to describe mechanisms of reactions: nucleophilic substitution, elimination and electrophilic addition, and apply this knowledge to predict the major product in organic reactions, such as those involving hydrocarbons, alcohols, alkyl halides and alkenes. The following topics will be covered: (1) Stereoisomerism (2) Enantiomers (3) Optical Activity (4) Chemical Reactivity (5) Nucleophiles and Electrophiles (6) Substitution Reactions (7) Carbocation Rearrangements (8) Reactivity of Alkenes (9) Elimination Reactions (10) Addition Reactions (11) Reactivity of Alkynes (12) Alcohols and phenols (13) Amine Reactions (14) Organic Synthesis Evaluation will be based on class attendance and active participation (30%), mid-term exam (30%) and final examination (40%). None
Teaching Approach: The new concepts are introduced in a skill-building format with practice problems and exercises to help students master the course material. Theory of Special Relativity Yukawa Institute for TheoreticalPhysics Antonio De Felice Physics 2
Wed/2 Mainly for 1st and 2nd grade All fields N241001
Yoshida South 11 The aim of this lecture is to intoduce the basic concepts of Einstein's theory of relativity. First, the theory of special relativity will be explained in detail. After this, the basics of general relativity will be introduced in an elementary way. The students will learn the formalism needed to study special/general relativity. They will learn a geometrical intuition in the theory of relativity. 1. Introduction and Historical backgrounds 2. Einstein's Principle of Relativity 3. Special Relativity and Lorentz Transformation 4. Relativistic Mechanics 5. Interesting Examples of Lorentz Transformation 6. Maxwell Equation and Lorentz Invariance 7. Relativistic Momentum and Energy II: Four Vectors and Transformation Properties 8. General Relativity The final examination and submissions of 1 report. The students will know the topic of the next lecture, so that they can study on the book and my notes (of which they can have a copy, if needed). 2 hours of office hours per week to be decided with students. Fundamental Physics A(necessary) , Fundamental Physics B (recommended)
Basic Physical Chemistry (quantum theory) Institute of Advanced Energy ARIVAZHAGAN REJENDRAN Chemistry 2 Fall
Mon/2 Mainly for 1st and 2nd grade Science N344001
Yoshida South 31 We learn about the basics of quantum chemistry including the duality of the wave and the particle, the quantization of the energy, the wave function and orbitals of atoms, Schrodinger wave equation and spin of electron. Aim of this course is the understanding of these concepts. The aim of this class is to understand the basic principles of quantum chemistry. 1. Property of the electromagnetic wave 2. Bohr's atomic model 3. De Broglie wave of matter 4. Schrodinger wave equation (I) 5. Schrodinger wave equation (II) 6. One dimensional potential wells 7. One dimensional harmonic oscillation 8. Wave equation of hydrogen atom 9. Wave function and energy eigenvalue of hydrogen atom 10. Angular momentum and Zeeman effect 11. Spin of electron 12. Wave function and energy eigenvalue of the hydrogen resemblance atom 13. Wave function of the hydrogen molecules ion and approximation 14. Application of quantum chemistry 15. Term examination Results are evaluated by a term-end examination and an attendance. I recommend that the students should review the points to be learned. Office hours are set at 15:00-17:00 in every Friday. Chemistry of Sustainable Energy Institute of Advanced Energy ARIVAZHAGAN REJENDRAN Chemistry 2 Fall
Wed/2 All grades Science N345001
Yoshida South 31 We learn about the basics and application of “sustainable energy” which can provide inexhaustible energy-supply without releasing a greenhouse gas to the global, from a chemical point of view. The lecture covers the following contents of solar energy, wind power energy, a geothermal energy, biomass energy, photo-catalyst and environmental clean-up. The aim of lecture addresses to acquire the basic knowledge about materials related to renewable energy and also to understand the mechanism of energy conversion. The aim of this class is to understand the basic principles of chemistry of sustainable energy. 1. What’s “sustainable energy” 2. Application of sustainable energy 3. Solar energy (I) 4. Solar energy (II) 5. Wind energy (I) 6. Wind energy (II) 7. Geothermal energy (I) 8. Geothermal energy (II) 9. Biomass energy (I) 10. Biomass energy (II) 11. Photo-catalyst and environmental clean-up (I) 12. Photo-catalyst and environmental clean-up (II) 13. Materials for structure and thermal insulation 14. Lightning materials for energy saving 15. Summary Results are evaluated by a submitted report and an attendance. I recommend that the students should review the points to be learned. Office hours are set at 15:00-17:00 in every Friday. Natural Disaster Science I Disaster Prevention Research Institute Kantoush Sameh Ahmad Geoscience 2 Fall
Mon/2 All grades All fields N550001
Yoshida South 33 This course will give students an introduction to the utilization of natural resources and natural disasters in the earth that impact humanity and life in general. The aim of this course will emphasize the fundamental scientific principles to explain current technical issues and impacts of climate change on water related disasters in the world such as flood, high tide, tsunami, landslides, severe weather, and sediment related disasters. Historic catastrophes will be emphasized. This course satisfies the core curriculum requirement for a physical science course without a laboratory. Based on these understandings, all students will study causes, effects, and options available to predict, control, and mitigate natural disasters and social scientific approaches. Examples from recent and ancient history will be used and, whenever possible, Japanese examples will be identified. Knowledge gained in this course will allow for a better understanding of the world around us and a greater appreciation of the potential issues moving forward for humans. This course will enable all students to distinguish and analyze natural disasters, to identify their causes and assess their significance for the human. Students will also gain analytical skills for how to develop strategies to predict, mitigate flooding, climate change and sediment related hazardous events. 1- Intro and Natural Disasters & Assessing Hazards and Risk 2- Earth Structure, Materials, Systems and Cycles 3- Earthquake Hazards and Risks 4- Volcano Hazards 5- River Floods: Causes and Measurements 6- Flood Hazard Prediction, Mitigation, and Control 7- Flooding Case Histories 8- Coastal Hazards 9- Tsunami 10- High Winds and Tornadoes 11- Landslides and Debris Flows 12- Mitigation Measures of Sediment-related Disasters 13- Warning and Evacuation 14- Climate Change and Global Warming 15- Final Exam 16- Feed Back Grades will be based on participation and collaboration in group work discussions and cooperative activities, writing reports ( (two to three pages each) associated with each topic of natural disasters which have occurred during the course. Evaluation will be based on class attendance and active participation (30%) and reports on major natural disasters occur during the time period of the course (70%). Students are requested to read carefully listed textbook and access to historical case studies on each natural disaster through website and related literatures. Class participation and questions are very welcome during the lectures or at the end of the lecture. The schedule of office hours will be announced later. Moreover, if you have extra question, students may contact me by email.
Essentials of Basic Physical Chemistry Institute for Virus Research Daron M.Standley Chemistry 2 Fall
Thu/2 Mainly for 1st and 2nd grade Science N360002
Yoshida South 31 The goal of this course is to describe atomic and molecular structure as well as statistical and thermodynamic analysis of interactions. We will start out by introducing the fundamental principles of quantum theory and end with the laws of thermodynamics. -To be able to understand the difference between classical mechanics and quantum mechanics and when it is appropriate to use each. -To understand chemical phenomena such as bonds and spectroscopy in terms of physical principles. -To understand and apply the three laws of thermodynamics. 1. Quantum theory 1. Chapter 3. The Schrödinger equation, part 1. 2. Quantum theory 2. Chapter 3. The Schrodinger equation, part 2. 3. Hydrogen atom 1. Chapter 6. Here we will discuss the simplest atom, hydrogen, up to the equation of s-orbitals. 4. Hydrogen atom 2. Chapter 6. We will finish the discussion of the hydrogen atom. 5. Multi-electron atoms. Chapter 8. This lecture will consider the interactions between electrons. 6. Chemical bonds 1. Chapter 9. Using what we have learned we now begin to develop the theory of chemical bonds. 7. Chemical bonds 2. Chapter 10. Here we consider molecules with multiple bonds. 8. Spectroscopy. Chapter 13. Molecular spectroscopy. 9. Historical background of statistical mechanics. Chapter 1. Ideal gas law. 10. Quantum theory and statistical mechanics. Chapter 2. Microcanonical ensemble and the Maxwell-Boltzmann distribution. 11. Thermodynamics and statistical mechanics. Chapter 7. Macroscopic properties of a system at equilibrium. 12. The First Law of Thermodynamics. Chapter 8. Heat flow and heat capacity. 13. The Second and Third Laws of Thermodynamics (part 1). Chapter 9. Statistics-based definition of entropy and their implications in chemistry. 14. The Second and Third Laws of Thermodynamics (part 2). We will use computer simulations to visualize the 2nd and 3rd laws. 15. Final exam. Homework (40%), Attendance and participation (20%), Final exam (40%) Preparation: Read the assigned chapters in the textbook. Review: Do the homework. If you do not understand homework, please check the textbook again or just ask me. Time allocation: Preparation (50%), Review (50%) When in class, please do not sleep, chat, or use your mobile phone. Come to every class, since attendance will be a part of your grade. Do not do your homework in the class. Bringing a laptop with access to the internet is preferable. Multivariable calculus and general chemistry. This lecture is for the students in Faculty of Science and in Department of Food Science and Biotechnology, Faculty of Agriculture alone. Basic Physical Chemistry (thermodynamics) Institute for Virus Research Daron M.Standley Chemistry 2 Fall Fri/2 Mainly for 1st and 2nd grade Science N343002
Yoshida South 31 The goal of physical chemistry is to describe complex chemical phenomena in terms of more simple physical principles. These phenomena include the structure and dynamics of individual atoms and molecules, the properties of gases, liquids, and solids, and transitions between these phases. This course is the second part of a two-semester course on physical chemistry. Therefore, students taking this course should have completed Basic Physical Chemistry (quantum theory), or an equivalent introduction to quantum mechanics. Like in the first course, we will rely computer simulations that students can run on their personal computers. -To build on what you learned in the previous class (e.g., quantum mechanics) in order to describe macroscopic material. -To do this, you are going to have to tackle some statistics. -You should become familiar with partition functions and their use to describe the state of a complex system. 1. Quantum theory and statistical mechanics (part 1). Chapter 2. Review of concepts in physical chemistry I course. 2. Quantum theory and statistical mechanics (part 2). Chapter 2. Microcanonical ensemble and the Maxwell-Boltzmann distribution. 3. Partitioning energy. Chapter 3. Introduction to the partition function. 4. Molecular interactions. Chapter 4. Canonical ensemble and treatment of intermolecular interactions. 5. Thermodynamics and statistical mechanics. Chapter 7. Macroscopic properties of a system at equilibrium. 6. Visualizing ensembles. In this lecture, we will use computer simulations to visualize the microscopic and macroscopic properties of molecular ensembles. 7. Review of concepts and computational techniques for problem solving (part 1). Handout 1. This is part 1 of a lecture intended to provide a practical guide to solving problems related to this course. 8. Review of concepts and techniques for problem solving (part 2). Handout 2. This is part 2 of the lecture above. 9. The First Law of Thermodynamics. Chapter 8. Heat flow and heat capacity. 10. The Second and Third Laws of Thermodynamics. Chapter 9. Statistics-based definition of entropy and their implications in chemistry. 11. Phase transitions. Chapter 10. 12. Solutions. Chapter 11. 13. Reactions. Chapter 12. 14. Review of course material. 15. Final exam Homework (40%), Attendance and participation (20%), Final exam (40%) Preparation: Read the assigned chapters in the textbook. Review: Do the homework. If you do not understand homework, please check the textbook again or just ask me. Time allocation: Preparation (50%), Review (50%) When in class, please do not sleep, chat, or use your mobile phone. Come to every class, since attendance will be a part of your grade. Do not do your homework in the class. Bringing a laptop with access to the internet is preferable. Completion of Physical chemistry I (or equivalent) 53 Introduction to Physiology Graduate School of Pharmaceutical Sciences Fustin Jean Micheal Health science 2 Fall
Fri/5 Mainly for 1st grade Science V253001
Medicine, Pharmaceutical Science, Hospital 2F23 In our world there is no form of matter more astonishing than the living cell: tiny, fragile, marvelously intricate, continually made afresh, yet preserving in its DNA a record of information dating back more than three billion years, to a time when our planet had barely cooled from the hot materials of the nascent solar system. Ceaselessly re-engineered and diversified by evolution, extraordinarily versatile and adaptable, the cell retains a complex core of self-replicating chemical machinery that is shared and endlessly repeated by every living organism on the face of the Earth in every animal, every leaf, every bacterium in a piece of cheese, every yeast in a vat of wine. Curiosity, if nothing else, should drive us to study cell biology; we need to understand cell biology to understand ourselves. But there are practical reasons, too, why cell biology should be a part of everyone’s education. We are made of cells, we feed on cells, and our world is made habit-able by cells. The challenge for scientists is to deepen our knowledge of cells and find new ways to apply it. All of us, as citizens, need to know something of the subject to grapple with the modern world, from our own health affairs to the great public issues of environmental change, biomedical technologies, agriculture, and epidemic disease. This course is designed to provide the fundamentals of cell biology that are required by anyone to understand both the biomedical and the broader biological issues that affect our lives. This course is not recommended for students who already have selected specialized life science courses such as biochemistry and genetics. (Essential Cell Biology) This course will give a basic understanding of cellular pysiology. Students will be able to explain, in English, how the cell is organised and how it functions. This lecture will describe cellular physiology in continuity with the course titled "Biology and Metabolsim". 1. DNA replication, repair and recombination 2. From DNA to protein: How Cells Read the Genome 3. Control of Gene expression 4. How genes and genomes Evolve 5. Modern Recombinant DNA Technology 6. Cell Membranes and Transport 7. How Cells Obtain energy from food 8. Cell signalling 9. Cell-division cycle 10. Sexual reproduction and the Power of Genetics. Short written tests, in English, will take place every month to assess the student's comprehension of the lecture. The final evaluation of the student's performance will be calculated from the average of the monthly tests. Reading the textbook before the lecture will help the students to understand the lecture. Students should review the textbook after the lecture and answer the questions provided. Any questions and requests are welcome by prior arrangements via E-mail. Students who have chosen Basic Biology and Metabolism are encouraged to also follow this course. Basic Informatics Graduate School of Engineering KIM Chul-Woo Information science 2 Fall Tue/4 Mainly for 1st grade Science V156001
Yoshida Main 4 4 This course focuses on improving students’ basic knowledge on hardware and software of computers even including the information network. Students also learn about algorithm in information processing through exercises utilizing JavaScripts. Finally the course provides lectures on safety of networks and information ethics. To understand basic knowledge about computers, internet, etc. To understand algorithms through exercises. 1. Global Engineering and Information Processing (1 week) Introduction to information processing in the global engineering using examples of how the information processing is applied to the field of the global engineering. 2. Introduction to computer (1 week) Introduction to computer, which covers the structure of computers, a history of computers, computer literacy, etc. 3. Introduction to digital information (1 week) Advantages of using digital information, how to express digital data, data compression, etc. 4. Computer and data communication (1 week) Basics for data communication, LAN, Internet, Search engines, etc. 5. Introduction to programming (2 weeks) Introduction to various types of programming languages: FORTRAN, C, JAVA, etc. 6. Algorithm (4 weeks) Designing for an algorithm and deepen knowledge for algorithm through exercises. 7. Computer as a system (1 week) Hierarchy of memory, OS, parallel computing, etc. 8. Information processing (1 week) Database, searching algorithm, computer graphics, Artificial intelligence, pattern recognition, etc. 9. Problems to be solved in computer science & Information ethics (1 week) Software engineering, game theory, the next generation computer, Introduction to information ethics, etc. 10. Summary (1 week) To summarize the course to improve students’ knowledge, skill and aptitude on the subject by means of viva-voce. Grading will be based on class participation, successful completion of short programmings through quiz and take home exam, and a final exam, as follows: - Class participation: 10% - Quiz and take home exam: 10% - Final exam: 80% The instructor expects students to spend about 1.5 hours on this course for review. More than half of that time is spent preparing for class and doing assignments. Students who want to talk to the instructor must make arrangements in advance by email: kim.chulwoo.5u{at}kyoto-u.ac.jp. *@ instead of {at}
Introduction to Food Sustainability Graduate School of Agriculture Garry John PILLER Environmentology 2 Fall
Thu/2 Mainly for 1st and 2nd grade All fields V338001
Yoshida South 1 04 In this course an interdisciplinary, systems approach is taken to gain a working knowledge of the historical, social and ecological foundations of sustainability. In addition, we will explore emerging challenges presented by climate change, resource depletion, and the constraints imposed on modern food systems from an Asian perspective. The expectations and goals for the students taking this course are as follows: 1. Be able to define and explain key issues in sustainable food systems from multiple perspectives. 2. Develop their critical and reflective thinking skills related to food, environmental, economical and social interactions. 3. Develop effective communication skills and be able to engage in thoughtful discussion of current food security issues. Class Schedule 1. Introduction 2. Origins of Sustainability 3. Tragedy of the Commons 4. Population Growth & Urbanization 5. Economic Development Changes in Dietary Patterns 6. Food Security/ Sovereignty 7. Climate Change & its Impacts 8. Food: Biodiversity 9. Food: Water 10. Food: Energy 11. Food: Fertilizers 12. Food: Land & Soils 13. Food: Environmental Impacts/ Waste 14. Emerging Issues: Biotechnology, Biofuels Feedback Grading: Class attendance and active participation (20%), weekly quizzes based on assigned pre-class reading materials (30%), essays: mid and final (30%), and an in-class presentation (20%). Students should read or listen to the required pre-class materials and submit any required assignment before the class, and come to class ready to participate in class activities.Typically, this will entail listening to a short video or podcast (10 min. or less), as well as regarding a 2 or 3 page handout and be prepared to write answers to 1 or 2 questions about the reading material in the following class (10 to 15 minutes provided in class). Open door policy during office hours, and anytime by email. Fundamentals of Informatics I Graduate School of Informatics JATOWT, Adam Wladyslaw Information science 2 Fall
Fri/3 All grades All fields V158002
Yoshida South 12 This lecture covers fundamentals of “information literacy” including topics related to collecting, searching, managing and analyzing information as well as topics related to presenting information. The course will provide overview of basic technologies used for processing information such as document/information search, data analysis/mining, and information visualization. Having overview of fundamental information processing mechanisms and be able to understand when and how they should be used. 1. Information acquisition, storage and representation (about 3 weeks) This part contains topics about how information and data can be collected and stored in efficient way such as in relational databases so that it can be archived and quickly retrieved. Some of the topics in this part also include: collecting analog/digital information, information encoding, entropy, mutual information, Huffman code etc. 2. Introduction to information search and retrieval (about 4 weeks) This part covers topics related to how search engines collect information (for example from the Web), how they store and represent it, and how they retrieve it for user queries. 3. Information processing and analysis (about 6 weeks) This part contains topics related to the automatic analysis and processing of information. It covers fundamental aspects of processing of natural language, summarizing documents and managing large text document collections. In addition, this part provides overview of fundamental methods used for analysis of complex, heterogeneous or large scale information (data clustering, data classification, sequential pattern detection, machine learning, decision trees and so on). Lastly, we discuss fundamental information processing algorithms for multimedia information. 4. Visualizing information, interaction between human and computer (about 2 weeks) This part covers issues about building visualization systems that help users understand and make sense of collected data. It also discusses principles of the effective interaction of humans with computers in order to retrieve useful information or share it with other users. Students are evaluated by the exam provided after the course as well as based on their presentations during the lecture. Students will review materials after classes based on the handouts. No office hours specified. E-mail: adam@dl.kuis.kyoto-u.ac.jp No prerequisites are required but basic knowledge of computing and information technologies will be useful. 55 Information and Society I Graduate School of Informatics JATOWT, Adam Wladyslaw Information science 2 Fall
Fri/1 All grades All fields V164002
Yoshida South 12 This lecture course covers topics related to social impacts of ICT and treatment/management of information in our society: information economics, intellectual property, media literacy and social media. It also includes more technical topics such as opinion mining, social network analysis, recommender systems, human computation, digital humanities etc. Students will be able to explain social impacts of ICT and treatment/management of information in our society as well as basic issues related to information economy and information society. 1. Introduction to information society (about 2 weeks) This part will provide general description of characteristics of current society in which information plays crucial role. It will also contain topics about how to collect and search digital information, how to spread it in society, what are formats of information and how Internet works as well as what its history looked like, etc. 2. Information and economy, advertising on the Internet, recommender systems (about 4 weeks)
We will survey how information impacts economy. This part will also describe the advertising models on the Web. Other subtopics are about ecommerce and automatic systems for recommending products or information such as ones used by Amazon.com. 3. Intellectual propery rights, copyright laws, information privacy (about 2 weeks) This part will overview basic issues of intellectual property rights, copyright laws, patents, information privacy, etc. 4. Social media and information networks (about 3 weeks) This part will cover topics about how information circulates in a society, about social aspects of information and about how users can interact with information in networks. It includes overview of some methods for analyzing social networks and the ways in which information is propagated in such networks. .
5. Opinion and sentiment analysis (about 1 week) In this part we will learn the ways for automatically capturing and understanding opinions of users based on collections of product/service reviews or based on unstructured text. It includes fundamental techniques for estimating the sentiment orientation of text. 6. Social computing, human computation, computing and culture (about 2 weeks) During these lecture meetings we will discuss methods used for social computing such as open collaboration systems (e.g., wikipedia or open source initiatives) and crowdsourcing which divides work between many users. We will also look into the growing field of e-science and, in particular, digital humanities in which computer technologies support humanities researchers such as sociologists or historians. Students are evaluated by the class presentation (10%) and the exam (90%). Students will review materials after classes based on the handouts. No office hours specified. E-mail: adam@dl.kuis.kyoto-u.ac.jp Fundamentals of Informatics Graduate School of Informatics David Avis Information science 2 Fall Wed/2 Mainly for 2nd grade All fields V159002
Yoshida South 32 No matter what department you are studying in, you surely use computers. Did you ever wonder how they work? Everything a computer does is based on some algorithm or another, but most people do not know what an algorithm is. Here are some examples. Suppose you want to get from Kyoto University to Ikebukuro by 4pm. When is the latest you could leave and what route should you take? There are excellent computer programs to do this, and they probably use Dijkstra’s shortest path algorithm. Or, suppose you want to get in touch with someone but forgot their name. If you know a few things about them, you could type those words into a search engine such as Google, and can usually quickly find their home-page. There are literally billions of web pages, so how is this done so quickly? The answer is by using the PageRank algorithm. When you shop on-line how do you identify yourself? How do you know you are communicating with who you think you are communicating with and not with a fake site? Well, probably the two computers are using a public key distribution algorithm. Why are computers so good at playing chess? We'll look at all these algorithms, and many more, in the course. The goal of this course is to provide a basic understanding of the algorithms that are used everyday on smart phone or computers by billions of users in applications such as Google maps, web browsers and the like. One week or two weeks will be spent on each topic. 1. The early history of algorithms 2. Graphs and networks as models 3. Shortest paths 4. The internet and search engines 5. The PageRank algorithm 6. Cryptography and data security 7. Public key distribution algorithms 8. Modelling and optimization 9. Visualization and graph drawing 10. The Monte Carlo method 11. Can computers learn? 12. Can computers think? Three mini reports to be submitted during the semester.These reports are based on exercises that are posted on the course web page after each lecture. Mandatory reading assignments are given on the course web page. Office hours by email appointment with the instructor or TA This is a general non-technical course for all undergraduate students. There is no specific mathematical background required apart from the ability to think logically and abstractly. 56 Fundamentals of Machine Vision Graduate School of Informatics Xuefeng LIANG Information science 2 Fall
Fri/3 All grades All fields V162002
Yoshida South 4 22 Visual sensing devices (cameras) have deeply engaged in our everyday life. They do not only record visual data for memories but also provide great assistance. This course introduces fundamental concepts and techniques in image processing and computer vision, and reveals the secrets in a modern camera and its applications, such as the principle of a camera, diverse effects built in the camera, visual based robot localization, car navigation, tracking, face recognition, image understanding, etc. Students will be able to capture the high quality visual records and manipulate them for their studies by learning the principles of camera, image and video. 1. Human visual perception (about 1 week) This section introduces the structure of human eye, types of visual neurons, and the mechanisms of visual perception, which inspire the design of cameras. 2. Principles of a camera (about 4 weeks) This section first introduces the camera model, then explains the mechanisms of basic components (optical lens, shutter, aperture, and sensor). Finally, the major parameters of a modern camera for tuning image are discussed. These intrinsic factors in above potentially influence image quality. 3. Environment setting for image/video shooting (about 2 week) This section introduces the principles and methods of setting up an appropriate environment for recording image/video data. These extrinsic factors also severely affect the quality of data, especially for scientific data records. 4. 3D from 2D (about 1 week) This section introduces the basic theories of 3D reconstruction from 2D cue, which include stereo vision, structure from motion, structured light, and time of flight. 5. Image processing (about 4 weeks) This section covers diverse topics in image processing including image formatting, digital image representation, image features, matching, edge detection, segmentation, etc. Afterwards, we discuss their applications including image effects in digital cameras, HDR function, panoramic photography, image editing, and so on. 6. Compute vision (about 2 weeks) This section introduces the major research topics including face/expression/fingerprint recognition, motion analysis for video stabilization, image understanding for online image searching, matching for robot/car navigation, and tracking for action/event detection and recognition. 7. Learning achievement evaluation (1 week) Evaluation is based on class attendance (15 %), mini reports (50 %) and learning achievement evaluation (35 %). The instructor expects students to spend over 60 minutes after each class to review the content and build up their own logic. No office hours specified. But, questions and requests are welcome by email. Information literacy for academic study Graduate School of Informatics Xuefeng LIANG Information science 2 Fall Wed/3 Mainly for 1st grade All fields V163002
Yoshida South 4 22 Effective and efficient utilization of information is one key point for studying at university. This course introduces various resources and methods that help students find valuable information for study. The practical topics include formulating a study strategy, developing search skills, evaluating sources, and referring sources. Students will be able to conduct effective decision making and problem solving in their academic studies by learning the methodologies of identifying, searching, evaluating, using, and presenting information. 1. Introduction of information literacy (about 1 week) This section introduces the fundamental concepts of information literacy, the standards of information literacy for higher education, and the relation between university studies and information literacy. 2. Study strategies (about 2 weeks) This section discusses how a student sets up an appropriate procedure to complete an assigned study/research task, such as determining the information needed, identifying the topic, developing a search strategy, collecting related information and accomplishing the task.
3. Searching in Library (about 2 weeks) This section first introduces the general organization of a library, and then provides methods of locating the information needed at library, which include browsing shelves, checking card catalog, and using online catalog. 4. Searching Databases (about 2 weeks) This section introduces the basic architecture of a database first, then the key items and methodologies for indexing. Afterwards, finding an article from magazines, newspapers, journals, and reference books in full text or reference databases is discussed. 5. Searching internet (about 3 weeks) This section first introduces the architecture of World Wide Web, then explains the search engines including their foundation, principles, elements, and working flow (crawling, indexing, and query). Through explaining how search engines rank results and how PageRank measures individual web page, we discuss the method of precisely locating information from internet. 6. Evaluating sources (about 2 weeks) This section explains the differences of materials and their formats, and introduces the evaluation criteria applying to sources. Evaluating web pages is also discussed. 7. Referring sources and academic integrity (about 2 weeks) This section introduces the reasons, rules and types of citing sources. The issues of copyright and plagiarism, and their relation are discussed as well. 8. Learning achievement evaluation (1 week) Evaluation is based on class attendance (15 %), mini reports (50 %) and learning achievement evaluation(35 %). The instructor expects students to spend over 60 minutes after each class to review the content and build up their own logic. No office hours specified. But, questions and requests are welcome by email. 57 Introduction to sustainable development Graduate School of Global and environmental Studies Jane SINGER Environmentology 2 Fall
Thu/4 Mainly for 1st and 2nd grade All fields V302002
Yoshida South 1 21 Sustainable development tries to satisfy people’s present needs while maintaining the ability of futuregenerations to meet their own needs. In this course we will explore how nations can try to balance growth with environmental health. Students will gain an understanding of the core principles of sustainable development and their application through global and local case studies. At the conclusion of the course students will present their own development project proposals to the class. This course will cover the following topics: 1. Introduction: Definition and principles of sustainable development (Singer) 2. Identifying developed/developing countries and the goals of development (Singer) 3. History of development and ODA, why some countries succeed (Singer) 4. Population, migration and urbanization (Singer) 5. Food, agriculture and rural issues (Singer) 6. Natural capital (water and other resources, ecosystem services) (McLellan) 7. Social capital (stakeholders, cultural sustainability) (McLellan) 8. Energy issues (McLellan) 9. Business, trade and globalization (McLellan) 10. Global treaties, climate change and fair trade (McLellan) 11. Case studies from Japan and the world (McLellan) 12. Proposal preparation (Singer) 13. Student development proposals (Singer/McLellan) 14. Student development proposals and conclusion (Singer/McLellan) 1. Attendance and participation: 30% 2. In-class exercises and short assignments: 30% 3. Final presentations: 40% Final presentation requires students to spend time out of class hours in preparation. Enthusiasm about the topic and willingness to share ideas in class. Renewable Energy for Sustainable Development Institute of Advanced Energy Hideaki OOGAKI Environmentology 2 Fall
Thu/5 All grades All fields V313001
Yoshida South 12 Access to adequate level of modern energy services is a basic requirement for achieving and maintaining a satisfactory level of socio-economic development in terms of illiteracy rate, infant mortality, life expectancy and fertility rate etc. In the Asia-Pacific region, about 1.68 billion people still depend on biomass fuels for meeting cooking/heating needs, and about 1 billion people lack access to electricity. Improving access to modern energy services would be vital for accelerating the pace of socio-economic development in the region. This program offers an overview of energy/renewable energy (RE) by using materials developed by various foreign professors from Asian countries under the UNESCO-COMPETENCE program. The overview covers from topics on nearly all renewable energy sources as well as fossil fuels, energy conversion technologies, energy efficiency and environmental issues. Student will gain the knowledge of i) the linkage between energy services and sustainable development, ii) the current energy situation and the need for transition to a sustainable energy system, iii) renewable energy options and related issues and iv) role of energy policy for implementation of renewable energy. - Theme 1 Understanding of sustainable development (H. Ohgaki) class 1 : Sustainable Development : What are MDGs? class 2 : Energy access class 3 : Linkage between Energy and MDGs -Theme 2 Current energy situation and needs to transform toward sustainable system (H. Ohgaki, T. Tezuka) class 4 : Current energy situation, Resources and Future energy scenarios : Ethics and behavioral change issues class 5 : Social and environmental cost -Theme 3 Current (conventional) Energy technologies (H. Ohgaki) class 6,7 : Technology and applications (pros and cons of technology options) : Status -Theme 4 Energy efficiency (K. Ishihara) class 8,9 : Sector wise opportunities -Theme 5 Renewable energy (H. Ohgaki, T. Tezuka) class 10,11 : Renewable Energy Technology -Theme 6 Sustainable Energy Policy and Development (T. Tezuka) class 12 : Local/national/global policies : Stakeholder engagement -Theme 7 Case studies (K. Ishihara) class 13 : Good practices (Policy, Technology innovation, public participations) and lessons learned class 14 : Perspectives from participants class 15 : evaluation of achievement class 16 : feedback, to be announced in the course The evaluation will be made by class participation(50), written assignments and/or oral presentation(50). Read the class material uploaded in KULASIS and prepare your questions.Answer the small report upon your learned knowledge during the class. This program is originally designed by the cooperation of Kyoto University and UNESCO-Jakarta under the COMPETENCE program. The language used in the program is English and open both for foreign and Japanese students. Discussions during the class are highly recommended. Reading and Writing Scientific Papers Institute for Liberal Arts and Sciences J.Matthews Carrier support 1 Fall
Mon/2 2nd grade and above All fields X520002
Yoshida South 12 We seek to develop the comprehension and writing skills required for major international scientific journals such as NATURE and SCIENCE. The capacity to understand published work and the ability to write new ideas in a coherent and lucid fashion represent important tools for the scientist and technologist. Here we develop these skills by studying papers in the “gold standard” journals of NATURE and SCIENCE, although work in other publications may be considered depending on class composition. Emphasis will be placed on English style, article structure and on the importance of the review process. Relevant articles will be read and discussed in class. The goals are: * To understand the typical structures of NATURE and SCIENCE papers. * To develop abilities in the comprehension of frontline scientific papers. * To identify strategies for writing scientific papers. * To discuss new research findings published in NATURE and SCIENCE. * To understand the role of referees and how to respond to them. Lectures 1-3 will provide background material relating to the structure of NATURE and SCIENCE papers. Lectures 4-14 will each be divided into two sections. Students will initially present their analyses of chosen NATURE and/or SCIENCE papers in their field. Here particular emphasis should be placed on the Abstracts to the papers. Why was a particular paper chosen for publication while the vast majority of other submissions were rejected? What are the essential findings presented here? How does the paper relate to one's ongoing studies at Kyoto University? Can we identify further routes of investigation or even potential flaws in the technique or methodology? For the latter portion of Lectures 4-14, new and topical aspects of science will be discussed based on sources such as BBC Science, web seminars, newspaper cuttings etc. Here we are looking to emphasize a wider appreciation of the scientific world, in contrast to the specialized topic(s) presented in the earlier part of the lecture. This wider appreciation is often valuable when writing the opening introduction to papers and in the selection of research topics with "societal relevance". 58 70% class participation, 30% presentation/ written work. Assignments will ask students to present science topics in a succinct and accurate manner and to participate in class debates on frontier issues raised by science and technology. You will need to become familiar with both NATURE and SCIENCE through use of the University Library system. Practice composing Abstracts for papers in English based on your current University project work or area of special interest. Feel free to ask questions immediately after class or by visiting my office at any time. English in Creative Thinking Institute for Liberal Arts and Sciences J.Matthews Carrier support 1 Fall Tue/1 2nd grade and above All fields X517002
Yoshida South 12 This course aims to encourage students to approach problems in creative and imaginative ways and has the underlying goals of strengthening English usage, comprehension and appreciation. Learning at school and university is often a “top down” process in which we receive information from the teacher and apply it in the way he/she recommends. In this course, however, we shall use our knowledge of English to explore more “lateral” modes of thinking that may complement (but not replace!) the customary approach and enhance our ability to “think outside the box” as required in high quality research. Overall, the messages to take away from this course will be “think big” and “take a risk". * To foster new modes of thinking and alternative approaches to problems using a wide range of case studies in English. * To develop a broader appreciation of scientific and artistic creative endeavour in both Western and Asian contexts. * To strengthen English usage for debate, interaction and cultural awareness. * To identify some of the key factors required in creative research. As befits a course in "Creative Thinking" there is no fixed lecture schedule or plan. Rather, the lectures will be tailored to meet the academic interests and abilities of those taking the course. However, within the framework of our English language studies, we will generally employ case studies taken from the realm of science and will also likely draw on material from stories, myths, riddles, koans and folk tales. Key words and expressions will be explained as they arise. Class debates will form an important component of this curriculum. The students will be expected to respond to these challenges both “live” in class and through their written work. 70% class participation, 30% presentation/ written work. Creative Thinking cannot really be taught. Even so, I would like you to follow the course ethos of expanding your mental horizons beyond those of your immediate field of study in order to broaden the range of approaches open to you when solving problems i Feel free to ask questions immediately after class or by visiting my office at any time. English, Celts, Lord of the Rings Institute for Liberal Arts and Sciences J.Matthews Carrier support 1 Fall
Tue/5 2nd grade and above All fields X518002
Yoshida South 4 40 The course aims to give students a familiarity with various aspects of the Celtic and Nordic worlds within the broader context of English studies. It will therefore provide historical and cultural backgrounds that are valuable for gaining a firmer grasp of the English language and will thus expand cultural literacy. We shall focus on both the Celtic and Nordic literary corpora and folk traditions -- how they have interacted and how they may have influenced the work of recent authors and poets. In this latter respect, much of our discussion will centre on J. R. R. Tolkien's "The Lord of the Rings". *To support students in their English learning by widening their general appreciation of the language through studies of key aspects of the Celtic and Nordic cultures. *To underline some common basics of the English language and also identify new applications of words and styles of expression derived from the Celtic and Nordic languages themselves. *To consider how English originally developed in cultural and historical terms and how it relates to or interacts with neighbouring Celtic languages. *To discuss the extent to which the works of modern writers in English (such as Tolkien) contain parallels to the ancient literary motifs of the Celtic and Nordic worlds. Week 1: We begin with a discussion of the geography relevant to the Celtic and Nordic worlds and discuss the development of new languages. Weeks 2-5: After a brief biography of J. R. R. Tolkien, we shall consider the Celtic languages and how stories from the Welsh Mabinogion and other famous collections may be compared to incidents in the Hobbit, The Lord of the Rings and the Arthurian film genre. Relevant aspects of Celtic culture (music, dress etc.) will also be covered. Weeks 6-9: We shall next turn our focus on the Nordic world, to consider various key features from the Anglo-Saxon and Viking eras. Particular attention will be given to the Beowulf heroic poem as a potential template for a number of Tolkienian scenarios and idioms. Weeks 10-14: We shall then similarly consider how other writers have used the English language within the context of their own cultural and linguistic backgrounds. The raw material for our discussions will be selected from the work of famous authors such as Dylan Thomas, James Joyce, and Robert Burns. 70% class participation, 30% presentation/ written work. The students will be expected to contribute both in class and in written work. Read and augment all materials handed out in class. The main written assignment will be set toward the middle of the semester when sufficient ground has been covered. Research this given topic diligently before writing your essay. Feel free to ask questions immediately after class or by visiting my office at any time. 59 Scientific Writing and Presenting in English Graduate Schoo of Letters James R. Anderson Carrier support 1 Fall
Thu/2 All grades All fields H465001
Yoshida South 03 Students will be introduced to issues surrounding scientific writing and presenting. Topics will include how to avoid some of the most common errors of expression (both written and oral), through the use of examples and opportunities to practice. Focus will be on how to structure a scientific report and to write concisely in English, again with help from real-life examples. Teaching will include open discussions and opportunities for students to participate in “mini-symposia” as both presenters and discussants. Students completing the course will have improved knowledge of the structure of scientific papers and presentations, as well as clearer ideas of what to do and what not to do when writing or presenting in English. 1. Introduction. Aims of scientific writing 2. Common errors to avoid when writing 3. Basic structure of psychology research papers 4. Writing in concise English 5. In-class construction of a report 6. Critical analysis of sample manuscripts 7. In-class exercises 8. Introduction to presenting in English 9. Some presentation hints 10. Visual aids: good and not so good 11. Asking questions, and responding orally in English 12. Student mini-symposium 1 (presentations, questions in English) 13. Student mini-symposium 2 (presentations, questions in English) 14. Overview of course Note: The contents of specific lectures may change. Evaluation will be based on attendance (20%), a short oral presentation (10%) and a final written exam (70%). Students are expected to review the class hand-outs after each class. There are no specific office hours. My e-mail address is: j.r.anderson@psy.bun.kyoto-u.ac.jp Art, Culture and Technology Institute for Information Management and Communication Naoko TOSA General Culture 2 Fall
Wed/5 All grades All fields X431001
Yoshida South(Media) 303(
) We will discuss several serious issues, starting from the topic of art and technology, proceeding to the topic of culture and technology, and finally reaching to the topic of the new world based on the integration of these different concepts where both creators and viewers can reach deep mutual understandings. When we talk about art that achieves this mutual understanding, we have to admit that cultural issues would play a major role there. We can call the 1970’s and the immediately following decades as the era where the relation between art and technology was the main topic. Now, in the early era of the twenty-first century, we should consider the relationship between culture and technology, in other words, culture in the Internet era. Each specific culture is strongly related to its region and race. Therefore, it is necessary to actually live there to really understand the culture specific to each place. At the same time, humans have been trying to realize virtual experiences of such ways of living by utilizing strong computing technology and by introducing sophisticated interaction technologies. Based on this, it would become possible for technology to clarify what culture is and, on the other hand, cultures could push technology forward. As a result, we are now approaching the stage where technologies could extract structures that hide behind each culture and try to realize communications among different cultures. In the twenty-first century, in the area of computer technology, the basic trend involves us moving from the era of calculation, database processing, information processing, etc., to the era of addressing culture, expressing culture, handling types and structures behind several cultures, and, as a result, letting people understand different cultures at a spiritual level. In other words, I can say that we are getting into the era of Cultural Computing. Basic study of Art & Technology We want to introduce and discuss the still-unveiled possibilities of Cultural Computing which would express, in the interactive way, such substantial cultural issues such as sensitivity, memory, spirituality, storytelling, racial characteristics, etc., that have not been addressed in computer science and engineering so far. There are various possibilities in this area. From an artistic point of view, Cultural Computing can go beyond the present day media art by treating cultural issues described above. From the viewpoint of technology, it would open a new area in computer technologies, which so far has only been addressing the digitization of cultural heritages/contents for the purpose of preserving them. The digitization of cultural issues would make it possible for people to understand different cultures,bridging the gaps between time and space, consequently creating new cultures. We particularly examine Japanese culture, although it is only a small subject of computing.
1. Japanese tastes for simple and quiet surroundings(WabiSabi) 2. Relations between Japanese and Asian cultures 3. Assuming the separation of Buddhism and Shintoism as a basis of Japanese cultural structure 4. Peculiar features of Japanese literature such as the 31- syllable poem, Haiku poem, and Noh play 5. Japanese designs (crests, textile, color, form, Noh play and Kabuki) 6. Understanding the depths of feeling and culture from communication through computers Art work, report, attendance(number of days) Sometime, students go to recommend of Art exhibition at Kyoto area. Skill: internet search, e-mail, word, power point, Interest about Art Business English Graduate School of Management W.Baber Carrier support 1 Fall
Thu/4 Mainly for 1st and 2nd grade All fields X534002
Yoshida South 3B Communication in English from a business perspective (not academic English): person to person and Business-to-Business (B2B). Includes writing and speaking skills. This course teaches correct manners in email and on line (netiquette); tone, level, and formality; how to communicate effectively and efficiently as expected in the English speaking world; how to design your writing for readability, and make business presentations. Students will gain clear ideas about which style to use in specific communication forms such as email, summaries, short reports, and presentations. Students will learn to speak with fluency on business topics. Lecture 1: How to interact; Tone, level, formality Lecture 2: Email and online I Lecture 3: Discussion/verbal skills Lecture 4: Email and online II Lecture 5: Writing design, discussion/verbal skills Lecture 6: Discussion skills Lecture 7: Discussion skills Lecture 8: Writing design, memo Lecture 9: Informative efficient writing Lecture 10: Informative efficient writing Lecture 11: Verbal/presentation skills Lecture 12: Management presentations Lecture 13: Management presentations Lecture 14: Make your case breifly! In-class evaluation of activities and oral assignments; written assignments. Students select from a variety of assignments at four levels of difficulty. Completion of tasks determines the final grade. Details are provided in the class materials. Students will use class time to complete tasks and receive feedback from the teacher. Students may complete many of the tasks outside of the classroom. Further details will be provided during the course. Office hours are Thursday afternoons. Strong English required. Ability to listen and ask questions in English. Willingness speak to classmates and instructor in English. No Japanese language will be used in the course. 60 Negotiation Graduate School of Management W.Baber Carrier support 1 Fall
Wed/4 Mainly for 3rd grade and above All fields X535001 Yoshida South 3B Tools and practical experience for conducting business negotiations from pre-planning to agreement, so-called Harvard Methods or Mutual Gains Negotiation. The course is conducted entirely in English and requires strong speaking and listening skills. Non-business negotiation, such as politics and other subject areas, will not be included. Students will understand concepts such as BATNA, ZOPA, reserve points, utility, satisfaction, relationship building, and the overall process of negotiation. Lecture 1: Basic negotiation skills 1 Lecture 2: Basic negotiation skills 2 Lecture 3: Basic negotiation skills 3 Lecture 4: Case practice 1 and skills Lecture 5: Case practice 2 and skills Lecture 6: Case practice 3 and skills Lecture 7: Case practice 4 and skills Lecture 8: Case practice 5 and skills Lecture 9: Case practice 6 and skills Lecture 10: Case practice 7 and skills Lecture 11: Case practice 8 and skills Lecture 12: Case practice 9 and skills Lecture 13: Practice: Final event Lecture 14: Final event In-class evaluation of activity (30%), preparation (10%), and assignments written and oral (40%). Students are expected to prepare in advance by carefully reading cases. Students are also expected to answer some questions or prepare materials about the cases in advance. Office hours are Thursday afternoons. Ability to listen and ask questions in English. Willingness to speak continuously to classmates and instructor in English.
|
