Collaborative Learning Abroad

2017

Sustainable & Inclusive
City Development
Chiba University, Japan
Seinäjoki University of Applied Sciences, Finland

ity Development

GlobalStudy
ProgramTopic and Research Questions
Tfollows: “Make Cities Inclusive, Safe, Resilientand Sustainable.” Specifically underlined is theconnection between inclusiveness and urban
development:
By 2030, enhance inclusive and sustainableurbanization and capacity for participatory,
integrated and sustainable human settlement
planning and management in all countries
By 2030, provide universal access to safe,
inclusive and accessible, green and public
spaces, in particular for women and children,
older persons and persons with disabilities.
hese notions imply a critical perspectiveof the up-to-now exclusive nature of urban
planning and management that have largely
catered to the interests of privileged groups.
Sustainable development as a concept emerged
as a result of the increasing awareness of theecological destruction that had occurred up
to the 1980s and the arising social problems
caused by rapid urbanization such as the poverty
and deprivation observed throughout the world(Dempsy, et al. 2011). In addition, long-term
urbanization has mainly focused on economic
development and has tended to neglect a “people
centered approach to development” (Mahadevia
2001; 242). Using the case of India, Mahadevia(2001) proposed four pillars for an inclusive
approach in order to realize a sustainable city: 1)
environmental sustainability 2) social equality 3)
economic growth with redistribution 4) politicale m p o w e r m e n t o f t h e d i s e m p o w e re d ( 2 4 4 ) .
Although this inclusive approach was introduced

h i s y e a r ’s G l o b a l S t u d y P ro g r a m ( G S P )between Chiba University (hereafter, ChibaU)and Seinäjoki University of Applied Sciences,Finland (hereafter, SeAMK) was held at Seinäjoki
campus of SeAMK from September 18 to
28, 2017. This is the 7th GSP for these two
universities. The main topic of this year’s GSP is“City Development: Towards a Sustainable andInclusive City.” This topic was chosen becauseof ongoing city hall-led development efforts
around the area in front of Seinäjoki Station,
called City Center.
he instructors and coordinators responsible
for this year’s GSP chose this topic becauseof its relevance to locally related issues andstudent appeal. It was something to which
they could contribute innovative ideas. Also,
it involved ordinary residents and various city
actors (municipal, university, business, etc.).
City development as a topic was timely because
development has been ongoing near SeAMK;
evidence of construction was visible in theoperation of heavy equipment and cranes in City
Center. Another important factor was the city’s
willingness to cooperate in the project.
he values of sustainability and inclusivenesswere incorporated into the theme of thisyear’s GSP because these two values matter inour global society. In 2015, the United Nations
General Assembly defined 17 goals for achieving
sustainable development in order to “end poverty,
protect the planet and ensure prosperity for all”
(United Nations 2015). The 11th goal reads as

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rom the perspective of the global south, thesefour pillars inform about important values
necessary for the sustainable development of
cities in the global north.
einäjoki, the capital city of the region ofSouthern Ostrobothnia, Finland, approved
a new city plan in 2014 in order to solve several
issues: the city’s increasing population, the aging
buildings around the city center, the unlivelinessof the city center, which encourage citizens to go
shopping outside of it, and the lack of business
opportunities and cultural attractions. Thus, for
the GSP, we proposed the following researchquestion: How can we ensure the developmentof the city center by realizing inclusive andsustainable conditions for all people involved?
or this course, 15 ChibaU students and1 3 s t u d e n t s a n d 1 Te a c h i n g A s s i s t a n t
from SeAMK participated in generating ideas
to be submitted to the city of Seinäjoki. To
ensure contributions from diverse disciplines
and cultural backgrounds, this GSP had been

advertised to each university as a multidisciplinary course, open to students fromvarious fields of study.
inal proposals made by these students (SeePages 22-24) were quite interesting andsurprised city hall officials in a positive way. It wasa great relief for students and involved instructors
to hear from Mr. Erkki Välimäki (Development
Director) that some of the ideas presented in the
final presentations would likely be implemented
in the future. But, contributing innovative ideas
to the city was only one of the goals of thisyear’s topic of GSP, the overriding one being theacquisition of “city-development literacy” for the
21st century.

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References:F

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1.Dempsey, N., Bramley, G., Power, S., & Brown, C. (2011). The
social dimension of sustainable development: Defining urbansocial sustainability. Sustainable development, 19(5), 289-300.
2.Mahadevia, D. (2001). Sustainable urban development in India: an
inclusive perspective. Development in Practice, 11(2-3), 242-259.
3.United Nations. (2015). “Transforming our world: the 2030
Agenda for Sustainable Development”. United Nations –Sustainable Development knowledge platform. Retrieved
December 1st, 2017. URL: https://sustainabledevelopment.un.org/
post2015/transformingourworld

SP とは何か。まずは、我々の活動の実際を書いておこうと思う。今回のプログラムでは、我々千葉大学の学生 15 人と先生方がフィンランドを訪れ、二週間余りを過ごした。GSP の最大の特徴はなんといっても協働学習（Collaborative Learning）だろう。現地の学生とグループを組み、共通の課題に向けて議論し、成果を発表する。言語の壁はもちろんある。けれども、共に課題の解決のために汗を流す中で、それは大きな問題ではないのかもしれないと思い始める。住む国も言語も違う、交わることのなかった人々が、この活動を通して知り合い、友情を深める。私たちは同じ世界で同じ時間を生きているのだ。そう気づいた時、このプログラムの本当の良さがわかった気がした。わずかな間ではあっても、出会い、語らい、共に過ごしたことは、かけがえのない経験である。振り返れば、不安も、焦燥も、すべてが財産となって自分の中に残っている。世界が広がる。
それが GSP なのではないかと、私は思う。（鈴木 陸 / Riku Suzuki）
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Schedule of Activities
Pre-course

Day

Contents				

23-24 May Orientation sessions and introduction of Seinäjoki (by Esa Hiltunen)
29 MayIntroduction on cultural presentations & “City Development in Seinäjoki” (Ms. Kirsi
Mattila, INTO Seinäjoki) [skype session]

1-30 June Risk management
13 June4 Sep

Learn Finnish language (by Esa Hiltunen & Viivi Nurimnen )“Urban Regeneration: Making Better Place” (Prof. Masayuki Suzuki) & “Urban Cities,

11- Sep“Service Design” (Prof. Esa Savola), “Sustainable Development” (Prof. Jussi Kareinen)& “Inclusive City Centre by Participating Citizens” (Prof. Anu Aalto) [skype session]Architecture and People” (Prof. Junichi Ito) [skype session]

5, 6 & 11- Sep

Post-course

Main Program

Preparation of cultural presentations

September
14
ChibaU students’ departure from Chiba
15-16
Arrival of ChibaU students in Helsinki and extracurricular activities
17
Arrival of ChibaU students in Seinäjoki and a city tour coordinated by SeAMK staff andstudents
18
Students’ cultural presentations, assignment briefing by Seinäjoki cityrepresentatives(1), & visit of South Ostrobothnia Provincial Museum
19
Workshops, Fieldwork(1), a Finnish language lesson (by Heri Simon) & assignment
briefing by Seinäjoki City Representatives(2)20Workshops, visits of CAVE and grandmothers’ club & fieldwork (2)21-22
Workshops, & preparation for midterm presentations at campsite
23-24
Homestay
25
Midterm presentations & workshops
26-27
Workshops, fieldwork(3) & preparation for final presentations
28
Final presentations & farewell party
29
Departure of ChibaU students from Seinäjoki

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Jan

Feedback from Profs. Ito & Suzuki (ChibaU)

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Collaborators
This program would not have happened without the following collaborators(in alphabetical order):
•
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Prof. Ari Hynynen (The University Consortium of Seinäjoki)
Mr. Erkki Välimäki, Development Director (City of Seinäjoki)
Prof. Esa Savola, Senior Lecturer of Service Design (SeAMK)
Mr. Jari Kolehmainen, Head of University Consortium (The University Consortium of Seinäjoki)
Ms. Kirsi Mattila (INTO Seinäjoki)
Mr. Martti Norja, Head of City Planning (City of Seinäjoki)
Prof. Masayuki Suzuki (ChibaU)
Prof. Satoko Shao Kobayashi (ChibaU)

Organizing Committee
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Jussi Kareinen (SeAMK)
Anu Aalto (SeAMK)Maria Loukola (SeAMK)
Hiroki Igarashi (ChibaU)
Junichi Ito (ChibaU)

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Program Components

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Prof. Suzuki, “an attachment to the city and an
engagement of those involved in city life to makeit a better place.” A citizen-centered approach islikely to result in the development of a sense of
local pride.
. Use the framework inspired by Prof.
Masayuki Suzuki’s September 4th lecture,
entitled: “Urban Regeneration: Making a Better
Place” to envision the future of Seinäjoki and
its City Center.’’ Prof. Suzuki emphasized theimportance of setting a specific goal and of
backcasting to make the investigated city
desirable (see Figure 2.) Thus, we requested thatstudents come up with several ideas that should
be realized, for example, 3, 5, 10 and 15 years
from now in order achieve to the core value 20
years later.
. Incorporate two components to realize
the core value: 1) issues that need to beaddressed and 2) hidden heritage, a concept
introduced by Prof. Junichi Ito. Hidden heritages
can be anything such as history, archeology,
dialects, people, thought patterns, etc., which
a re u n d e r- a p p re c i a t e d b y t h e l o c a l p e o p l e
and that can be brought to the foreground toheighten the sense of civic pride in citizens. For
the 1st component, students investigated whatkinds of issues exist in the City Center, Seinäjoki

he framework of the 2017 GSP between
SeAMK & ChibaU evolved from collaborative
discussion among the instructors involved in thiscourse. Figure 1 shows a visual representationof this framework, which students were asked touse for their final proposal.
o answer the primary research question,“How can we envision a fruitful development
of City Center by realizing inclusive andsustainable conditions for all people involved
with the site?” students were asked to generate
ideas based on the following:.Propose a “core value” to be reflected in
the future site of City Center by envisioning
Seinäjoki 20 years from now (requested by
Mr. Erkki Välimäki). This core value shouldincorporate the values of sustainability andinclusiveness, which were explained by Profs.
Jussi Kareinen & Anu Aalto on September 6th.
Prof. Jussi discussed sustainable development
and its three components: economic, social andenvironmental. Prof. Anu specified how the stateof inclusion is different from that of exclusion,
segregation and integration and stressed theimportance of a citizen-centered approach inenvisioning the future of Seinäjoki. In addition,
the core value had to incorporate a componentof “civic pride.” Civic pride is, according to

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Figure 1.

5city and Souther n Ostrobothnia region byinterviewing local people. Based on interview
outcomes, students mapped the issues along 2
axes—individual-based vs. area-based (x-axis)
and hardware vs. software (y-axis) (see Figure 3.)
For the 2nd component, students investigated
Seinäjoki’s hidden heritages and how they could
be used to foster a sense of civic pride. For thispurpose, students visited a local museum andinterviewed local people.
tudents were grouped to ensure collaboration.
Twenty-eight students (15 ChibaU and 13
SeAMK students) were divided into six groups on
the second day of the main program, September
18th, mainly based on their specialization.
Each group was composed of students fromboth universities and from different majors. In
this first stage, each group 1) investigated thehidden heritages of Seinäjoki, 2) defined thecharacteristics of a lively city center, and 3)
explored possible ideas for Seinäjoki and its
City Center by doing field work, finding hidden
heritages and pooling ideas in discussion
sessions. Then, on the 4th day of the program,
September 21st, all the students were reshuffledand divided into new groups. In this second
stage, students were encouraged to share what
they had lear ned from the 1st stage and to
generate new ideas. Then, students presented
their tentative ideas and core values during themidterm presentations on September 25th. They
received feedback from city hall officials andprofessors, and polished their ideas throughmore fieldwork and discussion and presented
their final work on September 28th.

Figure 2.

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Figure 3.

SP は事前学習、メインプログラム、事後学習を通して進められる。2 週間のメインプログラムで現地でのフィールドワークや提携する大学の学生との交流を行うが、事前に前提知識を学び、事後に振り返りのワークショップなどを行うことにより、深くテーマとなる問題に取り組むことが可能になるのである。この GSPを語る上で大事なキーワードが 3 つある。それは 1 協働、2 多様な視点、3 伝える意欲だ。少人数のグループワークを通して自分の出来ることを積極的に発見できること、多様な学部多様なバックグラウンド、多様な学年からの GSP の参加者との交流において自分の専門による視点を生かせること、そして重視されるのが英語力よりも、まずコミュニケーションへの意欲であるということ、このような点が GSP の魅力とも言えるだろう。

（黒田 藍子 / Aiko Kuroda）

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Pre-course Education

Lectures from SeAMK
P

rior to the beginning of the intensive
course we had four lectures via Skype thatwere provided by SeAMK and also attended
by ChibaU students. Kirsi Mattila from INTO
Seinäjoki introduced the new development planfor Seinäjoki city. She also presented the resultsof an online survey taken by Seinäjoki citizens;
they wanted more specialty stores, cafes,
sitting places, bars and restaurants.
n September, we learnt about service design,
which is supposed to be user-centred, We
also saw a presentation on the Inclusive city
centre and the definition of inclusiviness.
h e l a s t l e c t u re w a s a b o u t s u s t a i n a b l edevelopment, three aspects of which wereintroduced. 1-Environmental sustainability refers
to the preservation of the diversity of nature,
maintenance of the functioning of ecosystems
and of natural resilience. It is also very importantto reduce consumption and recycle all waste.
2-Social sustainability focuses on the needs ofthe people now and in the future. Some big issues
that need to be addressed are: population growth,
poverty, health care, food services, gender equality
and education. 3-The final pillar of sustainable
development is economical sustainability. Thismeans balanced economic growth without
indebtedness and over-consumption of capital
resources, as well as consideration on theenvironment’s bearing capacity and for future
generations. (Heidi Lappalainen)

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Pre-course Education

Lectures from ChibaUT

he pre-course education session provided
b y C h i b a U w a s i n t e re s t i n g . i t g a v e u s
SeAMK students the opportunity to get an ideaof what urban planning looks like and how it ispracticed in Japan. The contrast to Seinäjoki
is remarkable, but some of the same elements
can be found. Both professor Ito and professor
Suzuki gave very interesting lectures about
different perspectives of city development andwhat should be taken into consideration when
making decisions about urban area changes.
efore these lectures, I had never thought
about how many things there are toconsider when trying to develop a city or evensome of its areas—it was both inspiring and a
bit scary to realize the true impact of this kindof decision-making. To be able to see how
city development in many areas of the world
h a s b e c o m e m o re s u s t a i n a b l e , f u n c t i o n a l ,beautiful and thoughtful gave me a lot ofhope and excitement about our assignments.
(Minna Sampo)Bメインプログラムの前に、GSP のプログラムとして取り扱う課題に関する事前学習が行われる。例えば、その問題に関連する英語の論文を読んでミニテストを受けたり、専門の分野の先生を招いてのレクチャーを受けるなど。今回の GSP は「持続的かつ非排他的な都市開発」をテーマとするプログラムであり、事前学習では、千葉大学とセイナヨキ応用科学大学の講師にそれぞれ地方創生や都市開発、建築などをテーマにレクチャーを行ってもらった。このレクチャーをスカイプでその様子を千葉とセイナヨキの学生がリアルタイムで共有することにより、質疑応答を通して、問題についてより理解を深めることが可能となった。さらに、セイナヨキで実際に発表され、実行されている都市計画のプランについて検討することで、現地でのフィールドワークにスムーズに入ることができた。（黒田 藍子 / Aiko Kuroda）

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Pre-course / Main Program: Sep 15-17

Visit of HelsinkiAfter arriving in Finland, we stayed Helsinki
first. Helsinki is the capital city of Finland,
it has many lovely buildings, a lot of beautiful
nature and impressive sights. This was my firsttime in Europe and I was very excited. I visited amarket located in a port, wonderful churches, afamous chocolate store, and I enjoyed cycling in
Helsinki with my friends. There were many rental
bicycles in the city, which helped to facilitate
our exploration. Although I enjoyed touring thecity, I heard that some of the group had goneto the other island by ferry. I think that I would
have liked going there as well.
e were in Helsinki for two days and wereable to visit many places to sightsee,e x p e r i e n c e F i n n i s h c u l t u re a n d d o a f i e l dresearch. During that time, we were assigned
one task, to “find an example of liveliness in thecity center”. What makes a city vibrant? I thinkit’s the energy of the people congregating in acertain place (e.g. the market place near theport) and sharing a common experience. Thistask allowed us to view the city from a different
perspective and prepared us to start thinking ina more productive way for the continuation of
the program. (Ran Akitaya)

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Arrival & City TourD

uring one of the pre-course education
sessions, while we were talking about thearrival date of the ChibaU students, we weretold that SeAMK staff would be giving them atour of Seinäjoki. Many of us asked if we could
also join the tour and the teachers agreed
to it. SeAMK staff organized the tour, but wewere acting as assistant tour guides. First, we
checked out the hotel where the students would
be staying and then started the actual tour. We
located the closest stores, the construction site
in the middle of Seinäjoki, Frami Campus andthe Aalto center.
n my opinion, it was important for the hostcountry’s students to go along on the tour. We
were able to put names to everyone’s faces andcould start to get to know everyone from the getgo. Also, one important aspect of the course
was to get an overall image of Seinäjoki, so we
could start to imagine how to develop it into agreater city. (Oskari Hirvikoski)I

成中の空港では、単語テストが実施され，これから本格的に始まる GSP への期待感と単語テストの緊張感
田空港での集合は夕方 18 時．最終目的地ヘルシンキまではトルコのイスタンブールを経由して丸一日。道が漂っていた。機内ではこれから２週間過ごすメンバーと親睦を深め、眠らない空港イスタンブールでは昼夜問
わない賑わいに圧倒された。ヘルシンキ、ヴァンター空港に到着後、滞在地までの経路は各自に任せられ、未開の地で目的地に辿り着く能力が試された。交通システムに戸惑いながらもガイドブックや地図を活用しユーロ
ホステルを目指した。ヘルシンキでは、日本とは全くスケールの異なる街並みや雰囲気に初めて触れ、公共交通機関を活用し、世界遺産のスオメリンナ島や港市場、木の教会などを訪れた。そしてヘルシンキからセイナヨキへ向かう鉄道では、文化発表のグループごとに座り、発表に向けた最終調整が行われた。いよいよ異文化間協働学習が始まる。（山野井 匠 / Takumi Yamanoi）
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Main Program: Sep 18

Cultural Presentations
On the first day of our GSP course, SeAMK
and ChibaU students gave presentations
on their respective cultures. Inspiration fort he s e p re s e n t a t io n s c a m e f ro m F a c e bo o k ,where everyone had the chance to ask aboutsomething that they wanted to learn regarding
culture in Japan or in Finland. This way we had
a lot of subjects to choose from. People divided
i nt o gro ups a n d w o r k e d o n pre s e n t a t io n s .
On September 18, we all had such a fun time
listening to all the presentations. We Finns
lear ned about Japanese food, sports, freetime and even housing and building methods
in Japan. It was different than what many ofus expected. We can say that we learned a lot
about Japan and Chiba prefecture.
eAMK students gave presentations aboutsaunas, Moomins, nature, and the aurora
borealis. Some of the material was maybe a
bit shocking but everyone survived. We also
had the chance to ask questions and I thinkthat afterwards everyone was more chilled
and started to communicate more easily witheach other. The presentations took away thehesitation and gave us many things to talkabout. I think everyone learned many new things
and I could see that everyone had listenedto every presentation really well. I think thateveryone also learned something new about
their respective home country, at least I did.
These presentations are an important partof GSP and they helped do away with any
hesitation at the beginning. (Katariina Latva)

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Main Program: Sep 18-19

Assignment Briefing @ SeAMK by Seinäjoki City RepresentativesWe met a couple of Seinäjoki cityrepresentatives on September 18th and19th. Mr. Erkki Välimäki, a Development Directorof the City of Seinäjoki, came to encourage us
to think about innovative ideas for the ongoingcity development. Then, Ms. Jenniina Palmu, aSales Manager from Seinäjoki Congress Centerand Mr. Sami Mäntymaa from City Hall cameto visit us. Because time was so tight, we had
to divide into two teams. Some of us went tolisten to Mr. Sami Mäntymaa, who spoke aboutbuilding and construction plans in Seinäjoki.
The rest of us listened to Ms. Jenniina Palmu,
who spoke about different kinds of events thatthe city hopes to organize in Seinäjoki. Although
the meetings were quite short, we got many
good and useful ideas during that visit because
all teams shared what they learned afterward.
(Essi Ilola)

文ちの実際の生活に根付く文化を紹介できるようグループごとに準備をした。グループは学部学年の違うメン
化紹介ではフィンランドの学生に向けて日本の文化を紹介した。観光のような非日常の文化ではなく、私たバーで構成され、それぞれの文化に対する考えや価値観を共有しながらディスカッションすることができた。フィ
ンランドの学生の理解度を想像し構成を考え、英語での表現を工夫する中で、聴衆を意識したプレゼンテーショ
ンの大切さを学ぶことができた。また、自分と異なる背景を持ち学年も違う学生と本気で議論でき、とても貴重な経験であり成長の糧になったと感じている。相手学生のプレゼンテーションでは、気候政治から価値観までなにもかも違う国の文化について聴き、純粋に異国の文化をその国でその国の人から教えてもらえることが楽しく、イメージとの比較や日本との比較ができとても興味深かった。（市川 奈津美 / Natsumi Ichikawa）
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Main Program: Sep 18 19&21

South Ostrobothnia Provincial MuseumSo u t h O s t ro b o t h n i a p ro v i n c i a l m u s e u m(Etelä-Pohjanmaan maakuntamuseo): thehistory of the Törnävä area was familiar to me,
but I enjoyed the museum tour just the same. I
had been in the museum about five times before
and still wanted to go there. The downstairs
exhibition was good, and we saw the exhibitionon the Törnävä area history.
or the Finnish students, the presentationof the old food packages was the mostinteresting part. We thought back to when we
had seen those packages before and whosefamilies used to buy that type of food. Also,it was nice to discuss how the packages looknow. I was thinking that I someday if I have thechance to design some these packages I would
like them to look old fashioned, especiallythrough use of colour, maybe.
n order to appreciate the exhibition upstairs,
I tried to explain some of the pictures to
the ChibaU students. I hope the museum will
someday put more English signs up. It was niceto see old pictures.
raditional houses (Liinamaa farm): the mainhouse, “kaksfooninkinen” (two-storied) was
the best part of the tour. It truly displayed how
Finnish houses looked like in the old days. I
thought that was fun and also a bit confusing
because there were so many everyday things
that had been familiar to me in my childhood,and I’m only 25 years old. For example, fabrics,
carpets and tapestries, but also chairs, thecabin table and the churn were really familiar.
(Sini Savela)

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Main Program: Sep 20

CAVE & Grandmothers’ ClubT

here was a room with the CAVE machinefrom which we could see the whole city of
Seinäjoki. Some of us could try sitting on thechair in the box-like room and look around thecity using a controller. The rest of us stood by
the chair and observed the view together. I felt a
bit dizzy, because the images were reflected on
the walls and the floor of the room. It seemed
to be a really useful technology to see theprogression of the city’s development.
isiting the grandmothers’ club meeting
was a really heart-warming experience.
One difficult point was translating though. A
Finnish student and myself were the only people
who could speak Finnish, and that was the
grandmas’ only usable language. Nonetheless,we succeeded in having a lively conversation
with them. A happy surprise at end was thatthey sang a Finnish song for us which had
exactly the same melody as the Japanese song
“Hotaru no hikari”. I felt a cultural connection
through this experience. (Kana Tachizawa)V

博 生活をしてきたかがわかった。写真や展示品からセイナヨキの特徴や産業を知ることで、南オストロボスニ
物館では、セイナヨキの成り立ちについて学んだ。実際に残された農家を見学し、当時の人がどのようなア地方でどのように発展してきたかがわかった。CAVE では、VR 技術を使用した市の中心部の 3Dmap を体験した。セイナヨキ応用科学大学の持つ技術力の高さに驚いた。VR で市の全体像を現在と開発予定案を比較して上空から見ることで、市内の商業エリアや住宅地などの位置関係を捉えることが出来た。 在宅で暮らす高齢者の方々のコミュニティである Grandmothers’ Club では、手作りのお菓子をご馳走になったり、歌を唄っていただいたりした。日本の都市では少なくなったが自治体などで地域に住む高齢者が集まることで、孤立を防ぎ、普段の生活に張り合いを持たらしていると感じた。これらの経験は、住民の特徴やコミュニティを活かした都市開発構想への足がかりとなった。（小田桐 映舞 / Emu Odagiri）
14
14

Main Program: Sep 18-21

Fieldwork & Workshops @ SeAMKW

hen our workshop began we couldn’t
discuss any city problems without
understanding the current situation first. During
this week, we thought about the problems not
only in the classroom but also outside, in thefield. On several occasions, we left SeAMK andinterviewed some people in Seinäjoki.
irst of all, we looked for hidden heritages
in Seinäjoki. Hidden heritages mean theheritages that have existed for a long time but
have been ignored or forgotten by the citizens.
Also, we talked about “the core value” for thecity’s development. And then, we thought about
the “liveliness” of the city center. After somegroup-work and brainstorming, we went out andasked people in the city what how they thought
about the hidden heritages and how to revitalize
the city center.
n the next day, we summarized the answers
obtained and came up with some newquestions based on the results. We went backout to the streets to get more information. We
listened to the voices of citizens and considered
how to meet their demands. These exercises
were important because they helped to make ourplan more meaningful. But we faced a problem.
By focusing only on immediate purposes, thecity would get nowhere in the future. We had
to also think about long-term goals and show aclear vision. We noticed that balancing current
needs with a future reality would be challenging.
had had few opportunities of interviewing
people walking on the street; it was a precious
experience for me. (Riku Suzuki)

F

O

I

15

Main Program: Sep 21-22

Prep for the Midterm @ CampsiteDuring our first week in SeAMK we visited acampsite near a beautiful lake for two days.
We had previously been working in classrooms,
so it was refreshing to work in a warm cozycottage with coffee. In our new groups, webrainstormed new ideas. On the first day, we did
not have much time but each group managed
to come up with a few new ideas and brushed
up their presentations. After dinner, it was timeto have fun. Some of us tried the traditional
Finnish sauna and swam in the lake. The lake
nearby was very beautiful during the sun set.
After trying the sauna, we had sausages andmarshmallows by the campfire and enjoyeda relaxing time. On the next morning, it was
our last chance to prepare for the midterm
presentations. We showed our presentations toother classmates and teachers and shared our
opinions. (Ayu Mochizuki)

各に戻ってしまったと思ったが、最初のグループでどの班も違うトピックについて調べていたためグループのメ
自プレゼンの大枠、方向性が固まってきたとき、グループの再編が行われた。当初は、プレゼンが振り出し

インアイデアを多方面から論じることが可能になった。多方面からの視点を取り入れるためにまずは自分が前のグループでどんなことを調べていたのかをグループの皆にわかりやすく具体的に英語で伝える必要があり相手の意
見も加味しながら全員の納得のいくプレゼンの核となる主題を決定した。主題が決まっても私の班は問題が山積みであった。プレゼンの中間発表までの時間がわずかしかなく詳細なパート分けが十分にできなかったのである。
しかし私たちはデジタルの申し子であるためインターネットを通じてアイデア出しからパート分け、フィードバック
までも完璧にこなした。これにより中間発表には余裕を持って望め、チームワークの重要性と現代っ子ならではの特徴を生かすことができた。（金井 永吉 / Eikichi Kanai）
16

Main Program: Sep 23-24

HomestayI

was fortunate to be able to host a ChibaU
student at my house. Emu was a very kind,polite and fun guest to have over. We had a lotin common and enjoyed each other’s company
very much. On Friday evening when Emu arrived,she, myself and another SeAMK student, Kana,
had a Finnish sauna. We relaxed on the terrace
and enjoyed the final warm days of summer. We
had lots of laughs about being in the sauna with achicken (“Kana” means “chicken” in Finnish) andan ostrich (“Emu” means “ostrich” in Finnish).
aturday morning, a group of SeAMK
students and ChibaU students took thetrain to Tampere. We ate traditional Tamperesausage, Mustamakkara, and we went to the
Moomin museum. When we returned we hada birthday party for Emu. I had invited all theJapanese and Finnish students to my house fora barbecue and birthday cake. There were 13 ofus altogether. It was lovely being able to spend
free time with the students from ChibaU and
SeAMK, as we had all been strangers to one
another prior to the beginning of GSP.
unday was a relaxing day. In the evening
I cooked traditional Finnish food, reindeer
and mashed potatoes with lingonberry jam.
Some of the people who had come back fromtheir homestay early were able to join us. It
was sad when the weekend was over, but I was
happy to have made new friends. We had manygatherings with GSP and SeAMK students, andstill have a very active Messenger group withthe participants of GSP. (Elina Mai Pilvet)

S

S

17

Main Program: Sep 25

Midterm Presentations
On Monday, September 25th, we had midterm
presentations where we presented the ideas we

had come up with the week before to other student,
teachers, and a few people from the city hall.

G

iving the midterm presentation was nervewracking because we had come up with ouridea later than others and it wasn’t something
we really had time to practice. In the end ourpresentation went smoothly but the feedback we got

was little confusing and I felt like we were back at
the starting point again. Later that day, we discussed

our work more at length with the teachers and theygave us more specific criticism and some points tothink about so that we could move forward.

Now looking back at that time, even though

it was a very stressful and frustrating day,in the end it was what steered our group and ourpresentation in the right direction and helped us finda topic to focus on. (Viivi Nurminen)

ホめての酪農を体験し、Bori という地域の市場を見て回り、鹿肉のラザニアを食べたり、フィンランドの伝統

ームステイは、同じグループの Katariina の家にお世話になることになった。1 泊 2 日のホームステイで初のパンを作ってみたりと、Katariina の好意で、今まで経験したことのないような経験をすることができた。
間発表。ホームステイが終わった次の日に行われた中間発表は、中間発表にも関わらずセイナヨキの偉い方そして千葉大学から鈴木雅之先生もいらして、張り詰めた空気の中で行われた。すべての班が、どうすればセイナヨキが持続可能で非排他的な社会になるか話し合った結果をそれぞれの観点で発表し、発表後には先生やセイナヨキ側のフィードバックがあり、それぞれの班の課題となる点が伝えられた。中間発表の準備過程や、中間発表、そしてフィードバックを通じて改めて国、文化、言語が違うとまた違った視点を知ることができるということを実感し、総じて言語の壁を乗り越えて得たものは大きかったと思った。（齊藤 あすか / Asuka Saito）

中

14
18

Main Program: Sep 26-27

FieldworkA

fter everybody returned to school from theirhomestay weekend, we started doing somemore research on our respective subjects bygoing out again to interview citizens. We wanted
to learn about the ups and downs of living in
Seinäjoki.
u r g r o u p w e n t t o To r i k e s k u s , a b i g
shopping mall in the center of the city,where we interviewed old and young individuals.
Most people complained about bad public
transportation inside the city and its limits.
People also mentioned that the lack of parking
as well as its high cost was a problematic
issue. Some citizens suggested that the city of
Seinäjoki should have more activities for bothyounger and older (retired) people who live
alone and would benefit from opportunities andplaces where they could socialize. Also brought
up was the fact that many young people have adifficulty finding new friends in the city even if
they start at a new school. Some of them dropout of school, are unable to find jobs and don’t
have a proper safety network around them.
Furthermore, it was brought to our attention that
it is hard for disabled people to move aroundthe city.
he information gathered from the interviews
provided us with a lot to think about for ourpresentations and for what should be reported
to the city council. (Arttu Hautamäki)

O

T

19

Main Program: Sep 26-27

Prep for Final Presentations
A

fter midterm presentations were held, thegroups came away with solid outlines fortheir presentations. Additional field surveys
provided more information and made it easier toform ideas for the final product.
n the preparation day for final presentations,due to the time limit imposed, groups
needed to decide exactly what they wanted toconvey to the audience. For this reason, theyneeded to discuss what ideas to present andhow to present them.
ince slideshows were required as support
material, groups created them based on
their plans and decided how they would present
their ideas and who would present which idea.
After things were finalized and it was decided
what each student would present, they started
practicing their presentations and refining theirslideshows. (Aleksi Mäenpää)OS

最る人は少なかったが、市民の多くは協力的であった。グループの提案にそったアンケートを行い、プレゼ
終プレゼンに向けての市民の調査は非常に難しかった。街中を歩いている住民が少なくアンケートをとれンに活かせるように質問を工夫した。特に多くの市民の方々は英語が得意でなく、現地の学生を通じた現地語でのやりとりが多くアンケートは困難を極めた。また、英語で質問を行う際も英語表現では存在しているが、現地語には存在していない概念などがあり、説明が非常に大変であった。その場合は現地語での補足や英語による繰り返しの説明を行うことにより伝えることが出来た。
終プレゼンへの準備では、専門知識のある学生の意見を基に個人の提案などを集め議論した。他都市にある既存の内容を現地の状況に合わせ新たな提案に関して議論した。その際住民のアンケートの意見や教授方の専門的な意見を基に議論を行いより良いものへ改良した。（松村 佳孝 / Yoshitaka Matsumura）

最20

Main Program: Sep 28

Final Presentations
On the mor ning of the final presentation
nervous excitement filled the air; all teams
were practicing their presentations, trying to get
the timing right. Still, jokes and laughter could
be heard coming from the teams, which helped
to lighten the mood.
very team had different ideas and points ofview, so there was a lot to take in. Everyone
offered their best effort, invited guests asked
us some questions afterwards, and took several
pictures of our slides that they found interesting.
nd then it was over. We took group picturesand gave our final speeches. It was sadwhen reality hit us, and we realized that soon
half of us would be leaving and most of us
would never see each other again. But we werestill left with a feeling of happiness because
we had met awesome people and we had theopportunity to take part in this program thatgave us new friends and experiences to last alifetime. (Sami Katajamäki)E

A

セが集まってくださった。それぞれの班がセイナヨキらしさとは何なのかを考え、市民の誇りとなるような市

イナヨキで行われた最終プレゼンテーションには市役所の方などセイナヨキの開発に直接的に関わる人々の開発例を提案した。我々のグループではアクセスのしやすさという観点からプレゼンテーションを行った。その中で、アプリを利用した情報発信の方法や市内の回遊性を高めるための道路の工夫などを提案した。後日、
我々の提案内容が地元新聞に掲載された。これはフィールドワークなどを通して得た市民目線の意見が提案に反映されていたことを意味しているのではないかと思う。我々のアイデアが市内に反映される日を心待ちにしている。（中川 桂汰 / Keita Nakagawa）
21

Final Proposals
S

1. City Center Full of PeopleO

ur core value for the development of Seinäjoki’s city

the sauna and Seinäjoki itself. These kinds of signs

are helpful for people from different countries and they

center is “city center full of people”.To accomplish

can promote inclusiveness and friendliness. Pictograms

this, we thought that the city center should invite visitors

would be better suited for international visitors thanand entrepreneurs. This would lead to liveliness and that

English signs.

liveliness would attract more visitors and entrepreneurs,Tthus creating a self-sustaining cycle,.

Wecond, the city could make international signs fore thought about factors that could stimulate thehird, the city could create more advertisements thatwould inform visitors about what is happening in

Seinäjoki and about the city’s attractions, including the

economy and came up with three proposals. First,

sauna. These advertisements would not only be aimed

the city could build a new sauna and entrepreneurs

at visitors and entrepreneurs but also at local people.

could organize regular events at the sauna, perhaps on

Above, we mentioned an economic cycle and we believea weekly basis. The target clientele would be residents

the sauna and its surrounding events could be the ideal

and visitors of all ages. Our ideas for sauna events are,trigger to run this cycle. (Rie Uesugi)

for instance, lectures on the history of the sauna and of
Finland, collaborative events with sports organizations –Seinäjoki is famous for its sporting events – and various
other activities, which could be led by residents or
SeAMK students. Through the new sauna service, both
visitors and residents would be able to interact witheach other and experience the South-Ostrobothnia spiritof friendliness and a sense of belonging to a tight-knit
community.

A

2. City Center with Nature& Colorful ArtOS

ur group suggested that there be more nature andcan be very cold and there can be a lot of snow. Few

art in the city center because there seems to be atrees keep their leaves during winter. So we thought thatberries plants could be a viable alternative given thateinäjoki is surrounded by nature and the hometown

they grow in the nearby forest and are a a familiar sightof Alvar Aalto, a famous artitect. Through ourto residents. Of course anyone would be welcome toown observation, walking around the city, and throughpick the fruit and there could be organized berry-picking

questionnaires answered by residents, we discovered

events, which could also serve to strengthen the sensethat what seems to be most lacking are color and natureof community.

(even though they abound on the outskirts.)Io solve these problems, our first idea was to makethe city more colourful by adding walls in frontn conclusion, simply by reintroducing more nature andadding more colour would be a great start to develop acity for everyone to enjoy. (Yoshitaka Matsumura)of the station, which artists and residents could paintand periodically repaint and which would also serve tostrengthen the sense of community. Additionally, thecolour blue could be used in several places, such as thebus station. Blue is the color that represents Seinäjoki.

Fcity center. We proposed that trees or plants line

the roads and be grown on and atop buildings. Seinäjoki

lack of these elements in Seinäjoki.

Tnother idea was to bring back more nature to theurthermore, ice-sculpting competitions at regularintervals. This could attract many people even during

the cold winter months. It’s a beautiful art form and withthe use of spotlights it can also be colourful.

22Final Proposals (Cont’)
3. Compact Seinäjoki

T

recommended. To make Seinäjoki more accessible, a bikerental service as in Helsinki would be good. We thought it

h e t h e m e o f o u r f i n a l p re s e n t a t i o n i s “ C o m p a c t

is logical for the rental place to be located near the railway

Seinäjoki.” Compact is the core value. We thoughtstation.

about the word compact, which means small and closelyMpacked together. We thought promoting a number of smallthings would attract more people to Seinäjoki. We also

visitors. We took the idea of Jussi tiles, which arefound in Asahikawa, in Hokkaido. Visitors can purchasethought involving small businesses would be important.

Jussi tiles and write down their names and place the tiles

As well, we thought maintaining the identity of the city

at designated places in the station, so everyone can see

was important. There are three key characteristics of thethem. This may encourage return visits to Seinäjoki.

identity of Seinäjoki: nature, quietness, and peacefulness.

Toreover, involvement of everyone is important, evenIo keep the relationship between identity anddevelopment, we focused on the railway station. It

n conclusion, we propose to develop Compact Seinäjoki
by concentrating on developing the railway station; thatmeans renovating the station and offering more services:is important to realize the full potential of the station byrestaurants, shops, bike rental and tour guide services.

renovating the station and improving services. To do so(Natsumi, Eikichi & Taku)

effectively, working with the city management and thebusiness community is necessary. What do we mean by
improving the services at the railway station? We thought
offering more services at the station would be important,for example, cafés, ATMs, bike rentals and sightseeing
tour options. In addition to sightseeing tours, which
would let visitors know about Seinäjoki and its uniquenatural attractions: the forests, lakes and rivers in thearea, displays in museums and libraries and museums are

4. Accessibility for EveryoneOdesign street to encourage people to visit and explore
other areas, 2.b,) cisitors could easily find out where tour group’s core value is “Accessibility for Everyone.”go, and could enjoy traditional street patterns and street

Our definition of “accessibility” has three aspects:

trees, 3.c.) make use of universal design for streets and1) emotional accessibility, 2) physical accessibility, and 3)

shops to increase accessibility. 3)Encourage people toaccessibility to information. Our core value was createdvisit attractions through the AR technology application:3.

because of the following findings: According to the surveya) an smartphone application, named “Seinäjoki Go!”: thisresults, there are few interesting places in Seinäjoki andapplication encourages people to visit attractive or unique

not much to do for activities, other than shopping. Thissights in Seinäjoki city. An Alvar Aalto character pops out

lack is deeply felt by the residents and not everyone enjoys

on your screen when visitors get to certain points using

shopping. There are steps everywhere on the road or at

AR technology, and tells them about events or shops thatthe entrance of shops. ATMs are placed too high up forare nearby. Considering these aspects above can help thewheelchair users to reach, etc. Many residents are notcity’s development and make it into a place that promotes

well informed about the city, its development and events

sustainability and where everyone can feel involved.

that are being held. Without this knowledge, they cannot(Reiko Hatada)

be active participants in city life.

B

a s e d o n t h e f i n d i n g s a b o v e , w e p ro p o s e d t h efollowings. 1)Create spaces where anyone can feel

welcome: 1.a.) Aalto center: focus on the local economy;
hold a farmer’s market and art exhibitions in the square.
Set-up sitting areas and hold free concerts, 1.b.) shopping
center:commercial liveliness, and 1.c.) Cozy cafésas meet up places and landmarks. 2)Connect places
through a unified design street: 2.a.) create a unified

23

5. “My” City CentreO

that “lakeuden puisto” should be a “park”; no one
wanted a convention centre.

ur core value is “My City Centre”. We think creatingFa p e r s o n a l a t t a c h m e n t t o t h e c i t y c e n t re f o r

everyone is necessary for sustainable city development.

involving citizen participation, which would most

likely result in a positive change in citizens’ attitude

Currently, a lot of people feel dissatisfaction because of

toward the city. For example, we proposed “My Bench”

its colorless scenery and lack of attractive shops such as

design: local manufacturing businesses would makecafés and boutiques. Moreover, most citizens don’t havepark benches, which would be repainted by members of

information about city development. Thus, we considered

the community on a seasonal basis. A collaborative eventthat there are 3 critical issues to be dealt with.mnb,

F

inally, city officials should explore ideas for projects

like this would enhance the sense of belonging to theirst of all, we want to stress that lack of communicationcity. In conclusion, city development should be planned,

is the most fundamental and important issue to deal

carried out and evaluated not only by officials but also

with. Communication should be open and encouragedby citizens through collaborative means. Inclusiveness is

between citizens and city officials. Collaborative decision-

the key to sustainable city development. (Yuya Ishizuka)

making should be the favoured approach. We came up with
the idea of using an App, Seinäjoki App. This doesn’t costmuch money and would help city officials collect feedback
from citizens and provide information about events andlocal businesses to encourage citizen participation.

Second, attractive public spaces should be provided
to encourage the citizens’ interest in the city centre.

For example, “lakeuden puisto” should be more “park”,
not just “field”, in order to be more attractive to all, fromchildren to elderly people. Eleven interviewees answered

6. Science & Art

O

drawings with a paint that is only visible when it rains, or
snow-sculpture art in the wintertime. These forms of art

ur final proposal included mostly suggestions to makewould be distinctive from usual statues and city lights, so

the city more attractive through art and science in athey would add a unique touch to the city center and theysustainable fashion. Our primary goal through the course

are fairly ecological choices.

was to add beauty, color and overall attractiveness to theFcity center with means that cultivate the hidden heritageof Seinäjoki area and that avoid stress to the environment.

wishes of the customers. We also pitched an idea about

the area and the city would be able to collect more taxes

science-focused playschool for little children to get

and continue to develop and grow in a sustainable way.

more people interested in science starting from earlyur 30-year plan is to improve the employment rate,childhood. Scientific attractions over industries would

increase city revenue and encourage international

more likely contribute to sustainable development, since

tourism. This would be made possible by attracting top

pollution would be significantly lower. This is an important

professionals to move here and work here in science-

consideration in an area that is surrounded by fields that

related startup-companies. These companies would

feed a lot of people in Finland. (Minna Sampo)

receive a lot of support from SeAMK, which could maybe
relaunch the entrepreneurial BBA, which in turn could
strengthen the entrepreneurial side of Seinäjoki.

Othat would have projector walls so that the ambianceof the place could be easily changed to respond to theThis way we could attract both tourists and companies toOor the science part, we thought about a “cave-café”

ur proposition contains a various mix. For one thing,
we suggested creating projection mapping events.

For example at Lakeuden Risti church old photos fromcitizens could be used. Another art-related idea wasto create different forms of seasonal art, for example

24Participants

I enjoyed GSP. Working with people ofdifferent cultures and disciplines wasparticularly interesting. I loved all thepeople and the professors were very

Learning through GSP helped myself

supportive. I highly recommend it.
(Elina Mai Pilvet)

and others understand and better utilize
different aspects of our personalities.
Working as a group, we came to know one

Through this program, I understood that it

another in a deeper way. Achieving ourgoal collaboratively gave us a sense ofis possible to reach beyond language andcultural barriers and national borders if

accomplishment. (Aiko Kuroda)

we aim for the same goals and really carefor others. No words can fully express theThis course was a very interesting andgood that is derived from GSP.
(Emu Odagiri)

inspiring collaborative experience. Together
we were able to obtain good results. I can’t
be more grateful for the new friends andBefore GSP, I taught the Chiba University

connections that were made during thesestudents some basic facts about Seinäjoki
as well as the basics of Finnish. It was great

two weeks. (Aleksi Mäenpää)

to meet the students again in Finland andshow them the city in person. (Esa Hiltunen)

The GSP course was fun, useful,
informative, but also quite hard. The

amount of work was difficult consideringother life obligations. The course would
have been more pleasant, if it had been a
3-credit course. (Anna Toiva)

This experience was magnificent! I madelots of new friends and our international
co-operation worked very well. Now, I candisplay my new skills when somebody wants
to know something about Seinäjoki’s history;) (Essi Ilola)This year’s GSP was challenging and it was
yet again very joyful to meet new Japanesepeople—we made lovely memories together
for years to come! :) (Arttu Hautamäki)

My experience in GPS was great. It wasa hard work and I had to go beyond my
comfort zone, which was a good andinstructive thing. I highly recommend GPS
to everybody! (Heidi Lappalainen)In this GSP, I learned many new things andmet many wonderful people in Finland. It is
hard to summarize my sentiment, but one
thing I can say is that I’ll never forget theseexperiences and people. (Asuka Saito)

A lot of things happened that I didn’t
expect. Those things were sometimes
enjoyable and sometimes difficult, but I
experienced positive effects in both cases.
I wasn’t thinking to join GSP next year, but
now I will participate. (Kana Tachibana)

GSP was a rewarding experience for me. It
would have been difficult to think deeply
about the development of Seinäjoki bymyself, but with SeAMK students and my
wonderful friends from ChibaU, this task
was made easier. (Ayu Mochizuki)

I loved the whole experience! I met somany new friends, laughed a lot and had
so much fun, but we also worked hardon our project. I loved working with an

Finland is such a wonderful country. I had
never done fieldwork before. But I soon
realized it’s the best way to learn about
issues and find solutions. I think I’ll be abetter person because of GSP. Kiitos

international group and was able to greatly
improve my group work skills.
(Katariina Latva)(Eikichi Kanai)

25

This program was much harder than I

Tension, relief, dismay, unity, impatience,

faced with different difficulties every day.
H o w e v e r, t h e s e e x p e r i e n c e s m a d e m ewords? The only thing I can say is thatpeople who have not joined GSP cannot

expected. During these two weeks, I wasachievement; how can I put GSP into

stronger. I think this program was a goodunderstand its great value. (Riku Suzuki)

opportunity for personal growth.
(Keita Nakagawa)

It was a good and fun experience that

GSP provided an interesting peek into thegave new perspective to my home city.
The approach for working on a project wasan enlightening experience regarding urban(Sami Tapani Katajamäki)

Japanese way of studying and overall into a
culture very different from ours. It was also

different than the usual Finnish way, it was
an interesting work style.

city planning. (Minna Sampo)

I enjoyed this GSP program very much

It was nice to participate in this programand I’m glad that I was able to meet all thecommunication with Finnish people. It was

included in the future. (Sini Savela)

because I experienced many things;
h o m e s t a y, f i e l d w o r k , c a m p i n g , a n dother students. It was also really intense
two weeks, maybe some breaks should be

an unforgettable 15 days!
(Natsumi Ichikawa)Through class discussion, I became moreinterested in city development and Finnish

Hard work, but afterwards it felt good. I likechallenges so this program was good forme. Also, I got to know a lot of wonderfulpeople through this course!
(Oskari Hirvikoski)

culture. As a result, I want to use what I
learned through GSP for my major at Chiba
University. (Taku Miike)I tried to figure out how I could contributeto the group work. And I also challenged
myself to have a positive attitude in group
work. I was really excited to be with peopleof different backgrounds and discuss
together! kiitos! (Takumi Yamanoi)

My stay in Finland is one of the mostprecious memories in my life. It was tough,but we were able to finish this program
because we helped each other. I’m happy I
was able to meet such wonderful friends.
(Ran Akitaya)

I really enjoyed GSP and the challenges,
lessons and successes it gave me. But
the best thing about this programme wasmeeting and spending time with wonderfulpeople. (Viivi Nurminen)

Ta c k l i n g n e w e x p e r i e n c e s a n d t a s k severyday was exciting. Thinking aboutdevelopment of an unfamiliar city, withpeople whose language and culture isdifferent from mine was so hard. However,both SeAMK and ChibaU students were
helpful and enjoyable to work with. I feel solucky that I could work with these members.
(Reiko Hatada)

It was a difficult but valuable experience
for me in terms of thinking in a completely
different way with other students. I
also could learn about how locals think
about their town, and daily life in Finland!
(Yoshitaka Matsumura)

Assignments and presentations were hard,
but it was really fun and interesting tointeract with teachers and students. I’m
glad that I took part in GSP and, as a result,
I decided to study and work on myself
more. (Rie Uesugi)
26

GSP was a more fulfilling and productive
program than I first expected it to be. I realizedthat each of the participants has a different
background, even among Japanese. Working ina group, with such a diversity of people, gave
me a sense of accomplishment. (Yuya Ishizuka)

SUSTAINABLE & INCLUSIVECITY DEVELOPMENT

Contact
web : http://cie.chiba-u.ac.jp/liberal_arts/gsp.html
E-mail : hiroki@chiba-u.jp