FY2022

Activity Report
Open Application
Program

SAKURA SCIENCE PROGRAMSAKURA SCIENCE Exchange ProgramActivity Report on Open Application Program FY2022
Sakura Science Program

CONTENTS■ Overview of Sakura Science Program: Open Application Program FY2022 .................. P1■ Activity Reports[Sakura Invitation Program (Open Application)]
Universities .............................................................................................................................................................................................................. P2
Iwate University, Nagaoka University of Technology, the University ofTsukuba, Chiba University, Chuo University, J. F. Oberlin University, Aichi
Institute of Technology, Nagoya University, Asahi University, Hiroshima
University, Kagawa University, University of the Ryukyus
Technical Colleges................................................................................................................................................................................. P14
National Institute of Technology (KOSEN), Hakodate College;
National Institute of Technology (KOSEN), Miyakonojo College
High School ........................................................................................................................................................................................................ P16
Osaka Prefectural Kozu Senior High School
Research Institution ............................................................................................................................................................................ P17
High Energy Accelerator Research Organization（KEK）
Local Government.................................................................................................................................................................................. P18
Mie Prefecture
Incorporated Organization ..................................................................................................................................................... P19
Development Association for Youthleaders［Sakura Online Program (Open Application)］........................................................................................... P20
Osaka Institute of Technology, Saga University■ Reference
Statistical Data on Open Application Program FY2022............................................................ P21
１．
Results of Participant Survey ................................................................................................................................................... P24
２．

Students from Thailand, Laos,and Indonesia walk aroundKyoto wearing kimono.
(Ritsumeikan University
Program, December 2022)

FY2022

Overview of Sakura Science Program
Open Application Program

The Sakura Science Program (SAKURA SCIENCE
Exchange Program) is a program run by the Japan
Science and Technology Agency (JST) that invites
exceptional youth from other countries to Japan for shortperiods of time to promote international exchange
between young people from Japan and countries/regions
around the world in the science and technology field,
including the humanities and social sciences. Since its
inception in 2014, more than 35,000 young people havecome to Japan, and around 7% of these have returned
to Japan after finishing the program for study or work.
The Sakura Science Program is broadly divided into thefollowing two program types.

JST Invitation Program
JST designs this program and implements as the hostorganization. For example, it runs exchange programs for
exceptional high school students (and supervisors) fromother countries.

Open Application Program
JST provides necessary expenses to run exchange plansselected through open application. The exchange plans aredesigned jointly by the Japanese host organization*1 and theforeign sending organization,*2 and the Japaneseorganization submits an application to JST within theapplication period. Exchanges that make use of the Internet
are also going ahead in response to the progress ofdigitalization and new social and economic forms.
*1. Host organizations
Educational and research institutes throughout Japan, companies, local governments,
various organizations, and others.
*2. Sending organizations
An organization that dispatches invitees and plans and implements exchange programsin cooperation with the host organization.

sending organization, and 15 in case of the invitation frommultiple sending organizations (supervisors are excluded
in both cases).
Ｂ: Collaborative Research Activity Course
Foreign youth participate in short term joint research
programs arranged by host organizations in Japan. The
period of stay is limited to 3 weeks. The number ofpeople who can be invited is basically limited to ten(supervisors are excluded).
Ｃ: Science & Technology Training Course
Foreign youth participate in converged training to acquire
specific technique and skills related to science andtechnology arranged by the host organizations. The
period of stay is limited to 10 days. The number of people
who can be invited is limited to 15 per country or region,and 25 from multiple countries and regions (supervisors
are excluded in both cases).
[Sakura Online Program]
A Japanese host organization and a foreign participatingorganization (at least 10 participants from the partnerorganization) run online exchanges totaling at least five days.

Overview of implementation of FY2022
Open Application Program
A total of four open calls were held for the FY2022 Open
Application Program.
[Sakura Invitation Program]
2,198 people came to Japan from 331 foreign sendingorganizations, and 108 host organizations within Japan
worked with these sending organizations to run 219
exchange programs.
<Outline of implementation by course>
No. of programs■ Eligibility of participantsStudents, researchers and others engaged in science andtechnology who are 40 years old or younger from all
countries and regions■ Eligible fields
In addition to the natural sciences, exchange in thehumanities and social science fields is also possible.
■ Details[Sakura Invitation Program]
Select from the three courses below, based on the aims andcontent of the exchange plan.
A: Science & Technology Experience Course
Foreign youth participate in science and technology
exchange programs arranged by host organizations inJapan. The period of stay is limited to 7 days. The
number of people who can be invited is limited to ten per

No. of participants

Course A

137

1,524

Course B

43

239

Course C

39

435

Total

219

2,198

<No. of participants by region>
RegionNo.

RegionSoutheast Asia

1,233

Central/South America

54

East Asia

366

North America

53Southwest Asia

290

Africa39

Europe90

Middle East

17

Oceania

56

Total

2,198

No.

*See page 21 for country/region names[Sakura Online Program]
24 host organizations within Japan ran 31 programs.

1

Activity
ReportIwate University (Course A)
Asian students experience digital content
design through cutting-edge media
technology[University][Sept 4 to Sept 10, 2022](From host organizations)
Iwate University invited a total of 16 people (seven undergraduate students, four graduate
students, and five faculty members) from Mongolia, Taiwan, and Thailand (including two
people participating with their own funds) over a 7-day period from September 4 to 10, tocreate digital content using cutting-edge media technology. Six universities participated in
total: the National University of Mongolia, the Mongolian University of Science andTechnology, the University of the Humanities (Mongolia), Naresuan University (Thailand),Silpakorn University (Thailand), and National Kaohsiung Normal University (Taiwan).
An opening session was held on the morning of the second day, and in the afternoon thestudents were split into three groups and carried out activities in different laboratories.
Their activities consisted of the following.
Group A (Leader: Professor Tanaka, Design and Media Technology Course )This group held discussions based on the characteristics of traditional souvenir packaging
in Thailand, Mongolia, and Japan. They viewed industrial products and traditional
products such as food in Morioka Handcrafts Village, and were introduced to special local
products at commercial facilities in Morioka City. After this, they compared and discussed
the characteristics of the packaging of the traditional foods from the perspective of art
and engineering. However, there was a lack of time, so we didn’t manage to arrange
initiatives for our mutual environments from the perspective of the Sustainable
Development Goals (SDGs).

Viewing traditional products in Iwate PrefectureGroup B (Leader: Professor Konno, Design and Media Technology Course )This group worked together to create a model using a 3D printer. After they had discussed
what to make, they carried out modelling using 3D CG software and repeatedly createdprototypes as they completed their model. As it takes time for the 3D printer to produce
output, they spoke about what they could produce in an appropriate time period, so they
could use their time fully.
Group C (Leader: Professor Kobayashi, Electrical, Electronic, andCommunication Engineering Course)
After an introduction to research on biosignal measuring, Group C learned about
physiological sensing technology using 3D measuring equipment by creating electronic
circuits that measure heart activity. This was the students’ first time creating electronic
circuits, so they started by learning the fundamental principles. In particular, they learned
about physiological mechanisms so they could measure heart activity as a biosignal. Using
their electronic circuit, the students measured their own heart activity and were able to
make new discoveries.

Creating models using a 3D printerConfirming activities to deepen exchange
On the morning of the third day, the students viewed an online presentation and exhibitionof digital content, "Art&Technology Tohoku 2022 " (hosted by The Society for Art andScience Tohoku Branch). Their supervisors also paid a courtesy visit to Iwate University’s
President and confirmed future activities to deepen exchange.
On the morning of the last day, each group presented their outcomes, and on the following
day they headed home.
It seems that the students from different cultures struggled to communicate with eachother, but discussions about the content of their research challenges and solutions allowed
them to gain a mutual understanding. We hope that exchange continues with young
people in the future.

Schedule

2

ProgramCreating electronic circuits to measure heart activity

Location

Day 1

Arrived in Japan

Day 2

Research introduction, group discussions in laboratories

Iwate University

Day 3

Viewed Art&Technology Tohoku 2022 online

Same as above

Day 4–5

Group discussions in laboratories; visited Morioka Handcrafts Village,commercial facilities in Morioka City, history museum, art gallery, etc.

Iwate University,
Iwate Prefecture

Day 6

Presentation of outcomes

Iwate University

Day 7

Returned home

Commemorative photograph of the participantsNagaoka University of Technology
Activity
Report[University](Course C)

Thai students study sports
engineering using data science[Oct 17 to Oct 24 2022]

Nagaoka University of Technology (NUT) invited a total of 11 people (10 undergraduate
and graduate students and 1 faculty member) from the Faculty of Engineering, Kasetsart
University in Thailand for an exchange program on human resources training throughsports engineering over an 8-day period from October 17 to 24. In the present day,Thailand is facing the growing problems of a declining birthrate an and aging population,
as well as childhood obesity, and there is a greater need for students of science andengineering to study sports engineering and science. The aims of this program were to
make use of knowledge and technology in the science and engineering field to carry out
experiments and data analysis concerning sports, thus leading to innovation in humandynamics and the development of sports equipment, and to deepen students’
understanding of community-based industries through visits to sites that produce sporting
goods in Nagaoka City, Niigata Prefecture.
On the first day, the students visited the National Museum of Emerging Science andInnovation (Miraikan) to experience Japanese science and technology.

Experiment measuring the movement ofcompetition wheelchairs

On days 2–3 and day 5, the students attended lectures and carried out experiments
related to sports engineering at NUT. The Sports Engineering and Bio-InformaticLaboratory responsible for this program is working in cooperation with the Tokyo
Metropolitan Industrial Technology Research Institute and OX Engineering Co., Ltd. todevelop wheelchairs for badminton competitions, and the athletes u sing their competition
wheelchairs during the Tokyo 2020 Paralympic Games won the gold and bronze medals.
The Thai students experienced using the competition wheelchairs developed by NUT, andalso collaborated with NUT students on sports data measuring experiments, 1) measuring
sprints, 2) measuring jumps, and 3) measuring wheelchair movement. After this, theyattended a lecture on how to analyze the data they had gathered and carried out data
analysis exercises using Python programming. The Thai students also acted as subjects
for the experiments, and worked on analyzing their own data collections.

Students interested in the manual work of skilled
engineers
On the fourth day, the students visited companies and sports facilities in Nagaoka City. At
Yonex Co., Ltd.’s Niigata plant, they saw actual production sites for badminton rackets.
The company was established in the Santo District of Niigata Prefecture (now Nagaoka
City), so after learning about the company’s history and details, they listened to
explanations of the manual processes at the newest production sites, which are carriedout by skilled engineers because they can’t be mechanized. At OX Niigata, the students
saw a production site for regular self-propelled wheelchairs and competition wheelchairs.
Here, too, they viewed the manual processes—the metalwork on the wheelchairframes—carried out by skilled engineers in close proximity; students from both universities
were very interested. They also experienced trial uses of the latest competition wheelchair.
On top of this, they visited City Hall Plaza Aore Nagaoka, the home arena of the B League
team Niigata Albirex BB (home base: Nagaoka City).
During the results briefing, the students gave presentations that included the outcomesof their analysis of their experimental data and their impressions of the program as awhole, and exchanged opinions with NUT faculty and students. Finally, they were given
certificates of completion at the program completion ceremony, and the program ended.

Schedule

Program

Visiting the Yonex Niigata plant

Listening to an explanation of wheelchair
production in OX Niigata

Location

Day 1

Arrived in Japan, Miraikan

Tokyo

Day 2

Orientation, introduction to laboratory

Nagaoka Universityof Technology

Day 3

Lectures on sports engineering and bio-informatic processing, measuringexperiments

Same as above

Day 4

Toured Yonex Niigata plant, OX Niigata, Aore Nagaoka

Nagaoka City

Day 5

Measuring experiment: sprint measuring, jump measuring, wheelchair
movement measuring

Nagaoka Universityof Technology

Day 6

Lecture and exercises on data analysis of the outcomes of the various
experimental measurements, results briefing, opinion exchange session

Same as above

Day 7

Visited Niigata Prefectural Museum of History, Yoshinogawa Sake Museum

Nagaoka City

Day 8

Returned home

Program completion ceremony

3Activity
Report[University]

University of Tsukuba (Course B)
Young doctors from Brazil work on
medical care for the elderly andcancer treatment[September 11 to October 2, 2022]

The University of Tsukuba Hospital invited three young doctors from the Hospital Japonês
Santa Cruz (HJSC) in Brazil for a training program based on the theme of “medical care forthe elderly and global cancer treatments” over a 22-day period from September 11 to
October 2. The University of Tsukuba signed an agreement with the HJSC in 2016, andexchange between the two has continued to this day.
The program focused on challenges in multiple clinical departments (gastrointestinal
surgery, radiation oncology, rehabilitation) concerning medical care for the elderly—mainly
approaches to cancer treatment and research with a view to the assumed aging society of
the future. It also aimed for participants to create mutual networks while carrying out
training and joint research, and for human resources training for future young doctors.
After the program started, the participants spent their days filled with studying, observing
surgeries until late at night and joining in conferences from early in the morning.
On the fourth day, they participated in an opinion exchange session with students from the
University of Tsukuba’s Institute of Medicine. The students asked them about their future
career plans, and the participants enthusiastically shared their own experiences, actively
engaging in exchange with the next generation.

Visiting the National Museum of Emerging
Science and Innovation

On the seventh day, the participants visited the National Museum of Emerging Science andInnovation (Miraikan), guided by the students. They enjoyed the scenery and atmosphereof Japan as they traveled on the train, and also had fun trying Japanese food andexperiencing Japanese culture.
On day 13, the plan was for the participants to visit research facilities in Tsukuba City in
Ibaraki Prefecture together with our students, but a typhoon had hit, so they only visitedthe Japan Aerospace Exploration Agency (JAXA).

Participating in Tsukuba Global Science Week 2022
On day 20, they participated in an international session of Tsukuba Global Science Week
2022 (TGSW 2022), hosted by the University of Tsukuba (venue: hybrid, Tsukuba
International Congress Center and online). During the session, the venue and HJSC wereconnected through the Internet, and Brazilian and Japanese doctors gave presentations
from many different perspectives, including gastrointestinal surgery, oncology,
cardiovascular medicine, and neuropsychiatry, based on the keywords “cancer treatment”
and “elderly.” It was a very meaningful session.

Participants answering questions at the
information session

After the session was over, the participants returned to the hospital, where a training reportsession and completion ceremony took place. The participants presented the outcomes of
their training, received certificates of completion from the doctors in charge of eachdepartment, and the program came to a successful end.
On this occasion, our students accompanied the participants on various visits and during
the opinion exchange meeting, including welcoming them and seeing them off, andimpressions from the students included, “I’m glad we were able to engage in direct
exchange despite the COVID-19 pandemic,” and “Talking to them directly has helped mycareer plans.”
We hope to continue focusing on training young medical professionals with international
perspectives from both countries.

Schedule

Location

ProgramArrived in Japan/orientation, started training in different clinical departments

University of Tsukuba Hospital

Day 3

Participated in conferences in various departments, observed medical examinations/surgeries, lectures, training

Same as above

Day 4

Training, opinion exchange session

Same as above

Day 5–6

Participated in conferences in various departments, observed medical examinations/surgeries, lectures, training

Same as above

Day 7

Visited Miraikan

Tokyo

Day 8

Created research plan proposals and summaries of training

University of Tsukuba Hospital

Day 9–12

Participated in conferences in various departments, observed medical examinations/surgeries, lectures, training

Same as above

Day 13

Visited JAXA, created research plan proposals and summaries of training

Tsukuba CityDay 14–15

Created research plan proposals and summaries of training

University of Tsukuba

Day 16–18

Participated in conferences in various departments, observed medical examinations/surgeries, lectures, training

University of Tsukuba Hospital

Prepared for TGSW 2022 presentations

Same as above

Participated in TGSW 2022, training report session, completion ceremony/returned home

City of Tsukuba, University ofTsukuba Hospital

Day 1/Day 2

Day 19Day 21/Day 21–22

4

Training report session and completion ceremony

Activity
Report[University]
Chiba University (Course B)
Gaining an integrated understanding of
zoonoses in Paraguay using next-generation
sequencing technology[September 26 to October 9, 2022]

The Department of Infection and Host Defense, Graduate School of Medicine, Chiba
University invited six young researchers with veterinarian qualifications from Paraguay
over a 14-day period from September 26 to October 9. They were introduced via
Associate Professor Acosta of Obihiro University of Agriculture and Veterinary Medicine,a collaborative researcher. The main aim in extending this invitation was to carry out
training and face-to-face meetings for international joint research for which
preparations are currently going ahead: Uncovering Distribution of Parasites that Cause
Zoonoses in Paraguay.
On the first day, the researchers viewed the Infection and Host Defense laboratory in our
graduate school, and heard an explanation about methods of culturing and detecting
parasitic protozoa. In Paraguay, protozoa are detected for diagnostic purposes, but nosystem has been established to culture them, so the researchers listened with tremendousinterest while taking notes and videos.

Arriving at Chiba University’s School of Medicine

On day 2, the researchers attended lectures on actual protozoan sampling methods andDNA extraction methods used in research. After this, they participated in a meeting about
joint research in Paraguay.
On day 3, they visited the Meguro Parasitological Museum. The participants wereinterested in the parasites found in Japan and their history, and asked several questions.
On the way back to Chiba, they had a meeting with the Ambassador of Paraguay to Japanon short notice, and were able to directly hear about national anti-infection measures anddiseases among livestock. After this, interested participants visited a veterinary hospital,and learned about the differences from facilities in Paraguay, among other things.
On days 4–6, the researchers visited a facility that cultured protozoa in Chiba University,and attended a lecture on technology for genetically modifying protozoa as well as hearing
an explanation of the principles of next-generation sequencing technology. They thenreviewed and discussed their training so far.

Experiencing the importance of face-to-face discussions
On day 8 and day 9, the researchers traveled to Kyoto, where they were introduced toresearch on single-cell analysis using next-generation sequencers at the Institute for the
Advanced Study of Human Biology (ASHBi), Kyoto University, and to research on parasitic
protozoa and viral infections by Assistant Professor Murakoshi at Kyoto Prefectural
University of Medicine.

Introduction to facilities by Associate Professor
Hikosaka of the School of Medicine, Chiba University

On days 10–13, they attended a lecture on infection control measures in Japaneseveterinary clinics given at Chiba University by part-time lecturer Dr. Koyama from the
Nippon Veterinary and Life Science University. At the results presentation session after this,the researchers gave extremely enthusiastic presentations, and talked passionately about
their future aspirations.
In the survey after the training ended, all the participants said that the program was“extremely satisfying,” and they “strongly desired to return to Japan.” There aren’t any
universities in which veterinarians can gain a doctorate (Ph.D.) in Paraguay, so young
researchers need to make much more effort for their development. This training is surely amajor step forward for veterinary researchers in Paraguay. Plus, the ability to exchange
opinions face-to-face meant the participants could discuss specific ways of moving
forward with joint research.

With Associate Professor Yamamoto at ASHBi,
Kyoto University

Currently, the participants are applying to obtain research grants in Paraguay, and hope togradually develop their research.

Schedule
Day 1/Day 2
Day 3
Day 4/Day 5

Program

Location

Arrived in Japan/meeting, opinion exchange, DNA sampling training

Chiba University

Training on Japanese parasites

Meguro ParasitologicalMuseumLectures, training on protozoan genetic modification/data analysis, etc.

Chiba University

Day 6

Meeting, opinion exchange with students and researchers

Same as above

Day 7

Summary and consideration of training outcomesSame as above

Day 8–9

Visited Kyoto University, Kyoto Prefectural University of Medicine

Kyoto Prefecture

Day 10

Summary of opinion exchange session for joint research

Chiba University

Day 11Results presentation session

Same as above

Day 12

Lecture: the state of zoonoses in Japan

Same as above

Research meeting and opinion exchange session/returned home

Same as above

Day 13/Day 14

Commemorative photograph holding certificatesof completion with Assistant Professor Sakamoto

5

Activity
Report[University]
Chuo University (Course A)
Japanese-Chinese collaborative researchand education to realize sustainable andhealthy cities[February 19 to 25, 2023]

Chuo University invited a total of 11 people (five undergraduate students, five graduate
students, and one faculty member) from the University of Shanghai for Science andTechnology in China over a 7-day period from February 19 to 25 to participate in training
based on the theme of “Exploring systems for Japanese-Chinese collaborative researchand education to realize sustainable and healthy cities.”
Rapid urbanization is underway in China, and in addition to the increasing seriousness ofenvironmental issues and the risks that accompany this, there is an obvious increased
awareness of the environment. In particular, there is a wider demand for urban planningthat aims for both environmental sustainability and human health in China.
In this program, the students considered the latest disaster-prevention technology andsmart city technology, as well as facility design and plant factories that limit the burden on
the environment, with a focus on sustainability in the urban environment and its points ofconnection with improved human wellbeing.
In Haneda Innovation City, they observed technology to protect cities from disasters andthe latest technology for transportation systems, especially IoT and robotics technology.
For the Chinese students, who had experienced social change due to the COVID-19
pandemic lockdown, the technology, including automatic driving, was extremely close toreality when considering the cities of the future, so they engaged in enthusiastic
discussions with local engineers.
During the students’ visit to the Building Research Institute and the National ResearchInstitute for Earth Science and Disaster Resilience in Tsukuba City, Ibaraki Prefecture,they held deeper discussions concerning the significance of large-scale experimental
facilities to verify earthquake-resistant structures and ways to use them, as this was
directly after the Turkey-Syria earthquake and also because the construction of high-risebuildings is underway with China’s rapid urban development. The Building ResearchInstitute is collecting a variety of technology to limit the burden on the environment, andthe students viewed the LCCM Demonstration House that was constructed to verify
these. They heard an explanation from the leading engineer about the strategies thatmake use of the traditions of building homes in Japan as well as the advanced
technology, and how they are integrated. They were able to gain a full understanding of
LCCM houses by actually being able to experience the living space and trying to operate
the moving parts themselves.

Visiting the Large-scale Rainfall Simulator at the
National Research Institute for Earth Scienceand Disaster Resilience

Advance exchange meeting with students expected
to go on short-term study abroad in the University of
Shanghai for Science and Technology

Going over the scheduled time with heated discussions
The students viewed the plant factory—one of the most advanced in the world— on Chiba
University’s Kashiwa-no-ha Campus, and listened to explanations from its leader, Chiba
University’s Professor Emeritus Toyoki Kozai, about the relationship between the efficiency
of agricultural production, food security, and environmental sustainability. They also viewed
an experimental building within the area, and heard commentary about the challenges andpossibilities awaiting the agricultural industry of the future. The discussions between thestudents and researchers continued despite going over the scheduled time, with thisbecoming the visit that left the greatest impression.
The participants also attended an advance exchange meeting with students from Chuo
University who were expected to go on short-term study abroad in the University of
Shanghai for Science and Technology the following month, where they exchanged
opinions. After the completion ceremony, the students talked about their future prospects,
with many of the Chinese students making requests such as “I would like to further
deepen my knowledge of both the various challenges associated with improving humanwellbeing and sustainability in urban environments, including the creation of comfortableliving environments and food security.” This also once again confirmed the importance of
face-to-face exchange.
Schedule

6

The completion ceremony

Location

Program

Day 1

Arrived in Japan, orientation

Chuo University (Korakuen Campus)

Day 2

Special lecture in the university about sustainability and health in cites, tour of laboratories, visit to Haneda Innovation City

Chuo University (Korakuen Campus), Tokyo

Day 3

Viewed leading government-industry smart city technology: Kitaya Park, Miyashita Park, Chiba University
Kashiwa-no-ha Campus, NPO Japan Plant Factory Association

Tokyo, Kashiwa City in Chiba Prefecture

Day 4Visited the Building Research Institute and the National Research Institute for Earth Science and Disaster Prevention

Tsukuba City, Ibaraki Prefecture

Day 5

Advance exchange meeting with students from Chuo University who expect to go on short-term study abroad in the
University of Shanghai for Science and Technology

Chuo University (Korakuen Campus)

Day 6Student presentation session, opinion exchange session, farewell party

Same as above

Day 7

Returned home

Activity
ReportJ. F. Oberlin University (Course A)
Exploring environments where
diverse personnel work with students
from the Netherlands and Finland[University][February 27 to March 5 2023]
J. F. Oberlin University invited a total of 18 undergraduates and faculty members (including
one who participated with their own funding) from its partner universities, Rotterdam
University of Applied Sciences in the Netherlands and the University of Eastern Finland,
over a 7-day period from February 27 to March 5. The program was led by Professor
Kiyoshi Hori of the College of Arts and Sciences, a specialist in research on small andmedium-sized companies in Japan, who also designed and coordinated the overall
program. The program was designed to work with domestic small- and medium-sizedbusinesses that aim to take advantage of the diversity of their human resources to create
new value; based on the theme of “Japan’s small- and medium-sized businesses taking onsocial issues: Female managers and employees and the value of the diversity they create,”
it focused on goals “5. Achieve gender equality and empower all women and girls” and “8.
Promote sustained, inclusive and sustainable economic growth, full and productive
employment and decent work for all” of the SDGs in light of the decline of Japan’s national
power against the backdrop of population aging and declining birthrates.

Group photo in Harada Sakan (Plastering)
Industry Inc.

The Netherlands and Finland, both countries with small populations, have used genderand diverse human resources to enhance their national power. Students from three
countries, including from our university, explored models with environments where thework of diverse human resources leads to corporate and national growth. The participants
engaged in advance training online, in which they used videos of lectures from the online
program last year for preliminary learning. Students from the Netherlands also createdinfographics relating to the current status of gender equality in Japan based on theselecture videos, which were used in the program.
During the program, there were special lectures by Professor Kostas Kaimakis ofRotterdam University of Applied Sciences on digital marketing, by Professor Katariina
Ylönen of the University of Eastern Finland on leadership, and by Professor Markus
Raatikainen, also of the University of Eastern Finland, on entrepreneurship. The students
held active discussions with diverse opinions, and gained knowledge and perspectives ondeveloping business on a global scale.
Plastering workshop at Harada Sakan (Plastering)
Industry Inc.

Many students hope to visit Japan again
The program also welcomed Mr. Muneaki Harada, representative director and president ofHarada Sakan (Plastering) Industry Inc. ; Ms. Miyo Yamamoto, representative and director ofHowa Co, Ltd. (DiNing＋); Ms. Kanako Kikuchi, representative of Work Innovation Co., Ltd.;and Ms. Noriko Uchiyama, representative and chair of the Japan Atotori Musume Associationas speakers, and ran lectures on the issue of declining birthrates around the world, startingwith the case of Japan, gender equality, the social progress of women, and the creation ofbusinesses by female entrepreneurs. The students exchanged opinions, questions, andproposals on the current state and issues of each country and future prospects.
Additionally, the participants’ plastering experience at Harada Sakan and their observationsof companies seemed to leave a strong impression of Japan’s cleanliness, politeness, andorderly nature and environment. During this program, five students from J. F. Oberlin
University participated as program management staff, and this had several positive effects
on our students, including improved ambition for language learning and promoting an
understanding of other cultures. The participants expressed extremely high levels ofsatisfaction in the post-program survey, and many said they would like to return to Japanto study or work. We hope that this leads to them coming to Japan again, mutual student
exchanges, and research exchanges.

Schedule

Program

Corporate lecture at NN Shibuya Crossroads

Location

Day 1

Arrived in Japan, orientation

Tokyo

Day 2

Lecture: Professors of University of Eastern Finland

J. F. Oberlin
University(Shinjuku Campus)

Day 3

Lectures: Representative of Work Innovation, Professor of Rotterdam Universityof Applied Science

Same as above

Day 4

Visit to Harada Sakan

Tokyo

Day 5

Visit to NN Shibuya Crossroads(Lectures: Representative from Howa, Representative and Chair of Japan AtotoriMusume Shared Education Association)

Same as above

Day 6

Wrapping up, opinion exchange session, completion ceremony

J. F. Oberlin
University(Shinjuku Campus)

Day 7

Returned home

Sharing outcomes with each other at thecompletion ceremony

7

Activity
Report[University]
Aichi Institute of Technology (Course B)
Clarifying of the mechanism of the fracture ofshape memory alloys through experiments andanalysis[February 20 to March 12 2023]

Aichi Institute of Technology (AIT) invited Associate Professor Vladimir Dunić from the
University of Kragujevac in the Republic of Serbia for a 21-day period from February 20 toMarch 12. Together with Associate Professor Ryosuke Matsui of the Department of
Mechanical Engineering, Faculty of Engineering at Aichi Institute of Technology, heengaged in an initiative that aims to promote joint research concerning the “Clarification of
the mechanism of the fracture in shape memory alloys through experiments and analysis.”
Associate Professor Dunić is a researcher specializing in applied mechanics, and inparticular has numerous achievements relating to finite element analysis (computer
simulation of mechanics, deformation, heat, etc.); he has published an academic paper
jointly authored with Associate Professor Matsui on the mechanical characteristics ofshape memory alloys.
The activities of this program explored approaches to joint research in the future, aiming tobuild a more stable relationship and increase mutual collaboration.

A research discussion with student

Introduction to the laboratory and experiments
We held a tour introducing the experimental equipments in the Functional Materials
Laboratory at AIT. We also introduced experiments being carried out in the lab withdemonstrations, and asked Associate Professor Dunić to carry out a fatigue test on shapememory alloy wire to enable deeper discussions in the future.
International seminar on shape memory materials and research discussions
At the international seminar on shape memory materials, Associate Professor Dunić gave
an explanation of the content of his research to date, then Associate Professor Matsui
introduced AIT and the Functional Materials Laboratory. Research discussions took place
as appropriate throughout the program. These clarified the research tasks that bothresearchers should undertake, and confirmed the direction of themes that should be
resolved in the future.
Tour of the Toyota Automobile Museum
Associate Professor Dunić visited Toyota Automobile Museum, where he was able tolearn how automobile manufacturers in Japan and overseas worked to develop the
automobile industry.

Seminar at the University of Kitakyushu

Visit to the University of Kitakyushu and tour of TOTO Museum
Associate Professor Dunić visited Associate Professor Hiroki Cho and Associate Professor
Takumi Sasaki of the University of Kitakyushu. Both Associate Professors are carrying out
research on the applications of shape memory alloys, and held a seminar and a tour of theexperimental equipments. The seminar included an introduction to Associate Professor
Dunić’s research as well as presentations by the students of the University of Kitakyushu,
and a lively discussion took place. Associate Professor Dunić also toured the TOTO
Museum, whose headquarters is located in Kitakyushu City. During this, he was able tolearn about the history of the company and its latest technology.

The outcomes of this program and future prospects
There is great significance in the fact that we were able to invite an excellent researcher
from another country. The specialist fields of Associate Professor Dunić and Matsui aredifferent, but we hope that these will complement each other and promote joint
research. Associate Professor Dunić has a wide range of personal connections in
Europe, so this will build a broad network through the addition of Associate Professor
Matsui. One major outcome was the improved international awareness of the students
who supported the program.

Schedule
Day 1/ Day 2

Location

ProgramArriving in Japan, visiting laboratory, discussion with laboratory members

Aichi Institute of Technology

Day 3–5

Experiments and discussions

Same as above

Day 6–7

Rest days

Day 8

Experiments and discussions

Aichi Institute of Technology

Day 9Tour of Toyota Automobile Museum, experiments and discussions

Aichi Prefecture, Aichi Institute of Technology

Day 10–12

Experiments and discussions (opinion exchange session in the afternoon of day 11)

Aichi Institute of Technology

Day 13–14

Rest days

Day 15Experiments and discussions, traveling to Fukuoka Prefecture

Aichi Institute of Technology

Day 16

Visiting the TOTO Museum and University of Kitakyushu, discussions

Kitakyushu City, Fukuoka Prefecture

Day 17

Traveling to Aichi Prefecture, experiments and discussions

Aichi Institute of Technology

Day 18Experiments and discussions, participating in international seminar on shape memory materials

Same as above

Experiments and discussions/returned home

Same as above

Day 19–20/ Day 21

8

At the TOTO Museum

Activity
Report[University]

Nagoya University (Course C)
Seminar for future lawyers tocreate an ‘Asia’ of diversity andinclusion[February 9 to 18, 2023]

Nagoya University’s Graduate School of Law and Center for Asian Legal Exchange (CALE)
invited 19 third-year undergraduate law students (including 10 who were self-funded) fromTashkent State University of Law (Uzbekistan), the National University of Mongolia, andHanoi Law University (Vietnam) over a 10-day period from February 9 to 18, running a“Seminar for future lawyers to create an ‘Asia’ of diversity and inclusion.” These students
had been studying Japanese and Japanese law for around two years.
This program provided lectures and exercises based on fundamental approaches to law,and included students from Nagoya University. More specifically, the content included 1)
human rights from the perspective of the Code of Criminal Procedure, 2) the reality of theprotection of human rights seen from the perspective of lawyers’ duties, 3) democracy andconstitutionalism considered based on land issues, 4) the rule of law from the perspectiveof the civil code, 5) the rule of law from the perspective of corporate compliance, and 6)
the Code of Civil Procedure—the rule of law from the perspective of procedures; the aim
was to foster lawyers of the future.

Discussions between students from four countries

During the program, Nagoya University students gave lectures on (1) above, but struggled
to help the students from different cultures understand assumptions in Japan. In addition,
the students carried out exercises comparing the constitutional provisions in each country
in relation to securing property rights for (3), and learned how each country’s constitutionallaw was created based on that country’s history and background—for example, theMongolian constitution’s “Livestock are national wealth ” and the Uzbek constitution’s “Theprivacy of...bank deposits...shall be guaranteed.”
In addition to classroom learning, the students visited organizations connected with thelaw, including Nagoya District Court, Nagoya Prison, Juroku Bank, and TMI Associates. At
the court and the prison, they learned about consideration for human rights and how thelaw is managed. Then, at the bank and the legal offices, they were able to hear specifically
about Japanese banks and legal offices.

The students present legal issues in their own countries
During their period of stay, we set up a forum for the students to give researchpresentations about legal issues in their own countries. There were various themes,
including “The problem of taxes on cars imported to Mongolia,” “The issue of joint principal
crime in Uzbekistan,” and “The problem of employment for disabled persons in Vietnam,”
and around 85 people participated, including Nagoya University graduate andundergraduate students, and people engaged in the legal profession. The format of thepresentation session allowed participants to ask questions and the presenters to answer
them, making it a catalyst for the students to consider how they should further theirresearch in the future.

Poster presentation

The students also engaged in a two-day homestay, and experienced Japanese society
and culture. Their experiences of everyday life in Japan helped them to understandhow the law works in day-to-day life. During this, one Uzbek student who wasinterested in environmental issues became interested in the rules for putting out
household waste in Japan.
Nagoya University will select students from among the participants of this course as
long-term exchange students for a year starting in September 2023. Through thisprogram, we hope to further increase the number of “lawyers who play active roles in adiverse and inclusive society.”

Schedule

Commemorative photograph wearing national dress

Program

Location

Day 1

Visit to and use of Nagoya University Central Library/Law Library

Nagoya University

Day 2

Opening ceremony, lecture: the Code of Criminal Procedure, group discussion, visit to and use of the Asian Law LibrarySame as above

Day 3–4

Homestay

Host families’ homes

Day 5

Opinion exchange session with junior and senior high school students, lecture: the reality of the protection of human rights
seen from the perspective of lawyers’ duties, visit to TMI Associates

Nagoya University, Nagoya City, etc.

Day 6

Group discussion, lecture: Civil code

Nagoya University

Day 7

Lecture: Rule of law from the perspective of corporate compliance, visit to Juroku Bank Legal Department and Nagoya
Prison, follow-up learning

Nagoya University, Nagoya City, etc.

Day 8

Lecture: the Code of Civil Procedure, group discussions, visit to Nagoya district court (trial hearing), follow-up learning

Same as above

Day 9

Research presentations, group discussions

Nagoya University

Day 10Opinion exchange session with university students

Same as above

9

Activity
Report[University]
Asahi University (Course A)
Exploring possible uses of AI in medical careand nursing with the University of theWestern Cape
[March 6 to 11, 2023]

Asahi University’s Department of Dentistry and the School of Health Sciences, Departmentof Nursing invited a total of 13 people from the University of the Western Cape (UWC) in
South Africa for six days of training and practice. The training was held between March 6
and 11, and the participants from UWC included five students from the Faculty of
Dentistry, five from the Faculty of Community and Health Sciences, School of Nursing, andthree faculty members. Among the participants, two were self-funded.
This event was made more momentous due to the fact that it was the first time since thespread of COVID-19 that our university was able to accept and interact with students from
UWC, with the exception of online exchanges. The training focused on “exploring the usesand possibilities of AI in medical care and nursing –fields.” We introduced the participants toJapan’s cutting-edge medical care and dental medical technology, including an opportunity
to experience image diagnosis using artificial intelligence (AI), and public health.
During the training, the students attended lectures and practices at Asahi University, andvisited our associated medical institutions. They also visited a medical service company
and learned about goods control systems for medical materials.

Practice in the Department of Dentistry

In addition, to acknowledge the significance of the trip, the participants visited the Mayorof Seki City, Gifu Prefecture, and the Embassy of the Republic of South Africa in Japan, toreport on the details of their training and share their thoughts of their time spent in Japan.
To combine professional development and cultural awareness, the students experienced
Seki City’s long tradition of blade making, viewing displays of Japanese sword-forging
skills, iai-giri (quick-draw sword techniques), and the blade creation process.

Impressed with the high level of Japanese dental care
Some of the activities that were included in the training program are introduced below.

1. Attending lectures and practices at Asahi University

The UWC dentistry students practiced imaging diagnosis using AI under the instruction ofProfessor Akitoshi Katsumata of the university’s Department of Dentistry and experienced
virtual simulations (Simodont® and SIMROID®) under the guidance of Professor Toru
Nikaido. The UWC nursing students experienced nursing the elderly under the supervisionof Professor Kinuyo Okamura of our School of Health Sciences, Department of Nursing.
2. Touring a medical service company
The students visited MC Healthcare, Inc., which deals with medical materials and goods
control systems (SPD), and attended a lecture on cutting-edge technology. They learned
about goods control systems as they viewed medical materials in the warehouse.
3. Paying a courtesy visit to the Embassy of the Republic of South Africa in JapanThe Embassy of the Republic of South Africa in Japan and Asahi University have shared aclose bond since 2012, when we signed an academic exchange agreement with UWC’s
Faculty of Dentistry through the embassy. As this was the first time we had invited UWC
students here, we paid a courtesy visit to the embassy. We explained the significance ofthe training in this program and the educational roles of both universities in the dentistry
and nursing fields. Ambassador Ngonyama also has high expectations for the ongoingexchange between our university and the Republic of South Africa.
Finally, the trainees’ impressions are as follows.
・The program was very beneficial and informative and I enjoyed Japan’s wonderfulhospitality. And so, I would like to continue exchanges in the future.
・The program was extremely beneficial in terms of clinical practice, culture, and the medical
environment. Japan’s high standards of medical care are impressive, and the attitudes of
all the staff were excellent.
Program

Location

Day 1

Arrived in JapanDay 2

Introduction to university, practice in the Department of Dentistry, lecture on
imaging diagnosis using AI, clinical systems training and experience of deeplearning using imaging in the different departments of the Asahi University
Medical & Dental Center, opinion exchange session with the University
President

Asahi University

Day 3

Tour of MC Healthcare warehouse, tour of Asahi University Hospital,
experienced Japanese culture, visit to University graduate students’ dental
hospital, courtesy visit to Mayor of Seki City.

Gifu City,
Asahi University,
Seki City

Day 4

Traveled to Tokyo, tour of molecular biology research facilities in Meikai
University’s School of Dentistry

Saitama Prefecture

Day 5

Visit to the Embassy of the Republic of South Africa in Japan, tour of GC
Dental, welcoming party

Tokyo

Day 6

Returned home

Schedule

10

Practice in the Department of Nursing

Visiting MC Healthcare

Courtesy visit to the Embassy of the Republicof South Africa in Japan

Activity
ReportHiroshima University (Course A)
Deepening mutual understanding thoughscience and technology experiences inbiomaterials[University][November 12 to 19, 2022]
The Department of Biomaterials, Graduate School of Biomedical and Health Sciences,
Hiroshima University ran a course entitled “Science and technology experiences inbiomaterials”h over an 8-day period from November 12 to 19. We invited a total of eightscholars --six doctoral students and two supervising faculty members from the Central
Mechanical Engineering Research Institute and the National Chemical Laboratory both inIndia --and provided opportunities for them to experience diverse science and technology
in Japan.
While our research group and the two invited groups have different academic interestsand backgrounds, we are eager to build a sustainable society through the development of
biomedical technologies. Thus, we had a common mission during this program, and we
introduced each other the cutting-edge biomaterials research. In particular, we focused on
3D modeling technology, nanomaterial surface design, and green polymer synthesis bymeans of genetic engineering technology.

Listening to an explanation of the production
process of protein polymers in the Biomaterials Lab

We invited the visitors to Research Institute for Nanodevices, Hiroshima University, towhich Prof. Kato is affiliated, and gave the tour of a cleanroom for semiconductor
fabrication. Semiconductor microfabrication technology plays a key role in the creation of
nanomaterials and nanodevices for medical applications, so we hope the participants
extend their research interests and possibilities.
Through the above activities, the participants broadened their perspective on diverse
technologies in biomaterials, and were able to form a concrete image of the possibility ofinternational joint research through our discussions.

Graduate students hope to engage in research as
postdoctoral fellows
The participants also toured a dental materials manufacturer (Shofu Inc., Kyoto City)
and an automobile manufacturer (Mazda Motor Corporation Mazda Museum, HiroshimaCity) to gain experiences with Japanese cutting-edge science and technology and its
actual social implementation. We believe that it was significant for the young
researchers to have experiences relating to fundamental research and industrial
applications in a global perspective.

Group photograph with researchers of Hiroshima
University

In addition to the above, we organized excursions to gain a deeper insights in Japaneseculture, visiting Hiroshima Peace Memorial Museum and Itsukushima Shrine in Miyajima,
and trying Okonomiyaki cooking, as well as visiting Kinkaku and Kiyomizu temples in Kyoto.
Through this program, we deepened the mutual understanding about the progress and the
direction of biomaterials science and technology in Japan and India and could shareinterests between the participants and the host laboratory. One of the participating
graduate students hoped to carry out research in our group as a postdoctoral fellow in thenear future, based on knowledge gained during the program. Graduate students from ourlaboratory also cooperated to run the program. They were stimulated through exchangewith the participating researchers, gaining an interest in overseas research.
Explaining the synthesis of green polymers

Program

Location

Day 1

Arrived in JapanDay 2

Orientation at Hiroshima University, cultural exchange, and welcome reception

Hiroshima University(Kasumi Campus),
Hiroshima City

Day 3

Explanation of exchange program at School of Dentistry, introduction to theorganization, and the tour of university facilities

Hiroshima
University (Kasumi
Campus)Day 4

Biomaterials seminar, discussion on international joint research, andexperiences of 3D modeling/surface modification/green polymers

Same as above

Day 5

Experiences of 3D modeling/surface modification/green polymers

Same as above

Visit to Mazda Museum and Research Institute for Nanodevices, Hiroshima
University

Hiroshima City,
Hiroshima University
Higashi-HiroshimaCampus)Day 7

Visit to Shofu and cultural excursions (Kiyomizu and Kinkaku temples)

Kyoto City

Day 8

Departure

Schedule

Day 6

Visiting the Atomic Bomb Dome

11

Activity
ReportKagawa University (Course A)
Hands−on advanced agriculturalresearch program for achieving
the SDGs[University][October 23 to 29, 2022]
The Faculty of Agriculture, Kagawa University invited a total of eleven people (fourundergraduate students, four graduate students, two researchers, and one supervisingfaculty member) from eight different universities in five countries (Thailand, Vietnam, Spain,
Indonesia, and Taiwan) over a 7-day period from October 23 to 29. The theme was“Hands−on advanced agricultural research program for achieving the SDGs.” Morespecifically, the program included (1) tours of agricultural research and education facilities
and private companies’ factories involved in achieving the SDGs, and (2) practicalexperiments in one of the Faculty of Agriculture’s laboratories and discussions withlaboratory members.
To see research and education facilities, we visited the Kagawa University Museum andKagawa University Rare Sugar Production Station. At the Kagawa University Museum,
Fuminori Ito, the Deputy Director, talked about the research on fermentation byresearchers from Kagawa University and the history and the collection of fermented foods
around the world. At the Kagawa University Rare Sugar Production Station, Susumu
Mochizuki, Associate Professor of the International Institute of Rare Sugar Research and
Education of Kagawa University, explained the functions of rare sugars and methods ofproducing them. Rare sugars are monosaccharides that exist only in very small amounts innature. The Station is the first place in the world to successfully create a method of mass
producing rare sugars.

Participants try rare sugars at the Rare Sugar
Production Station

With regard to seeing the plants of private companies, we visited two in Higashikagawa
City. The first company was Kamebishi, which has been producing and selling soy saucefor 270 years. It produces soy sauce using a traditional method known as the straw
mat—malt method, and we saw the straw mat malt and soy sauce warehouses while a
representative of the company gave explanations. The participants were surprised that the
manufacturing method fit with the SDGs. The second company was CAVIC, which
produces and sells caviar. The participants learned about sturgeons and their biologicalcharacteristics from Naoki Itasaka, the president of CAVIC, and visited an onshore
aquaculture plant.

Deepening friendship through exercises and discussions
The participants were divided into eight groups, each sent to a laboratory that was close to
their own area of research, where they stayed for two days. They exchanged opinions on
their research with instructors and students from the laboratories, did experiments with thestudents, talked about their research with each other, and deepened their friendships. The
participants in Hitomi Yamaguchi’s laboratory boarded a research boat to collect benthos(deep-dwelling organisms) from the Seto Inland Sea and observe coastal marine
ecosystems. Participants in Toya Ishii and Masahiro Ogawa’s laboratories made prototypesof food together with laboratory students and measured the food’s physical properties.

President Itasaka gives an explanation at theonshore sturgeon aquaculture plant

On day 6, each of the participating students gave a presentation in front of around 40
faculty members and laboratory students from Kagawa University about what they learned
during their training. During the closing ceremony, the students received a certificate ofcompletion from Professor Kazuya Akimitsu, Dean of the Faculty of Agriculture.
Although the exchange program was only seven days long, all eleven participants said in
the questionnaire that they enjoyed the program and thought it was a very valuable
experience. Five of them said they wish to return to Kagawa University as a regularinternational student, postdoctoral fellow, or short−term guest researcher. We would like toexpress our deepest gratitude to JST for their support of the program.

Schedule

12

Program

Associate Professor Yamaguchi gives an explanation
before collecting benthos from the Seto Inland Sea

Location

Day 1

Arrived in Japan, guidance

Kagawa University

Day 2

Opening ceremony, laboratory tour with Kagawa University’s Faculty ofAgriculture, courtesy visit to Kagawa University’s international office, and tour of
Kagawa University Museum

Same as above

Day 3

Tour of Kamebishi, CAVIC onshore aquaculture facility, and Kagawa University
Rare Sugar Production Station

Higashikagawa City,
Kagawa University

Day 4–5

Practical experiment in one of the Faculty of Agriculture’s laboratories anddiscussions with laboratory members

Kagawa University

Day 6

Presentation preparation, presentation of training results, closing ceremony

Same as above

Day 7

Returned home

Presentation using PowerPoint at resultspresentation session

Activity
Report[University]

University of the Ryukyus (Course B)
Working toward joint researchwith Indonesia on antimicrobial
resistant bacteria[December 4 to 17, 2022]

The School of Health Sciences, Faculty of Medicine, University of the Ryukyus invited threeresearchers from the Eijkman Institute for Molecular Biology in Indonesia over a 14-day
period from December 4 to 17 for exchange based on the theme “Planning International
Joint Research on the Data Analysis of Drug-resistant Genes and the Monitoring System
Development of Antimicrobial Resistant Bacteria.”
Antimicrobial resistant bacteria are bacteria that antibiotics are no longer effective intreating, even though there should be an effect. If the elderly or people with diminishedphysical strength become infected with antimicrobial resistant bacteria, the risk can befatal. Estimates from 2019 show that approximately 5 million people die each year aroundthe world due to factors associated with antimicrobial resistant bacteria. Since
antimicrobial resistant bacteria are transported across countries and regions by people andfood, we consider this to be an important public health issue that should be addressed
through international collaboration.

Analysis of antimicrobial resistant bacteria using
nanopore sequencers

This program had two objectives. The first was to share with Indonesian researchers a new
antimicrobial resistant bacterial analysis method developed by the host organization, theLaboratory of Microbiology in the School of Health Sciences, Faculty of Medicine,
University of the Ryukyus. The second was to have discussions with the Indonesian
researchers to promote international joint research.
The Indonesian researchers are conducting research on bacteria at their government
agencies, so they are already proficient in basic bacterial analysis methods. Moreover, if
they can learn how to analyze antimicrobial resistant bacteria from a new point of view, themethod has potential to become an important technical foundation for the development ofa monitoring system for antimicrobial resistant bacteria, which is currently only
implemented at medical institutions such as hospitals.

Active opinion exchange between Japanese andIndonesian researchers
In their first week in Japan, the researchers focused on experiments in the labs of the hostorganization to acquire new analytical methods. Specifically, experiments were conductedusing previously isolated antimicrobial resistant strains, focusing on the extraction andprocessing of bacterial DNA, and the handling of analytical instruments, such as thenanopore sequencer. On the weekend, they visited Okinawa Prefectural Museum & Art
Museum, Shurijo Castle Park, and Cape Hedomisaki in Yambaru National Park with theaim of experiencing Okinawa’s natural world and culture.

Great scenery from the castle wall of Shurijo Castle

In the second week, the participants discussed the bioinformatics analysis andinterpretation of the data they had obtained through the analysis of antimicrobial resistantbacteria in the first week, as well as the research plan and schedule for joint research on
antimicrobial resistant bacteria.
This was only a short two-week program, but for our undergraduate and graduate
students in the University of the Ryukyus, it meant we brought a different culture into ourlaboratories; they were really inspired by the participating researchers eagerly carrying out
experiments and holding active discussions. With this program as the basis, we arepromoting active opinion exchange between researchers from Japan and Indonesia,
aiming to further deepen researcher exchange and drive research.

Schedule
Day 1

Opinion exchange for future joint research

Program

Location

Arrived in JapanDay 2

Orientation, experiments analyzing the characteristics of antimicrobial resistant bacteria

University of the Ryukyus

Day 3-6

Experiments analyzing the characteristics of antimicrobial resistant bacteria, data analysis

Same as above

Day 7

Cultural experience of Okinawa Prefecture: Okinawa Prefectural Museum & Art Museum, Shurijo Castle Park

Naha City, Okinawa Prefecture

Day 8

Cultural experience of Okinawa Prefecture: Cape Hedomisaki in Yambaru National Park

Kunigami District, Okinawa Prefecture

Day 9–11

Data analysis of experiment outcomes gained from experiments analyzing the characteristics of antimicrobial resistant bacteria

University of the Ryukyus

Day 12

Experiments analyzing the characteristics of antimicrobial resistant bacteria and experiments on gene amplification, data
analysis of experiment outcomesSame as above

Day 13

Experiments analyzing the characteristics of antimicrobial resistant bacteria and experiments on gene amplification, data
analysis of experiment outcomes, summing up of outcomes gained through data analysis, report of outcomes, meeting
about joint research on creating an antimicrobial resistant bacteria monitoring scheme, opinion exchange session

Same as above

Day 14Returned home13

Activity
Report[Technical Colleges]
National Institute of Technology(KOSEN), Hakodate College (Course A)
Sharing sustainable development goals fromHakodate in a global seminar[March 4 to 11, 2023]

The National Institute of Technology (KOSEN), Hakodate College [NITH] invited students
and faculty members from Singapore, Thailand, and Mongolia over an 8-day period fromMarch 4 to 11 for a global seminar focusing on group workshops made up of teams ofstudents from the four countries. There were 41 participants.
・National Institutes of Technology (KOSEN) in Hokkaido: Hakodate: 18, Kushiro: 4,
Asahikawa: 2, Tomakomai: 2
・Singapore: Temasek Polytechnic : 4, Nanyang Polytechnic: 3・Thailand: Princess Chulabhorn Science High School Chonburi: 4・Mongolia: New Mongol College of Technology: 4
The seminar was held based on the themes of energy, food, and people as sustainable
development goals that could be shared from Hakodate in an international society where
globalization is developing. The young students, with flexible inventiveness and different
values and worldviews, discussed the ability to “notice,” which enables the discovery ofchallenges that will lead to the realization of our target future society, and creativity that willlead to innovation. NITH aim for engineers with global minds who are not bound to a
specific region or nation, and ran the seminar with the aim of connection to specialized
education in the latter years of school.

Commemorative photograph with all participants

The workshop had three themes:
・“Energy”: Renewable energy in each participating region
・“Food”: Waste and effective use of unused resources in the food industry
・“People”: Technology to support the independence of elderly people based on thecircumstances of nursing care

Increased opportunities for international exchange
through groupwork
On the morning of the second day, the students participated in an orientation about daily
life during a seminar at the ryokan where they were staying. In the afternoon, two students
on the technical course at our college served as guides and showed them around
Hakodate City. Students from three other colleges in Hokkaido were also staying in theryokan, and during the evening meal College President Megumi Abe greeted the students,
who then gave self-introductions.

A group experimentDuring the orientation on the morning of the third day, there was an explanation of theworkshop and the participants gave self-introductions, and NITH encouraged exchange
through an icebreaker. Fieldwork took place during the afternoon; the students deepened
their understanding by going around facilities in Hakodate City that are connected withthe workshop themes (“Food”: Goryonokura Hakodate KOSEN Lab; “People”: H.M.A
Nursing and Rehabilitation Academy ; “Energy”: Hakodate Research Center for Fisheries
and Oceans).
From day 4, significant groupwork took place in the workshop. This was a great
inspiration for the Japanese students to learn English and increase opportunities forinternational exchange.
The group presentations that took place on day 7 allowed all participants to deepen
their understanding of each of the themes involved in English; the content was
excellent, and displayed the outcomes of the workshop. During the excursion thatafternoon, the students walked around Fort Goryokaku and the Motomachi area,
directly experiencing Hakodate’s history and culture. This seminar seemed to be avaluable experience for the students.

Schedule

14

ProgramGroup discussion

Location

Day 1

Arrived in JapanDay 2

Arrived in Hakodate, orientation, sightseeing in Hakodate City

Hakodate City

Day 3

Orientation, fieldwork

Hakodate KOSEN,
Hakodate CityDay 4–6

Workshop by forming three groups: “Energy” “Food” “People”

Hakodate KOSEN

Day 7

Presentations, evaluations, fieldwork, excursion

Hakodate KOSEN,
outskirts of Hakodate

Day 8

Returned home

Group presentations in English

Activity
Report[Technical Colleges]
National Institute of Technology(KOSEN), Miyakonojo College (Course C)
Technical training for robot creation to participate
in robotics contests[December 2 to 9, 2022]

The National Institute of Technology, Miyakonojo College invited nine students and two
faculty members from three Mongolian Kosen (Mongol Kosen College of Technology, New
Mongol College of Technology, Mongolian University of Science and Technology (MUST)
Kosen College of Technology) that participate in the Asia−Pacific Robot Contest (ABU
Robocon) and KOSEN Deep Learning Contest (DCON) over an 8-day period from
December 2 to 9.
The students participating in the robotics contests made use of machining facilities in our
school that are not available in the Mongol Kosen, focusing on creating robot parts. We
believe that the students who experienced the process of manufacturing in Japan wereable to spend a meaningful time here.
The students participating in DCON made use of a laser beam machine, 3D printer, andother equipment, experiencing the work involved in making an idea into reality. The Mongol
Kosen don’t have laser beam machines or 3D printers, and the students were surprised attheir processing speed. The experience of creating devices that use AI with a single board
computer surely gave the students great confidenceWith a robot for the Kosen Robocon

Guidance for the technical training was mainly given by our staff, but after the sessions,the students also got involved and carried out exchanges with the Mongol Kosen
students. The Mongol Kosen students took Japanese classes, and did their best tocommunicate in Japanese.
During this program, the Mongol Kosen students, who hadn’t seen the sea before, toured
the factory of a local company and enjoyed a dolphin show and the sea off Miyazaki.
Graduates of the Mongol Kosen work at the company the students toured, and thestudents who hope to find employment in Japan listened closely to their accounts. The
factory contains rows of machinery for meat processing, which were developed to order,
and the design developer was faced with repeated questions from the students. They also
visited Udo−Jingu Shrine in Nichinan City.

Proof of the effectiveness of technological exchange
through the Sakura Science Program

Technological exchange with students from ourcollege

The Mongolian University of Science and Technology (MUST) Kosen College of Technology
team was one of the teams selected for the finals of the 4th KOSEN Deep Learning
Contest (DCON) held in April 2023, and in December three students and one supervisingfaculty member, including one person who had visited us, came to Japan. They started an
online meeting with our robot creation department. Our students sent them advice uniqueto their generation: “Those words are difficult, so it’s better if you convey it in easy
Japanese,” “You should increase the number of diagrams on the slides,” etc.
The MUST Kosen team gave a presentation on technology to protect the safety of people
working in factories, etc., and finished seventh out of ten teams, receiving an appraisal of abusiness value of 150 million yen. This was proof that technological exchange throughSakura Science has a clear effect. In the future, we hope to promote exchange withinternational students.

Question−and−answer session with Mongol
Kosen graduates during company tour

Schedule

Program

Location

Day 1

Arrived in JapanDay 2

Orientation, college tour, icebreakers

Miyakonojo College

Day 3–4

Practice: Program creation and robot production

Same as above

Day 5

Practice: Program creation and robot production, tour of factory at Matoya
Technical System Engineering Industries Ltd.

Miyakonojo College,
Soo City

Day 6

Practice: Program creation and robot production, presentation of certificatesof completion, opinion exchange session

Miyakonojo College

Day 7

Traveled to Tokyo. Visited Miraikan, Kawasaki Robostage, Tokyo Tower

Tokyo

Day 8

Returned home

At Udo−Jingu Shrine

15Activity
Report[High School]
Osaka Prefectural Kozu SeniorHigh School (Course A)
Inviting Asian high school students for anenvironmental forum, including water quality surveys[January 5 to 8, 2023]

Osaka Prefectural Kozu Senior High School invited high school students from Republic ofKorea and the Philippines over a four-day period from January 5 to 8, for the “EastAsia-Pacific Youth Environmental Forum.” The participating students consisted of fivepeople each from Wansan Girls’ High School and Jeonju Jeil High School in Republic ofKorea, and four people from UST Angelicum College Senior High School in thePhilippines. We planned to invite high school students from Taiwan as well, but they wereunable to participate due to the COVID-19 pandemic. Japanese participation consisted of
26 students from our school and 7 from Otemon Gakuin Otemae Senior High School (ourJapanese affiliate), giving a total of 47 participants.
The training content was created based on river surveys carried out in the past. On thesecond day, the students collected river water from the O River (Kyu-Yodo River, next to
the Japan Mint) and split into three groups to measure it. Many of the participants were
working on the survey for the first time; in addition to measuring the water’s pH andelectrical conductivity, they conducted measurements of concentration, such as ofphosphate ions and nitrate ions, using five types of PACKTEST. In the afternoon, theyattended a lecture on the measurement items in the survey, and each group took on thechallenge of working out which was typical groundwater, river water, tap water, etc.
themselves.

Collecting river water from the O River

During the morning of the third day, the students created pH colorimetric tubes using
pigments under the guidance of Junji Tachibana (a lecturer at Kobe Gakuin University ),who is knowledgeable about water measurement, so they could measure the pH of the
nearby environment even without expensive measuring equipment. The students were very
interested in the fact that they gained colorimetric tubes with beautiful gradation each timethey added chemicals.
In the afternoon, the students attended a lecture about environmental DNA given by
Toshifumi Minamoto (Professor of Kobe University), a pioneer in this field, and practiced
test water sampling. In some respects, it was difficult to understand the new technology,
but the participants were able to deepen their understanding through a lecture in easily
comprehensible English. Moreover, members of our science department carefully
supported them through all the exercises, and we believe this played a key role in the
success of the training.

Analyzing the water

All participants hope for international exchange in the
futureIn a survey of the invited students, 100% answered “I was very satisfied” and “I would liketo visit Japan again,” responding with statements such as, “I was impressed by the lecture
on environmental DNA” (South Korea) and “This exchange has increased my international
abilities and improved my communication and social skills” (the Philippines).
A survey of the Japanese participants saw 96% respond “This helped to improve
internationality,” 91% respond “My understanding of water surveys increased,” and 78%
respond “I am more interested in science and technology.” Their impressions included,“We don’t often have opportunities to communicate with foreign students from ourgeneration in other languages through science, so I’m glad I participated.” All theparticipants stated that they hoped to continue international exchange in the future.
The excitement of the students was enough for the faculty members who had been
involved in preparations to feel that “We were glad we ran this event.” Our school is in talks
so we can continue initiatives that will spark further interest in international exchange andscientific research among our students in the future.

Schedule

16

Commemorative photograph with all participants

Location

Program

Day 1

Arrived in JapanDay 2Opening ceremony, water collection and on-site survey, visited Osaka Castle, water quality analysis (lecture and practice)

Hotel Awina, Temmanbashi,
Osaka Castle,
Kozu Senior High School

Day 3

Creation of colorimetric tubes, presentation of analysis results, lecture on environmental DNA, practice with filtration
methods for sample water, filled in survey

Kozu Senior High School

Day 4

Summary of training, opinion exchange session, completion ceremony, returned home

Hotel Awina

Activity
ReportHigh Energy Accelerator Research [Research Institution]
Organization (KEK) (Course C)
Lectures and training about the use of superconductivity
and cryogenic engineering in accelerators[December 4 to 13, 2022]

The High Energy Accelerator Research Organization (KEK) invited a total of ten people(eight undergraduate and graduate students and two faculty members) from the Indian
Institute of Technology, Kharagpur (IIT Kharagpur) in India over a 10-day period from
December 4 to 13; the participants are affiliated with the Cryogenic Engineering Centre
and the Department of Physics, Faculty of Sciences. We held lectures and training about
the use of superconductivity and cryogenic engineering in accelerators.
IIT Kharagpur was the first of the Indian Institutes of Technology set up in 23 statesacross the country; it is ranked fifth as a university and gathers excellent students fromdifferent areas of India. This was the first time that IIT Kharagpur received an invitationfrom KEK.
Although the participants attend lectures on cryogenic engineering and superconductivity
at university, they had no knowledge of superconducting accelerators, so they
participated in lectures and training on superconducting magnets and superconducting
high-frequency cavities, key tools in a superconducting accelerator, and on the helium
cooling system that maintains the superconducting state. They also toured thesuperconducting accelerator facility.

Tour of SuperKEKB accelerator

Many of the participants are affiliated with the Cryogenic Engineering Centre, but the
majority had not seen liquid helium, especially superfluid helium, so they were extremelyinterested in a demonstration of superfluid helium using a glass cryogenic container. We
also held a lecture on gravitational wave detectors, one of our latest research themes, andintroduced cryogenic engineering as necessary in fields other than accelerators.

All participants were satisfied with the program and hope
to visit Japan again
In addition to the lectures, training and facility tours at KEK, the participants visited the
National Museum of Emerging Science and Innovation (Miraikan) in Tokyo, the Japan
Aerospace Exploration Agency (JAXA) Tsukuba Space Center and the Geological Museumin Tsukuba City in Ibaraki Prefecture, and the Ushiku Daibutsu (Buddha) in Ushiku City next
to Tsukuba City. The Ushiku Daibutsu stands facing India, the origin of Buddhism, and left
a strong impression on the participants.

Training of superconducting magnet

At the end of the training, the participants engaged in review and presentation training,
and we collected their impressions and opinions of the program; we also asked each ofthem to present summaries of the lecture content. Although there was very little
preparation time, they summarized the content well, and we were able to see theirhigh-level academic abilities.
Based on their responses to the survey and an email from their supervisor sent after they
returned, all of the participants were very satisfied with the program. According to thesupervisor, they hope to continue this program and for large numbers of undergraduate
and graduate students to participate. We hope to take on board the opinions of theparticipants and hold discussions so we can improve the program’s content even more.
All of the participants hope to visit Japan again. KEK hosts many faculty members ofdifferent nationalities and exchange students from the Graduate University for Advanced
Studies, and we hope to build a support system for them, too.
Tour of JAXA Space Dome

Schedule
Day 1

ProgramArrived in Japan, orientation

Location
KEK Tsukuba

Day 2

Tour of KEK facilities, training: Low temperature physical properties

Same as above

Day 3

Special lecture/training: Superconducting magnets

Same as above

Day 4

Special lecture: Gravitational wave project; small refrigerator, tour of KEK facilities

Same as above

Day 5

Tour: Ushiku Daibutsu, JAXA Tsukuba Space Center, Geological Museum

Ushiku City,
Tsukuba City

Day 6

Seminar: Low-temperature heat exchanger, training: Superfluid helium/
low temperature heat measurement

KEK Tsukuba

Day 7

Lecture: Cryogenic engineering, tour of KEK facilities

Same as above

Day 8

Visit to Miraikan and other locations

Tokyo

Day 9

Results presentation session, opinion exchange session

KEK Tsukuba

Day 10Returned home

Commemorative photograph holding certificatesof completion17[Local Government]

Activity
ReportMie Prefecture (Course A)
Discovering Agriculture in Mie
Prefecture Up Close[September 12-18, 2022]

Over a 7-day period from September 12 to 18, Mie Prefecture invited students, educators,
researchers, and government officials from Palau to visit its agricultural research facilities,
agricultural high schools, and one university to engage in agricultural exchange andtraining. The 15 participants included one researcher from the Pacific Research Academy
in Palau, an institute with which Mie has a friendship agreement, five students and one
researcher from Palau Community College, five students and one teacher from Palau HighSchool, one Koror State Government official, and one employee from the Ministry ofAgriculture, Fisheries, and the Environment’s Bureau of Agriculture.
The invitation commemorated the 25th anniversary of a friendship agreement between Mie
Prefecture and Palau signed in July 1996. The anniversary also led to the establishment ofa “Task Force for Promotion of Agricultural Cooperation” in 2021 based on the
Memorandum of Cooperation on Agriculture between Japan and the Republic of Palau
signed by the Ministry of Agriculture, Forestry and Fisheries and Palau’s Ministry ofAgriculture, Fisheries, and the Environment.

Courtesy visit to the vice governor of Mie
Prefecture

Reinforcing Agricultural Understanding and Exchange
among Young Adults
On the first day of the program, participants met with Vice Governor Keiko Hirota during acourtesy visit to the Mie Prefectural Government building.
The following day, participants split into a group of high school students and faculty and agroup of university students and beyond for training. The latter group received overviews
and observed agricultural development projects and land cultivation by the Prefectural
Agricultural Development and Extension Center at the Japan Agricultural Cooperative in
the Taki District. They were also given a tour of plantations and cultivated land on thepremises. Meanwhile, the high school group received training at the agriculture-focused
Nogei High School in Yokkaichi. There, they interacted with local students while both
harvesting vegetables and sampling the salads they prepared with them.
Participants remained in their respective groups for the third day as well. The group madeup mostly of university students visited the Prefectural Agricultural Research Institute andthe Mie Agricultural College. In addition to attending a lecture on advanced agriculturalresearch, they also observed a plant cultivation factory, vegetable farms, and agricultural
machinery. The high school group visited Hisai Agricultural and Forestry High School thesame morning, touring its farms and harvesting pears and grapes grown on campus. Laterthat afternoon, they received a tour of the school’s farms as well as its rice milling plant.

Training at Yokkaichi Nogei High School

On the morning of the fourth day, participants attended a lecture on grape and paddy ricecultivation research at the Agricultural Research Institute’s Iga Agricultural ResearchLaboratory and toured the cultivation research field there as well. Afterwards they had arecreation-filled afternoon at the Iga Ninja Museum.
Participants visited Mie University on day 5, attending informative lectures by Associate
Professor Takashi Mishima on food processing, Professor Morio Tsukada on fruit fly pest
control, and Professor Xiulun Wang on agricultural machinery. They also toured theuniversity’s ancillary facilities and farms and interacted with students from the university’s
graduate school of bioresources. To conclude the day, the same graduate students
accompanied them in a cooking exercise in which they made curry and salads.
On day 6, participants visited Asatsumi, a local produce stand, to see learn about
direct-from-farm sales practices. Afterwards, every participant received a certificate ofcompletion from the director of Mie Prefecture’s International Strategy Division.

Observing Equipment at Mie Agricultural College

In a post-training follow-up survey, every single participant said they were “extremely
satisfied” and “strongly desired” to either visit Japan again or study in Japan. Members ofhost organizations also expressed the collective sentiment that it was “a good opportunity
to heighten international awareness,” marking a successful conclusion to the program.
Later in February 2023, Mie Prefecture also sent an agricultural advisor to Palau, marking
our determination to further its fruitful exchange with Palau.
Schedule

18

Program

Location

Day 1

Arrive in Japan, Courtesy Visit to Vice Governor of Mie Prefecture, Orientation

Tsu City

Day 2① University level: Tour of Prefectural Agricultural Development and Extension
Center② High school level: Tour of Yokkaichi Nogei High School① Taki District② Yokkaichi City

Day 3

① University level: Lectures and tour at Prefectural Agricultural Research Instituteand Mie Agricultural College② High school level: Tour of Hisai Agricultural and Forestry High School andprivate farm

① Matsusaka City
② Tsu City,
Suzuka City

Day 4

Lecture and observations at Iga Agricultural Research Laboratory; Culturalexperience at the Iga Ninja Museum

Iga City

Day 5

Lecture at Mie University Faculty of Bioresources, tour of attached facilities andfarm, cooking exercise and exchange with Mie University students

Tsu City

Day 6

Visit to local produce standSame as above

Day 7

Return home

Commemorative photograph taken with the ninja
show castActivity
ReportDevelopment Association for Youthleaders (Course A) [Legal Entity]
Vietnamese high school students acquire
cutting-edge science and technology thatwill be of use in the world[November 14 to 20, 2022]

The Development Association for Youthleaders invited 15 high school students and 3
faculty members from Vietnam over a 7-day period from November 14 to 20, based on thetheme of experiencing and acquiring Japan’s cutting-edge science and technology. The
participant breakdown was: four students from Archimedes Academy Secondary School,
four students and one faculty member from Tran Dai Nghia High School for the Gifted, four
students from Nguyen Sieu High School, three students from Le Hong Phong High Schoolfor the Gifted, and two people from the Youth International Cooperation Center.
<First day> Arrive at Haneda Airport. The Association Directors responsible for theinvitations welcomed them.
<Day 2> The students split into three groups. In the morning, the Vietnamese participants
and the Japanese participants introduced themselves. In the afternoon, they headed to
Shinagawa Joshi Gakuin. The students participated in second-year high school
chemistry classes. One or two of the Vietnamese high school students sat at each of
the six-person desks in the laboratory, and the teacher led the class in English. The
Japanese and Vietnamese students communicated in English and gestures as they
carried out experiments and got to know each other.
<Day 3> In the morning, the students visited Enoshima Aquarium in Fujisawa City,
Kanagawa Prefecture. The aquarium is famous for its huge tanks recreating the ecologyof the creatures of Sagami Bay and for its fantastic jellyfish display, but on that day thestudents were permitted a special behind-the-scenes tour. In the afternoon, they went
to Kamakura to see the Great Buddha.

Participating in a chemistry class in Shinagawa
Joshi Gakuin

Visiting companies with deep connections to Vietnam anda question and answer session<Day 4> The students learned about the beer-making process and quality control process
at the Asahi Breweries Ltd. Ibaraki plant. After this, they visited the Chiba Office of Toyo
Kanetsu K. K. in Kisarazu City in Chiba Prefecture. This company is a manufacturer oftanks for energy storage and logistics systems. The students viewed the manufacturing
process for oil storage tanks and also saw an automated warehouse (new technology)
and part of the development of a hydrogen storage tank. The plant was covered in
Vietnamese flags.
<Day 5> The students visited the Science Museum in Chiyoda-ku, Tokyo, and Mitani
Sangyo Co., Ltd. ’s Tokyo headquarters. This company is involved in the manufacturing
and sale of information systems and chemicals, and has a deep connection to Vietnam,
as it has several associated companies there, etc. The students listened to theVietnamese people who work at the Tokyo headquarters, and a lively question andanswer session was held. After this, they visited Asakusa.
<Day 6> The students traveled to Hakone and learned about the origins of Mount Fuji andthe volcanoes in Owakudani. In the evening, we held an opinion exchange session.
Each group gave a presentation about their impressions of Japan and what they hadlearned. After that, we handed out certificates of completion and exchanged words ofthanks with the Vietnamese teaching staff and the Association leaders. Some
Vietnamese students changed into Áo dài, and on the Japanese side, the students who
had cooperated with the program assembled for a gathering. The Vietnamese highschool students sung songs accompanied by a guitar, and the Japanese participants allsung “Ue wo Muite Aruko.”<Day 7> In the morning, the students visited the National Museum of Emerging Scienceand Innovation (Miraikan). After that, we saw them off at Haneda Airport, and theprogram finished successfully. It was only for a short time, but we were able toimplement meaningful international exchange.
Schedule

ProgramAt the Toyo Kanetsu Chiba Office

Participants summarizing the outcomes of the
training

Location

Day 1

Arrived in JapanDay 2General orientation, visited Shinagawa Joshi Gakuin, toured Harajuku

Yoyogi Olympics
Center, Tokyo

Day 3

Visited Enoshima Aquarium and Kamakura

Kanagawa Prefecture

Day 4Tour of Asahi Breweries Ibaraki Plant and Toyo Kanetsu Chiba OfficeMoriya City,
Kisarazu City

Day 5

Visited Science Museum, Mitani Sangyo, Asakusa

Tokyo

Day 6

Visited Hakone, general orientation (reported outcomes of training, impressions
among participants, opinion exchanges, etc.)

Hakone, Yoyogi
Olympics Center

Day 7

Visited Miraikan, returned home

Tokyo

Group photograph during opinion exchange
session19

[Online]

Activity
ReportOsaka Institute of Technology
Asian students work to solve
issues of health and society[June 20 to July 25, 2022]

The Faculty of Robotics and Design, Osaka Institute of Technology (OIT) held an online
program between June 20 and July 25 on the theme of “Solving issues of health andsociety among the people of Asia.” There was a total of 49 participants: 16 students and3 faculty members from Thammasat University (Thailand), 9 students and 2 faculty
members from Universiti Malaysia Sabah (Malaysia), and 15 students and 4 faculty
members from OIT.
During the program, the students from the three universities formed teams, identifying user
observations and issues through the design thinking process, coming up with ideas andcreating prototypes in a short space of time, all while they experienced problem-solvingfrom a global perspective through engineering techniques. The students, with different
religions and from different cultures, thought about issues such as aging societies, health,and welfare in teams, and thus gained an understanding of Asian issues with a broader
perspective and were able to discuss solutions.

Opening ceremony

Through this program, we were able to learn a lot about each others’ universities andpromoted further international exchange.
<Program schedule> June 20 to 25: Proposal of themes seen on video / June 27 to July
1: Groupwork, presentations / July 2 to 24: Prototype improvements at each university,
opinion exchange / July 25: Report of results in university classes (students overseas
participated online)
Online exchange between students from three
universities

Activity
ReportSaga University
Program of International Platform
on Ocean Energy for Young
Researcher[November 1 to November 29, 2022]

The Institute of Ocean Energy, Saga University (IOES) held the 9th Program of International
Platform on Ocean Energy for Young Researcher online over a 5-day period (one day per
week over five weeks) from November 1 to 29. This year, there were 63 participants from
13 countries and regions, and of these, 12 participated through the Sakura Science
Program, from Indonesia, Malaysia, Thailand, and China.
On the first day, we introduced the IOES Imari satellite experimental facilities live. This is a
facility for shared use as a Joint Usage/Research Center, and we encouraged theparticipants to use it. From the second day onwards, there were special lectures by six
researchers from different ocean energy fields and research presentation sessions by 18
young researchers. After the presentations, we provided time to deepen communication
among the participating researchers who will lead the next generation, to build personal
networks, and to think about ideas for utilizing the facilities at IOES. Through this program,we were able to contribute to the enhancement of young researchers’ research capabilities
and the promotion of academic exchange among researchers.

Tour of Imari Satellite facility<Program schedule> Day 1: Facilities tour / Day 2–5: Lectures (University of Tokyo:
Professor Emeritus Takeshi Kinoshita, Professor Emeritus Masayuki Mac Takahashi;
Nagasaki University: Professor Yusaku Kyozuka ; Saga University: Professor Yasuyuki
Ikegami, Associate Professor Yasutaka Imai, Professor Shigeo Yoshida ), young researcher
presentation sessions

Presentations by young researchers

20[Online]Reference

Statistical data

1. Statistical Data on Open
Application Program FY2022[Sakura Invitation Program]① Number of Participants by Country/Region
Country/region

A

China
Mongolia
Republic of Korea
TaiwanBrunei Darussalam
Cambodia
Indonesia
Laos
Malaysia
Southeast
Myanmar
Asia
Philippines
Singapore
Thailand
Timor Leste
VietnamBangladesh
BhutanSouthwest India
Asia
Maldives
Nepal
Sri Lanka
Egypt
AfricaKenya
South Africa
CyprusFinlandGermany
GreeceIreland
Italy
Kazakhstan
EuropeKyrgyzstan
Netherlands
SerbiaSlovenia
Spain
SwedenUkraineUzbekistan
Australia
Marshall Islands
Oceania Micronesia
Palau
Papua New Guinea
Middle East Turkey
Argentina
BrazilChile
Columbia
Central/Costa Rica
South
America Mexico
Paraguay
Peru
North America America
Total

52
59
61
75
1
13
175
4
121
11
64
21
280

East
Asia

(Unit: Persons)

CourseCourse/affiliation

175
16
12
117
5
22
5
11
11
14
26

Participant affiliation
High school
students

B

C

3
10
17

41
28
12
8

28
10
7

16
61

14

13
54
2
22

37

41

18
6
52
12
40
6
2
33

1
1

2
13
11

9
26
20

20
7
70
10
23

10

Graduatestudents

47
19
37
30

33
23
27
47
1
3
44
1
59
3
11
2
58

24
177
2
91
6
33
7
173
116
12
10
46

21
2
10
10

1
1

12
10
1

3
1

Postdoctoral
fellows

1
2

4

2

25
15
91

3

4
9
12

1
1
7
1

10

2
2
4

2
1

10
40
3
29
2
14
4
38
2
40
6

4
9

1
2

28

1
1

4

1
1

5
2
3

14

3
2
10

15

5

3

4

4

4
2

3

1
4
1
1

4
1

20
9
1
13

17

1
2
1

1

3

6

2

1

4

1

1
1
2
5
4
6
311

1

6

② No. of participants by region

26
257

7
13
972

2

4

6
11
2
435

2

9
1
6

10

239

1
8
1
1

1
1
1
1
1
1

3

27

51
1,524

10
11
7
13

1
1

8

11
6

Other

2
3
1

1

14
1
11

Researchers

1
4
2
1
1

5

9

26

Facultymembers

1
6
2

11

University
students

6
515

13

1
94

2

1
36

Total

93
90
83
100
1
42
290
6
180
11
82
27
341
12
241
42
14
191
0
7
36
17
11
11
1
15
26
3
1
6
13
0
9
1
2
2
4
5
2
29
0
0
27
0
17
1
15
0
2
11
8
6
11
53
2,198

③ No. of participants by affiliation

North America 53 (2%)
Central/South America
54 (2%)
Oceania 56 (3%)

Middle East
17 (1%)

Europe 90 (4%)
Southwest Asia
290 (13%)
East Asia 366 (17%)

Researchers 94 (4%)

Africa 39 (2%)

Other 36 (2%)
Faculty members
311 (14%)High school students
257 (12%)

Postdoctoral fellows
13 (1%)Southeast Asia
1,233 (56%)

University students
972 (44%)
Graduate students
515 (23%)

21

Reference④ No. of programs implemented, by host organization
Universities, technical colleges, high schools
No.

22

Host organization(Unit: Programs)

In single
year

No.

Host organization

In single
year

1

Aichi Institute of Technology

149

Nihon University

2

2

Akita University

1

50

Niigata University

1

3

Asahi University

3

51

Niigata University of Health and Welfare

1

4

Chiba University

352

Nobeoka High School

15

Chuo University

3

53

NUCB Undergraduate School

1

6

Ehime University

254

Oita University

1

7

Fukuoka University

1

55

Okayama Prefectural University

1

8

Fukuyama University

1

56

Okayama University

6

9

Gunma University

2

57

Okayama University of Science

1

10

Hiroshima University

558

Osaka Metropolitan University

6

11

Hokkaido Sapporo Keisei High School

159

Osaka Prefectural Kozu High School

1

12

Hokkaido University

3

60

Osaka University

4

13

Ibaraki Prefectural University of Health Sciences

1

61

Ritsumeikan Junior High School and Senior High School

1

14

Iwate University

1

62

Ritsumeikan University

1

15

J. F. Oberlin University

8

63

Saga University

2

16

Japan Advanced Institute of Science and Technology

264

Saitama Medical University

1

17

Kagawa University

2

65

Salesian Polytechnic

2

18

Kagoshima University

2

66

Sendai College

2

19

Kanazawa Institute of Technology

167

Shibaura Institute of Technology

920

Kanazawa University

3

68

Shimane University

5

21

Kanto Gakuin University

1

69

Shinshu University

1

22

Keio University

1

70

Shizuoka University

1

23

Kitami Institute of Technology

171Showa Women's University

1

24

Kobe University

2

72

Sojo University

2

25

Kochi University

1

73

Takasaki University of Health and Welfare

1

26

Kogakuin University

174

Teikyo University

2

27

Kumamoto University

1

75

The University of Electro-Communications

1

28

Kwansei Gakuin University

2

76

The University of Kitakyushu

429

Kyushu Institute of Technology

977

Tohoku University

330

Kyushu University

4

78

Tokyo City University

831

Meikei High School

1

79

Tokyo Metropolitan University

1

32

Mie University

1

80

Tokyo University of Agriculture and Technology

233

Miyagi Prefecture Furukawa Reimei Junior and High School1

81

Tokyo University of Marine Science and Technology

134

Miyazaki Omiya High School

1

82

Toyohashi University of Technology

135

Nagaoka University of Technology

383

University of Fukui

4

36

Nagasaki University

584

University of Miyazaki

437

Nagoya City University

2

85

University of Occupational and Environmental Health, Japan

1

38

Nagoya University

5

86

University of the Ryukyus

139

Nara Institute of Science and Technology

187

University of Tokyo

2

40

Nara Women’s University

1

88

University of Tsukuba

441

National Institute of Technology, Asahikawa College

1

89

University of Yamanashi

142

National Institute of Technology, Hakodate College

190

Wakayama Medical University

2

43

National Institute of Technology, Hiroshima College

1

91

Waseda University

344

National Institute of Technology, Kurume College

1

92

Yamagata University

245

National Institute of Technology, Miyakonojo College

1

93

Yamaguchi University

1

46

National Institute of Technology, Sasebo College

2

94

Yokohama City University

1

47

National Institute of Technology, Ube College

1

95

Yokohama National University

1

48

Nihon Fukushi University

1

Total

204

Statistical Data

Incorporated organization
No.

Company

Host organization

In single
year

No.
1

Host organization

In singleyear

1

Development Association for Youthleaders

12

Forest Research and Management Organization

1

3

High Energy Accelerator Research Organization (KEK)2

4

Hiroshima International Center

1

5International Center for Environmental Technology Transfer (ICETT)

1

Local government, other6

Japan Agency for Marine-Earth Science and Tech. (JAMSTEC)

1

No.

7

Japan Atomic Energy Agency

1

1

Mie Prefecture

1

8National Institute of Advanced Industrial Science and Tech.

1

2

Shizuoka Prefecture

1

9

RIKEN

2

3

Toyama Prefecture

1

Total

Host organization

11

Total

No. of host organizations: 108

1

Pfizer R&D Japan G.K.

Total

1

In single
year

3

No. of programs: 219[Sakura Online Program]No. of programs by host organization
Universities, technical colleges, high schools(Unit: Programs)

No.

Host organization

Legal entities

In single
year

No.

Host organization

In singleyear

1

Asahi University

1

1

International Communication Promotion of Tokai Japan

1

2

Chiba University

2

2

Remote Sensing Technology Center of Japan

1

3

Kobe Women’s University

1

3

The Japan China Medical Association

1

4

Kyoto Institute of Technology

1

4

The Japan-China Society

1

5

Kyushu Institute of Technology

16

National Institute of Technology, Suzuka College

1

7

Okayama University

1

8

Osaka Institute of Technology

4

Local governments, other9

Osaka Metropolitan University

1

No.

10

Saga University

1

1

11

Shizuoka University

1

12

Tohoku Institute of Technology

2

13

Tohoku University

1

14

Tokyo City University

2

15

Tokyo University of Agriculture and Technology

116

Tokyo University of Science1

17

Waseda University

1

18

Yamagata University

1

19

Yokohama City University

Total

Total

Host organization
Minamata City, Kumamoto Prefecture

Total

4

In single
year

2
2

1
25

No. of host organizations: 24

No. of programs: 31

23

Reference

2. Results of Participant Survey
Answerers

Participants of Sakura Invitation Program in FY2022 (including supervisors)

Questionnaire Method

Filling in the form at the end of each program

Number of Answerers

2,198 people

1) Are you satisfied with your visit to Japan toparticipate in this Sakura Science Program course?
Comparatively
satisfied
34 (1.5%)

Not satisfied
4 (0.2%)

Very satisfied
2,160 (98.3%)

3) Do you wish to come to Japan again?

I do
115 (5.2%)
I don’t0 (0.0%)I strongly do
2,083 (94.8%)

2) What was the program that left a particularly
lasting impression on you through this course?

Other
106 (4.8%)
Visit to science
museum, etc.
202 (9.2%)
Firsthandexperience ofJapanese
culture945 (43.0%)

Visit tolaboratories,etc.
945 (43.0%)

4) For those who answered “I strongly do” or “I do”
in Question 3, in what capacity would you like tocome to Japan again?
Other
217 (9.9%)
Corporate
employee
212 (9.6%)

Student
874 (39.8%)

Researcher
895 (40.7%)

5) Comments
I really enjoyed my experience in Japan. It was fun listening toThis program was really useful for gathering advanced

the students, professors, and people from the regulatory

knowledge on the field of agricultural research. I was also ableauthority and companies, and by understanding their different

to learn about Japanese culture, as well as gain knowledge

viewpoints, I was able to get a clearer picture of how the

related to research. The Japanese spirit of hospitality was

Japanese pharmaceutical industry functions. I would like to visit

particularly impressive.

Japan again, perhaps for study overseas or on a Fulbright.

(Researcher, 32, Bangladesh)(High school student, 18, America)
The rehabilitation support technology for patients made a deep

24

The students were able to freely experience Japanese life andimpression. I learned about methods to analyze dysphagia inculture. Participating in university lectures was a perfectelderly people with more accuracy, and about further care foropportunity to experience Japanese university life. Plus, it was awheelchair users and people with prosthetics. I was also able toprivilege to learn about the current issues that Japanese society

gain the knowledge that various equipment and methods,

faces, to think about how best to tackle them, and to present

including HAL®, are useful for patient rehabilitation. I’m grateful to

our ideas. This was an experience the students will never forget.

the university students who supported us during our stay in Japan.

(Faculty member, 54, Australia)(Researcher, 34, Brazil)

Survey results

During this week, we have experienced the culture of Japan, a

The time for exchange with Japanese students, in which wecountry with a rich and long history. We saw theirtalked about their culture, learning, and everyday lives, wasdetail-orientated, heartfelt care, and experienced the warmth ofreally wonderful. In South Korea, almost all our classes are

the Japanese people. We also discovered the many differences

theory-focused, and we have few chances to put what we learnin terms of education and technology between Japanese andinto practice, so the time we had to think about, feel, andChinese dentistry. I hope that future exchange between Japan

analyze our results while actually practicing what we learned

and China provides more opportunities for people from bothwas extremely useful.
(University student, 22, Republic of Korea)

countries to understand each other and learn from each other.
(University student, 19, China)

This program gave me valuable opportunities and experiences.
I was very satisfied with my experience of spending the mostThrough the fascinating lectures and practicalmotivated days of my life in this country. I want to return toactivities/experiments, I was able to explore diverse ecosystems

Japan as soon as possible, and gain more knowledge about

and learn about the importance and cultural significance of theJapan’s high-level technology as a master’s student.

environment. I hope to make use of what I learned, such as the(University student, 23, Egypt)

effects of pollutants on the environment and the ecosystem, inthe future.
(University student, 22, Singapore)

To me, the most impressive thing was Japan’s culture in
general. I was impressed by people’s politeness andcarefulness, and their rich cuisine. Being able to participate in

I gained diverse and multifaceted perspectives through thethe Molecular Biology Society of Japan ’s annual meeting wasdifferent issues in Japan. Taiwan and Japan face the same

also a great experience. As a result, I think my knowledge hastroubles in terms of aging societies and shrinking populations.

broadened in a variety of aspects. I sincerely wish to visit JapanThe most important thing for an aging society is local people

again in the future, as a researcher.

who contribute to the region and focus on the regional(Graduate student, 25, Finland)

environment. The approach of working with local people andgovernment personnel to improve regional recovery was very

I was able to learn about the differences and similarities between
the medical systems in Germany and Japan—it was a wonderfulimpressive.
(Graduate student, 37, Taiwan)

experience. It was also a perfect opportunity to discuss thedifferent cultures and traditions of our two countries.
(University student, 22, Germany)

I learned a lot, including about scientific knowledge, Japaneseculture, and communicating with people from other countries.
The Japanese high school students we carried out exchanges
with were really kind, and always full of energy, and that was

I had the opportunity to learn about renewable, clean energy. I

what made me happiest. I received energy from them. My aim

learned about lots of different research on various methods to

is to play an active role overseas in the future, and I want toproduce, store, and use hydrogen energy, as well as battery

continue doing my best in my studies.

synthesis and processing. This is a good opportunity for me to(High school student, 17, Thailand)

focus on research on hydrogen energy in the future.
(Graduate student, 26, India)

Through the workshop, myself and the doctoral students mutuallyshared our research with other participants, and were able to

I’m really proud that I was able to participate in the program. I

receive feedback. I gave the doctoral students a concentrated

was able to gain a lot of knowledge and experience, especially in

lecture on how to write research papers and presentation

the field of physics. It’s my dream to do research in Japan. I was

methods. I think this lecture was important for students to whomable to try things I can’t experience in my own country, such as

the substance of their research project was not yet apparent.
(Faculty member, 37, Turkey)

measuring instruments like NMR and SQUID. I met lots ofexperts, and I want to become a wonderful researcher like them.
(University student, 21 Indonesia)

In Vietnam, we learn about the water supply network andtreatment processes, but we have very little knowledge of

Not only did I have the valuable experience of creating a windmembrane technology, so it was really beneficial to learn aboutcar, I believe I also improved my adaptability, my ability to seethat in lectures. In Vietnam, the water supply in industrial

things for what they are, and my logical thinking skills.

processes in particular is treated to a higher standard, so thisCooperating with other participants to move the work forward

was very useful. Plus, I was also able to experience lots ofmeant we shared ideas, and I learned about creating new

different activities, including seeing laboratory operations andunderstandings while clarifying any differences of opinion.

plants, and experiencing culture.

(University student, 21, Malaysia)(University student, 22, Vietnam)

25

Sakura Science Program Headquarters

Science Plaza, 4-5-3 Chiyoda-ku, Tokyo, 102-8666
Tel 03-5214-8288

Email ssp.press@jst.go.jp

Sakura Science Program Website https://ssp.jst.go.jp/en

Published October 2023