The aim of this course is to learn about structural biology research. This includes, but is not limited to, practical knowledge about experimental methods, such as molecular biology, genetics, microscopy, and data analysis. Students also learn about scientific communication. This includes, how to read scientific papers critically, how to present scientific results.

The aim of this course is to learn about structural biology research. This includes, but is not limited to, practical knowledge about experimental methods, such as molecular biology, genetics, microscopy, and data analysis. Students also learn about scientific communication. This includes, how to read scientific papers critically, how to present scientific results.

This is a course on visual culture in the 20th and 21st century, with a particular focus on the interplay between media technology, culture and society. This course will also be multidisciplinary in nature, as we reflect on our discursive assumptions in the historical, sociological, anthropological, philosophical disciplines among others. While the readings may primarily cover phenomenon in the United States, participants will be strongly encouraged to think of the specificity of the impact of globalization on media and society in various regions of the world including Japan. The course objectives are the following: -Gain a better understanding of the relationships between society, media, people, institutions and how they function as agents of maintaining the status quo or for fostering change -Learn about the transformative faculties and social implications of quotidian applications of technology -Gain deeper understanding of the academic disciplines Topics will include (but are not limited to): -representation of race, ethnicity and gender and other minorities -regional, transnational and international ecosystems of information technology -artificial intelligence and algorithmic bias -technological advancement and implementation in everyday life and the powers at play

This is a course on visual culture in the 20th and 21st century, with a particular focus on the interplay between media technology, culture and society. This course will also be multidisciplinary in nature, as we reflect on our discursive assumptions in the historical, sociological, anthropological, philosophical disciplines among others. While the readings may primarily cover phenomenon in the United States, participants will be strongly encouraged to think of the specificity of the impact of globalization on media and society in various regions of the world including Japan. The course objectives are the following: -Gain a better understanding of the relationships between society, media, people, institutions and how they function as agents of maintaining the status quo or for fostering change -Learn about the transformative faculties and social implications of quotidian applications of technology -Gain deeper understanding of the academic disciplines Topics will include (but are not limited to): -representation of race, ethnicity and gender and other minorities -regional, transnational and international ecosystems of information technology -artificial intelligence and algorithmic bias -technological advancement and implementation in everyday life and the powers at play

Aims 1. To introduce students to the history of the lands that now make up most of Poland, Lithuania, Belarus, and Ukraine, from the sixteenth century until the 1930s. 2. To consider civic and ethno-linguistic concepts of ‘nation’ and ‘nationalism’ within this historical context. 3. To enhance the ability to understand and to appreciate how people have existed, acted and thought in the past in the context of the complexity and diversity of historical situations, events and intellectual outlooks. In particular, students should consider how people in the past have evaluated the times in which they were living. 4. To enhance the ability to use and evaluate texts and other source materials both critically and empathetically, as well as appreciating the limits and challenges of the extant record. The critical evaluation of texts should include an understanding of the questions which historians ask and why they do so. By the end of the course students will have read a wide selection of historical works. 5. To enhance the ability to frame and sustain an argument. Arguments should be structured, coherent, relevant, and concise, and should take into account all aspects of a given problem. Objectives By the end of the course, students should have acquired: 1. Enhanced generic skills: these may be defined as -- (i)self-direction and self-discipline; (ii)independence of mind and initiative; (iii) the ability to work with others and to have respect for the reasoned views of others; (iv)the ability to identify, gather, deploy and organize evidence, data, and information; and familiarity with appropriate means of achieving this; (v)analytical ability and the capacity to consider and solve problems, including complex problems; (vi)structure, clarity and fluency of expression; (vii)intellectual maturity and integrity; (viii)empathy and imaginative insight; (ix)ability to organize time, work, and personal resources to optimal effect. 2. A body of historical knowledge relating to the Polish-Lithuanian Commonwealth to 1795 as well as the territories that formerly constituted it, from the partitions until the 1930s.

Aims 1. To introduce students to the history of the lands that now make up most of Poland, Lithuania, Belarus, and Ukraine, from the sixteenth century until the 1930s. 2. To consider civic and ethno-linguistic concepts of ‘nation’ and ‘nationalism’ within this historical context. 3. To enhance the ability to understand and to appreciate how people have existed, acted and thought in the past in the context of the complexity and diversity of historical situations, events and intellectual outlooks. In particular, students should consider how people in the past have evaluated the times in which they were living. 4. To enhance the ability to use and evaluate texts and other source materials both critically and empathetically, as well as appreciating the limits and challenges of the extant record. The critical evaluation of texts should include an understanding of the questions which historians ask and why they do so. By the end of the course students will have read a wide selection of historical works. 5. To enhance the ability to frame and sustain an argument. Arguments should be structured, coherent, relevant, and concise, and should take into account all aspects of a given problem. Objectives By the end of the course, students should have acquired: 1. Enhanced generic skills: these may be defined as -- (i)self-direction and self-discipline; (ii)independence of mind and initiative; (iii) the ability to work with others and to have respect for the reasoned views of others; (iv)the ability to identify, gather, deploy and organize evidence, data, and information; and familiarity with appropriate means of achieving this; (v)analytical ability and the capacity to consider and solve problems, including complex problems; (vi)structure, clarity and fluency of expression; (vii)intellectual maturity and integrity; (viii)empathy and imaginative insight; (ix)ability to organize time, work, and personal resources to optimal effect. 2. A body of historical knowledge relating to the Polish-Lithuanian Commonwealth to 1795 as well as the territories that formerly constituted it, from the partitions until the 1930s.

This course explores the role of law and governance in mediating the human-environment interface. It focuses on the Anthropocene as it confronts law and governance scholars with a unique challenge concerning the need to question, and ultimately re-imagine, international environmental law and governance interventions in the light of a new socio-ecological situation. Through interactive lectures, classroom discussions based upon pre-assigned readings, oral presentations, and the elaboration of a joint mini-project, students not only assess the (mostly unsuccessful and ineffective) regulatory interventions used thus far to mediate the human-environment interface; they also examine the possibility to develop counter-narratives and alternative institutional practices, by drawing on most recent critical legal approaches as well as sociocultural traditions that have been marginalised within international environmental law.

This course explores the role of law and governance in mediating the human-environment interface. It focuses on the Anthropocene as it confronts law and governance scholars with a unique challenge concerning the need to question, and ultimately re-imagine, international environmental law and governance interventions in the light of a new socio-ecological situation. Through interactive lectures, classroom discussions based upon pre-assigned readings, oral presentations, and the elaboration of a joint mini-project, students not only assess the (mostly unsuccessful and ineffective) regulatory interventions used thus far to mediate the human-environment interface; they also examine the possibility to develop counter-narratives and alternative institutional practices, by drawing on most recent critical legal approaches as well as sociocultural traditions that have been marginalised within international environmental law.

Philosophical questions are strange. Some seem to have an ‘obvious’, ‘easy’ answer. For others, there seems to be no answer at all, or at least no answer that humans may be able to sort out. Observations like these may make for the impression that philosophy is pointless. Yet not everything strange is pointless. The objective of this course is to make students appreciate the value of thinking about philosophical questions. In contrast to most standard introductions to this subject, my course will put the questions to the fore, rather than certain views as to how to ‘answer’ such questions. Like my other GLA course “Reading Philosophy”, this course is open to students also without any special background in philosophy. Its historical scope is wide, ranging from literature from ancient Greece to contemporary philosophy. Classes will be given in the form of a reading seminar, where students can acquire an understanding of philosophy more actively through engagement with primary texts. If you are happy to read texts closely and to think about what is going on in them, this is a course for you.

Philosophical questions are strange. Some seem to have an ‘obvious’, ‘easy’ answer. For others, there seems to be no answer at all, or at least no answer that humans may be able to sort out. Observations like these may make for the impression that philosophy is pointless. Yet not everything strange is pointless. The objective of this course is to make students appreciate the value of thinking about philosophical questions. In contrast to most standard introductions to this subject, my course will put the questions to the fore, rather than certain views as to how to ‘answer’ such questions. Like my other GLA course “Reading Philosophy”, this course is open to students also without any special background in philosophy. Its historical scope is wide, ranging from literature from ancient Greece to contemporary philosophy. Classes will be given in the form of a reading seminar, where students can acquire an understanding of philosophy more actively through engagement with primary texts. If you are happy to read texts closely and to think about what is going on in them, this is a course for you.