Annual Report of Asia & ASEAN Center for Educational Research

ISSN:2436-7109

Annual Report of Asia & ASEAN Center
for Educational Research

Spring 2024, Vol.4 No.1

Spring 2024,Vol.4 No.1
Asia & ASEAN Center for Educational Research
Faculty of Education, Chiba UniversityChiba University
Spring Institute of Asia & ASEAN Center
for Educational Research
Feb.2024

Spring Institute of Asia & ASEAN Center for Educational Research2024.02
ISBN:987-4-909857-15-6
Edited by
Asia & ASEAN Center for Educational Research, Faculty of Education , Chiba University
Advancing the Society 5.0 by Coordination of ENGINE Talent Promoting Program : AP
Program

1-33, Yayoi-cho, Inage-ku, Chiba-shi, Chiba 263-8522 Japan
Tel: +81-(0)43-290-2513
Email: edu-twincle@chiba-u.jp
Copyright©2024 by Asia & ASEAN Center for Educational Research,
Faculty of Education, Chiba University. All rights reserved.

This is supported by Chiba University Open Recruitment for International
Exchange Program, JSPS KAKENHI Grant Number JP23H00997 and JP20H01738.

Contents
01 Greeting
05 International Research Session
17 Proceedings - High School Students
55 Proceedings - Postgraduate Students
117 Proceedings - Supplements

125 SDGs Workshop

Spring Institute ofAsia & ASEAN Center for Educational Research2024.02.11
International Research Session & SDGs Workshop
Place

Faculty of Education Building2

Time

Detail

09:00-09:15 (15 min)Reception

09:30-09:45 (15 min)Opening Ceremony

10:00-12:00 (120 min)Oral Presentation

12:00-13:00 (60 min)Lunch

13:00-15:45 (165 min)

SDGs Workshop ・ Poster Presentation

16:00-16:30 (30 min)Closing Ceremony

GreetingHaruaki NAKAYA, M.D., Ph.D.
Interim President of Chiba University

Chiba University was established in 1949 as a new national university and has a history of
about 150 years. Today our university boasts 10 faculties as well as 17 graduate schools andcontinues to evolve as an institution of higher learning whose mission is to foster thedevelopment of leaders capable of solving complex issues, supported by a broad-based
interdisciplinary education and a high-level of expertise.
Nowadays, enhancing mathematical and data science education at university stands as apivotal step for students to acquire the skills demanded in their future workplaces. These
forms of education lay the groundwork for students to succeed in our rapidly changing
contemporary society.
Education at Chiba University is guided by our philosophy, "Always Aim Higher." We havebeen taking active steps to create a learning environment that will nurture emerging leaderswith superior intelligence and humanity who will be able to play active roles in a global
society through their acquisition of excellent academics worthy of the highest institution oflearning. Therefore, Chiba University will open a Faculty of Informatics in the next academic
year to strengthen the development of human resources for information science, based on
the late President Nakayama's vision.
Dear partner universities, we look forward to developing our collaboration into a world-classresearch and education center with a new educational and research environment.

1Greeting
Daisuke FUJIKAWA
Dean, Faculty of Education,
Chiba University

It is a pleasure to welcome all honored guests and distinguished members of our partner
universities. On behalf of the Faculty of Education, I would like to thank you for your support
and cooperation with our global programs and research.
We are surrounded by difficulties, such as international economic disparities andenvironmental issues, such as climate change and toxic chemical waste. Against this backdrop,
we have started to deepen our thinking and initiate concrete actions to build a sustainable
world under the guidelines of the United Nations, the so-called Sustainable Development
Goals (SDGs). Building a sustainable world requires mutual understanding of each culture,religion, and situation. Education plays a crucial role in this regard.

STEAM education, one of the new ideas in education, promotes hands-on learning. Students
not only learn scientific and mathematical concepts but also get the opportunity to apply
them to real-world problems. This approach encourages a deeper understanding byconnecting abstract theories to tangible, real-world challenges. Moreover, STEAM education
not only focuses on acquiring knowledge but also cultivates practical skills and abilities. It
equips students to address complex future challenges and offer innovative solutions. Such an
educational approach plays a significant role in developing multifaceted skills necessary intoday's society and workplaces.
All of us here are struggling to develop new methods and technologies of education. We
would like to share knowledge and technology of contemporary education developed bypartner universities through this meeting.

Finally, I would like to take this opportunity to wish you great success.

2

GreetingYoshitsugu MANABE, Doctor of Engineering
Professor, Graduate School of Engineering
Head of Next-generation outstanding learning support office,Chiba University

Welcome to the International Research Meeting 2024.
To foster exceptional talents in the field of science and technology, it's crucial to engage ineducational activities encompassing inquiry-based learning not only at the university levelbut also starting from high school. Inquiry-based education in high school contributes tonurturing students' ability to pose their own questions and solve challenges. For instance,
projects involving the formulation of hypotheses, conducting experiments through scientificmethodologies, analyzing data, and drawing conclusions help develop students' problemsolving abilities and creativity.
Furthermore, inquiry-based education can draw out students' interests and passions. Deep
engagement in fields of personal interest enhances the desire to learn, fostering self-driven
education. As a result, individuals capable of offering innovative ideas and solutions in thefield of science and technology can be developed for the future.
Therefore, inquiry-based education at the high school level is an indispensable component
in cultivating talent in the field of science and technology.
For this purpose, Chiba University has implemented the ASCENT Program to support the
research activities of high school students so that they can contribute to society from a
global perspective by using the international contacts they have developed. Theseexperiences will encourage talented young people to become prominent global personnel
who create a sustainable world.
I would like to express our most profound appreciation to all those who have participated inand conducted these programs.

3

Greeting
Jun NOMURA, M.D., Ph.D.
Professor, Faculty of Education
Vice Dean (International Relations, Research Promotion)
Director of Asia & ASEAN Center for Educational Research,
Chiba University

I proudly announce our reunion at the Asia & ASEAN Center for Educational Research 2023
Annual Meeting. Various events are being prepared at this year's annual meeting. We hopethat your participation will be professionally rewarding and fruitful for everyone.
The Corona pandemic is over; it is time to resume educational activities globally. Using theInternet in education, brought about by the Corona pandemic, is opening up new educational
possibilities. In addition, global efforts to achieve the SDGs, which had been stagnant, areshowing signs of revitalization. From the topics presented at the international symposiums, I
attended last year at Silpakorn University and Chiang Mai University in Thailand and, Vietnam
National University, Hanoi University of Education in Vietnam, various educational research isadvancing, including the use of ICT, the development of STEAM education, and efforts towardachieving the SDGs as a new educational movement. The symposium was a great opportunity
to discuss the use of ICT and the development of STEAM education. The topics presented at
the symposium indicated that various educational research is underway, including ICT use,
STEAM education development, and efforts to achieve the SDGs as a new educational
movement.
Meanwhile, the environment surrounding education and teachers is deteriorating worldwide,
and the reality that many students who studied at teacher training colleges do not becometeachers or leave the profession early and choose other professions was also indicated.
Considering these realities, this year's annual meeting will focus on exchanging information on
creating a better educational environment and improving teachers' leadership skills.
In these circumstances, safety in education is important in many ways and will be of value toboth students and teachers in the future of school learning. We hope that these discussions
serve as a basis for creating an education system that allows people worldwide to recognize
each other's diversity and develop in cooperation with each other.

4

International Research Session

5

Purpose of the Research Session
The ability of young researchers to formulate crucial topics related to thedevelopment and sustainability of the world is important and speaks to theappreciation of their responsibility as leaders of the next era.
Communicating these critical topics to other young people in theintellectual community is a mutually empowering activity. Therefore, thisInternational Research meeting aims at providing a platform for fostering
the next-generation of leaders in the fields of science and education.
In this meeting, presenters will show their achievements in science andeducational activities. Please find the output of various scientific activities,
and exchange knowledge and friendship at the meeting site.
We hope every presenter finds positive suggestions and solutions for the
progress of his/her research.

6

International Research Session
Room 2109(Biology/Healthcare/Education )Chair Person

PANCHIT LONGPRADIT

Mahidol University

Panelist

HO THU HA

VNU University of Education

Panelist

Siti Hajar Binti Sharudin Sabri

Chiba University

Presenter 1

Peiyun Li
Mahidol University
AN EXPLORATORY STUDY OF TEACHERS' ACCEPTANCE OF CHATGPT AT DIFFERENT GRADE LEVELS:ASSOCIATED WITH LEADERSHIP

Presenter 2

ISEMOTO Chika, KISO Koharu, MATSUSHITA Ayaka, NISHIKAWA Hina
Chiba Prefectural Kisarazu High School
Let’s make fermented foods from Kisarazu high school

Presenter 3

OCHI Misaki
Ferris Girls’ Senior High School
Survivability of lactic acid bacteria in fruits mixed with yogurt and digested in vitro

Presenter 4

Yasmina Ashfa Zahidah
Universitas Indonesia
ARYVEST: Intelligent Wearable Cardioverter Defibrillator Integrating Convolutional Neural
Network-Based Arrhythmia Rhythm Classification

Break time
Presenter 5

Yuka NAKAZATO
Chiba University
Isolation of Arbuscular Mycorrhizal Fungus from a Forest Vegetation

Presenter 6

SUGIYAMA Misora
Joshigakuin Senior High School
Research on the biosphere

Presenter 7

Genliang Zhang
Mahidol University
THE CHALLENGING ROLES OF AI IN ADOLESCENT MENTAL HEALTH : PRELIMINARY STUDY

Presenter 8

SAKUMA Ayako
Chiba Prefectural Higashi Katsushika High School
Effect of Sample Drying Methods on Antioxidant Activity of Edible Mushroom Extracts

7

International Research Session
Room 2111(Biology/Chemistry/Education )Chair Person

ARISARA LEKSANSERN

Mahidol University

Panelist

REAINTHIPPAYASAKUL WUTTICHAIChulalongkorn University

Panelist

Joceline Theda Kadarman

Chiba University

Panelist

Victor Ibrahim Mbeya

Chiba University

Presenter 1

Faizal Maulana
IPB University
UHPLC-Q-Orbitrap-HRMS-Based Untargeted Metabolomics Reveal Metabolites Change in Justicia
gendarussa and its Antioxidant Capacity at Different Doses of Nitrogen Fertilizer

Presenter 2

ISHIKAWA Mayu
Tokyo Metropolitan High School of Science and Technology
Genetic Variation of Wild Radish in the Southern Region of Chiba Prefecture based on PCR-RFLP

Presenter 3

SAITO Kanato, IWANAMI Haruyuki
Tokyo Gakugei University International Secondary School
Isolation and Screening of Yeasts that Ferment Xylose to Ethanol

Presenter 4

NAILI AFWILLAH
Universitas Pendidikan Indonesia
Students' Attitude Towards Science and Mathematics in Bandung
Break time

Presenter 5

SHIMAZAKI Riku, MINE Rintaro, NAKANO Kotaro
Chiba Prefectural Chiba Higashi High School
About detergentsPresenter 6

NARADOL BOOTSOM
Chulalongkorn University
The effects of STEM BCG for science education on creative thinking ability and environmental
awareness of upper elementary school students

Presenter 7

UCHIYAMA Yuki
Friends Girls Senior High School
Analysis of Fungi Retained by Urban Birds ~Ecological Investigations through Fecal Collections~

Presenter 8

MASUDA Kei
Tokyo Metropolitan High School of Science and Technology
Desalination of Seawater for Diversion to Agricultural Use

8International Research Session
Room 2112(Environmental Science/Biology/Social Science/Education )Chair Person

ROLANDO VELARDE OBIEDO

University of San Carlos

Panelist

SOVARITTHON CHANSAENGSEE

Mahidol University

Panelist

Peter Nkachukwu Chukwurah

Chiba University

Presenter 1

ORITA Nana
Chiba Prefectural Funabashi High School
Effect of Forest Fire on the Seed Germination of Eucalyptus Trees

Presenter 2

NI MADE NIA BUNGA SURYA DEWI
Udayana Univeristy, Bali
MANGROVE FOREST MAPPING USING SENTINEL-2 SATELLITE IMAGERY IN NUSA LEMBONGAN, BALI

Presenter 3

KODAMA Yua
Tokyo Metropolitan High School of Science and Technology
Verification of antibacterial effect of cedar leaf extract on Escherichia coli

Presenter 4

SEKINE Shuma
Kaichi High School
Relationship between water content and eDNA concentration in marine sediments

Break time
Presenter 5

YANYI HE
Mahidol University
EXPLORING THE IMPACT OF EDUCATIONAL LEADERSHIP ON STUDENTS’ LEARNING

Presenter 6

ITO Yuri, FURUKAWA Kaho, MAKINO Aoi, WAKABAYASHI Mana
Salesian International School Setagaya
Where does the sand that ants carry come from?

Presenter 7

SOPY RYFYMANational University of Laos
Soft skills training for student teachers in the Faculty of Education, National University of Laos
(NUOL)

Presenter 8

FUJII Kanade
Chiba Prefectural Funabashi High School
About the dangers of microplastics to life

9

International Research Session
Room 2201(Physics/Physics Education/Technology/Engineering/Education )Chair Person

WANDEE KASEMSUKPIPAT

Kasetsart University

Panelist

TOCH PHEAKDEYRoyal University of Phnom Penh

Panelist

Fajriah Sulaiman

Chiba University

Presenter 1

JIN TAO
Mahidol University
CULTURALLY RESPONSIVE LEADERSHIP IN MULTICULTURAL EDUCATIONAL SETTINGS

Presenter 2

KATO Yuna, MATSUZAKI Sakurako
Chiba Municipal Chiba High School
Environmental Commitment of Convenience Stores in Japan and Korea

Presenter 3

NONTACHA SRIVILAI
Mahidol University
THAI TEACHERS' ENGAGEMENT IN A PRIVATE SCHOOL UNDER THE SAINT GABRIEL FOUNDATION
IN THAILAND: A CASE STUDY OF ASSUMPTION COLLEGE PRIMARY SECTION

Presenter 4

SAMITSU Mao, SHIMOYAMADA Kosei, TORII Chinatsu, NISHIDA Yuki, HARUNA Futa
Hyogo Prefectural Kakogawa Higashi High School
A Mechanism and Generation Conditions of Fire Whirl

Break time
Presenter 5

RIZKI AWANTA JORDHIE
Universitas Indonesia
Cigritous: Automated Crop Monitoring and UAV Spray Response

Presenter 6

EGAMI Yuma, OMURA Jinya
Chiba Municipal Chiba High School
Mechanical structure designed from ECO system

Presenter 7

CHUN-HAO LIN
National Taiwan Normal University
An Investigation on the Effectiveness of Cognitive Conflict Experiments by applying Facial Micro-Expression Analysis and Eye Tracking Techniques

Presenter 8

NAKATSUJI Chiyo
Oin Senior High School
Origami chair for everyone, everywhere and every moment

10International Research Session
Room 2202(Information/Math and Information/Computer Science/
Chemistry/Physics/Education )Chair Person

PATTAMAVADI LEHMONGKOL

Kasetsart University

Panelist

TITI CANDRA SUNARTIIPB University

Panelist

Iago Carvalho Silva

Chiba University

Panelist

Muriithi Oscar Mugendi

Chiba University

Presenter 1

OKUBO Naoyuki, TSUSHIMA Kazuhiro, TSUCHIYA Yoshiki
Tokyo Metropolitan High School of Science and Technology
Development of an application to support evacuation in case of disaster in Ojima, Koto Ward, Tokyo

Presenter 2

CHANYANUT ATJANAPOTJANEEChulalongkorn University
DESIGN OF WEB-BASED APPLICATION TO INCREASE CORPORATE INCOME TAX PLANNING
KNOWLEDGE OF SMALL AND MEDIUM ENTERPRISES’ ENTREPRENEURS IN THAILAND

Presenter 3

MIYAMOTO Atsushi
Chiba Prefectural Chiba Higashi High School
The number of combinations for the first rounds of a tournament with n participants

Presenter 4

TRAN THAI LONG, TRAN THI THANH HUYEN, DO PHUONG NHIVNU University of Education, Hanoi, Vietnam
APPLYING MATHEMATICAL MODELING IN TEACHING MATHEMATICS TO HIGH SCHOOL STUDENTS
Break time

Presenter 5

TSURUMAKI Shunpei
Chiba Prefectural Funabashi High School
Effects of using agar gel on corrosion between dissimilar metals

Presenter 6

VIBOL BUNNAVIT
Royal University of Phnom Penh
Installing Power Supply with Fours Diodes

Presenter 7

AMANO Haruto
Azabu Senior High School
Dimensionality Control in the Self-assembly of Hydrogen-bonding Merocyanine Dyes
through Positional Isomerism

Presenter 8

TERASHITA Keishu, SUGIMOTO Chiaki
Chiba Municipal Chiba High School
FIND TRANSPORTATION ROUTES WHILE CARING ABOUT THE ENVIRONMENT

11

International Research Session
Room 2203(Technology/Technology and innovation/Information/Environment/Education)
Chair Person

PHATTHARAMANAT SRITRAKUL

Chiang Mai University

Panelist

INTARAPASAN BUDSAKAYTKing Mongkut’s University of Technology Thonburi

Panelist

Rizvon Suleimanov

Chiba University

Presenter 1

WISSHAKORN SRISUPORNWICHAIKing Mongkut's University of Technology Thonburi
Application of shape memory alloy in civil engineering

Presenter 2

KATO Ouki
Musashi High School
Can Machine Learning Identify Steganography?

Presenter 3

YINGPIN LI
Mahidol University
LEADERSHIP AND CHALLENGES IN EDUCATION : AN EXPLORATORY STUDY

Presenter 4

INABA Chisato
Tokyo Metropolitan High School of Science and Technology
Effects of Hydrotalcite on the Recovery of Metals by Pyrolysis of Epoxy Resin Glass-coated
Substrates

Break time
Presenter 5

RAHARDITO PANDU WICAKSONO
Universitas Indonesia
DEVELOPMENT REPORT OF FIXED WING AIRPLANE AUTO-LAUNCHER

Presenter 6

TAKEMOTO Maya
Fujimigaoka High School for Girls
Analysis of the Effects of Geography on the Accuracy of Weather Forecasts

Presenter 7

Presenter 8

WIN MIN ZAW
Mahidol University
LEADERSHIP AND THE CHALLLENGES IN EDUCATION OF MYANMAR: A STUDY ON THE TABLET
BASED COMMUNITY LEARNING CENTERS IN RURAL YANGONKATAKO Yuko
Tokyo Metropolitan High School of Science and Technology
Influence and Effect of Hydrotalcite on Gasification in Pyrolysis of Food Waste

12

International Research Session
Room 2204(Environment/Earth Science/Education)
Chair Person

PHAPHOUNGEUN CHITPASEUTH

National University of Laos

Panelist

IVONNE MILICHRISTI RADJAWANE

Bandung Institute of Technology

Panelist

YEH, YI-FEN

National Taiwan Normal University

Panelist

Patrick Onyelukachukwu Nwaokocha

Chiba University

Presenter 1

YING ZOU
Mahidol University
HOW TEACHERS DEVELOP STUDENTS' LEADERSHIP IN BASIC EDUCATION

Presenter 2

ARAI Miyuu
Tokyo Metropolitan High School of Science and Technology
The Effect of Gasification of Pyrolysis of Unused Japanese Cedar Wood with the Addition of
Hydrotalcite

Presenter 3

WATANABE Chika
Chiba Prefectural Funabashi High School
Wind Noise by Karman Vortex

Presenter 4

NI YAN
Mahidol University
A QUALITATIVE RESEARCH STUDY ON THE PROFESSIONAL DEVELOPMENT MOTIVATIONS OFPRIMARY TEACHERS
Break time

Presenter 5

TSUCHIYA Ayako
Chiba University
A Study on the Web Stress Check System Using Tablet Device in Elementary School

Presenter 6

LOWELL M. GABUNILAS
University of San Carlos
Exploring the Science Teaching and Technology Beliefs of Pre-Service Science Teachers in a
Philippine State University

Presenter 7

TAKAOKA Yuri
Chiba Prefectural Chosei High School
Relationship between citizens' cognitions and support for construction and usage of public
transportation -A Case Study of Light Rail Transit in Utsunomiya City-

13

International Research Session
Room 2205(Humanities/Disabilities/Education)
Chair Person

DODI SUDIANA

Universitas Indonesia

Panelist

UDOMLUK KOOLSRIROJ

Kasetsart University

Panelist

Lilian Bepura

Chiba University

Panelist

Can Huang

Chiba University

Presenter 1

KOSHIMIZU Miyu
Yachiyo Shoin Senior High School
Survey research on the anxiety of people with disabilities during disasters

Presenter 2

SURANGKANA SRISAWAT
Chiang Mai University
Teaching Innovation in Science Class for Secondary Students by integrated Small Scale Experiment

Presenter 3

INOUE Sara
Shibuya Kyoiku Gakuen Makuhari Senior High School
What is needed for "well-being"?

Presenter 4

SAKAMAKI Aoi, OTSUKI Yuika, SEKINE Mei
Salesian International School Setagaya
Will potatoes save the students? -secret foods in our school yardBreak time

Presenter 5

NING MA
Mahidol University
THE DIFFERENCES OF GENDER ON COMMUNICATION STYLES OF LEADERS

Presenter 6

UCHIBORI Kanon、SAKAMOTO Miran
Shibaura Institute of Technology Kashiwa Senior High School
Proposals for disaster education learning from the Great East Japan disaster

Presenter 7

DAFFA FAIRUZAUFA ATHALLAH RAHARJO
Universitas Indonesia
A PORTABLE DUAL-SCREEN COMMUNICATION DEVICE FOR DEAF INDIVUDUALS, INTEGRATINGOBJECT DETECTION AND SPEECH-TO- TEXT CAPABILITIES

Presenter 8

SATO Shota
Shibaura Institute of Technology Kashiwa Senior High School
Mesopotamian theocracy seen from En-hedu-Ana

14

International Research Session
Room 2207(Humanities/Education)
Chair Person

LINTANG NUR FADLILLAH

Universitas Gadjah Mada

Panelist

POSCHANAN NIRAMITCHAINONT

Mahidol University

Panelist

Marvin Gilberto Escobar Leiva

Chiba University

Presenter 1

YAMAJI Takumi
Shibaura Institute of Technology Kashiwa Senior High School
The New Possibilities of African Agriculture: The Challenge of Hunger in the Coastal Areas of the
Gulf of Guinea

Presenter 2

PANYA JANGSAWANG
Kasetsart University
In-Service Science Teachers' Formative Assessment Practices in Science Classroom

Presenter 3

NEMOTO Etsu
Shibaura Institute of Technology Kashiwa Senior High School
Why are there multiple interpretations of the Greek god Eros

Presenter 4

XINYU ZHANG
Mahidol University
THE ADVANTAGES AND VALUES OF FEMALE LEADERSHIP

Break time
Presenter 5

NAKA Rion
Ichihara Chuo High School
2023 ESD Activity Report

Presenter 6

TRAN THAI LONG
University of Education - Vietnam National University
ARTIFICIAL INTELLIGENCE (AI) IN HIGHER EDUCATION OF VIETNAM

Presenter 7

ISHIKAWA Rara, NAGAMATU Hisano
Chiba Prefectural Sakura High School
Thinking about Peace Education in Japan through Suicide Attacks

Presenter 8

AOKI Mikoto
Shibuya Kyoiku Gakuen Makuhari Senior High School
Researching the cost of studying abroad15

International Research Session
Room 2208(Social Science/Life Science/Humanities/Education)
Chair Person

TUSZIE WIDHIYANTI

Universitas Pendidikan Indonesia

Panelist

RITA MAY PATIÑO TAGALOG

University of San Carlos

Panelist

Wasana Karunarathna

Chiba University

Presenter 1

BENAYA VALENTINO GINTING
Gadjah Mada University
The New City of Maja Situation

Presenter 2

KOJIMA Shiho
Shibuya Kyoiku Gakuen Makuhari Senior High School
Verification of the relaxing effects of tea ceremony manners and staging

Presenter 3

SYAHANDRA RAMADHAN
Bandung Institute of Technology
Distribution of Macro Marine Debris In Coastal Areas of Cirebon And Indramayu, West Java,
Indonesia

Presenter 4

SEKI Yuri
Chiba Prefectural Sakura High School
Reducing the Number of Vacant Houses in the Future

Break time

Presenter 5

XIAOTONG ZHOU
Mahidol University
WHAT SHOULD AN ETHICAL LEADER LOOK LIKE：HOW ELEMENTARY AND MIDDLE SCHOOLPRINCIPALS SHAPE ETHICAL LEADERSHIP

Presenter 6

MATSUMOTO Karin
Shibuya Kyoiku Gakuen Makuhari Senior High School
The Mental Health Crisis Among Youth In Japan

Presenter 7

PHU KHET NAING
Mahidol University
IDENTIFYING AND BRIDGING THE GAP: A COMPREHENSIVE ANALYSIS OF LEADERSHIP STYLES FROMBOTH TEACHERS' AND PROFESSORS' PERSPECTIVES AT PUBLIC UNIVERSITY IN MYANMAR

Presenter 8

AIKAWA Yuzuha, TAKAGI Shun, NAKAYAMA Mizuki, HARADA Yoshino, MORIYAMA Shuta
Shumei Yachiyo High School
Interaction with Ukraine16

Proceedings（High School Students）

17

Let’s make fermented foods from Kisarazu high school
Chika Isemoto, Koharu Kiso, Hina Nishikawa, Ayaka Matsushita,
Reina Miyazaki, Hayato Seki, Yui Hayashi, Misuzu Koma
Chiba Prefectural Kisarazu High school, Japan
Purpose and BackgroundOur goal is to make original fermented food from Kisarazu high school. There are lots of fermented
food in Japan and it is relatively easy to make amazake as it does not require a lot of time to ferment, so inthis research we decided to focus on making amazake. As we went to Malaysia, where Jamine rice ismainly eaten, we focused on making amazake with Jasmine rice.
Materials and Method:First, soak 150g of jasmine rice in the water. We prepare five patterns of soaking in the water
time,5,15,25,35,45 minutes. Then, cool until 30 degrees and add aspergillus oryzae. After that, Put into an
incubator for 1 day and mix regularly in the morning and noon. Next, took out the completed kome koji.
Finally, have 10 people try 5 types of kome koji and evaluate the deliciousness and sweetness on a scaleof 10.
Result and Discussion
As shown in Table 1, they felt that Kome Koji made by setting soaking time to 45minutes was themost delicious. But there were individual differences. As shown in Table 2, it is the sweetest when thesoaking time was 45minutes. But there were individual differences.
Judging by these results, Kome Koji made from jasmine rice become delicious and sweet byincreasing the amount of soaking time. This time, we could only conduct an experiment up to 45 minutes
because we didn't have enough time. Therefore, 45 minutes is not necessarily the best soaking time. So, inthe future, we would like to extend the time to find the best soaking time.
Times
5
15
25
35
45
(minutes)
Average
3.1 4.0 5.3 5.4 6.5(/10)
Standard
1.7 1.0 2.2 1.8 2.3
deviation
Table 1. Evaluating for its deliciousness

Times
5
15
25
35
45
(minutes)
Average
5.2 4.6 3.7 4.9 5.8(/10)
Standard
3.1 2.02
1.8 2.5
deviation
Table 2. Evaluating for its sweetness

However, in comparison to Japanese rice, rice from foreign countries tend to have their own unipue
amell. Therefore, in addition to changing the soaking time, we would like to eliminate the unipue smell byadding local fruits to amazake in the future.
REFERENCES“ 【 実 験 】 水 加 減 次 第 で 劇 的 変 化 ！ 古 米 を 美 味 し く 食 べ る た め の 水 加 減 と は ？ .”Fukuinokomeya.Com, お米通販の「福井の米屋」, 30 Sept. 2021, fukuinokomeya.com/blog/waterreduction-in-or-after-the-first-summer/.
Fujii Hiroshi. Amazake No Hon: Shiru Ajiwau Tazuneru. Yamakawashuppansha, 2023.

18

Survivability of lactic acid bacteria in fruits mixed with yogurt anddigested in vitro
Misaki Ochi
Ferris Girl`s senior high school, Kanagawa
Purpose and Background:
I was interested in probiotics, which means health related microorganisms, such as lactobacillus.
Such probiotics can improve intestinal environment and lipid metabolism, decrease blood pressure level,and so on. Yogurt is one of the familiar sources of lactobacilli. However, it would be difficult for lactobacilli
to reach the intestines because most of them are killed by gastric juice during digestion. Therefore, I was
curious about the difference in the number of lactobacilli when yogurt is combined with fruits, which areusually eaten together.
Materials and Methods:
The fresh and dried apples were cut and added to yogurt to prepare different combinations: amixture of 20 g of fresh apple and 160 g of yogurt; and a mixture of 20 g of dried apple and 160 g of yogurt.
I also prepared stored samples preserved in a refrigerator for 5 days respectively. Samples were put into areactor containing simulated gastric juice. The solid phase samples were sampled to measure the numberof viable bacteria. Sampling was conducted every 30 minutes for a total of four times. After sampling,samples were mixed with buffer solution, pulverized, and cultured using Petrifilm, which can selectively
culture lactobacilli.
Results and Discussion:
The results confirmed that lactobacillus could
survive in gastric juice by immersing apples in yogurt.
In particular, the longer the immersion time in yogurt,
the large number of viable bacteria, and in such cases,
the number of bacteria was more significantly in fresh
apples than in dried apples. The results of thisexperiment showed that lactobacillus in yogurt could survive in a low pH environment, such as gastricjuice if they exist together with plant tissues such as an apple. I also found that this phenomenon is related
to the moisture of the plant tissue.
REFERENCES
Journal of Functional Foods 87 (2021) 104821

Fresh-cut Fruits and Vegetables Technologies andMechanisms for Safety
Control (2020) 205-223

Process Biochemistry 40 (2005) 411–416

Comert and Gokmen (2022). Current Research in Food Science5:414-422

19Effect of Sample Drying Methods on Antioxidant Activity of Edible
Mushroom Extracts
Ayako SAKUMA
Chiba Prefectural Higashi Katsushika High School, Japan
Purpose and Background
Drying foods has long been popular in Japan. Drying also affects the medicinal value of foods
including antioxidant activity. Antioxidants inhibit the adverse effects of oxidation on the body throughvarious mechanisms. In this study, we investigated how different common food drying methods affectthe antioxidant activity of edible mushroom extracts.
Materials and Methods
Three mushroom types (Eringi, Shiitake, Shimeji) were dried using four methods: Freeze dry,Oven, Sun, and Shade. The resulting 12 dried samples were powdered, mixed with distilled water (1:15),
and then extracted at 60°C for 1 h. This was followed by centrifugation at 3500 rpm for 10 mins andsyringe-filtration using 0.22 m mesh size. Resulting extract solutions were stored as stock solutions at-20°C and their dilutions were subsequently used to analyze for antioxidant activity using DPPH
scavenging and SOD inhibition assays.
Results and Discussion
Both DPPH scavenging and SOD activities (Figs. 1 and 2) differed significantly (p<0.05) bymushroom species and drying method. In both assays, "Species x drying" interaction was also significant.
Antioxidant activity levels differed on the type of mushroom and the drying method. Overall, Shiitake
mushrooms were superior in antioxidant activity while Sun-drying method had comparatively better
antioxidant activity indicating that it may have optimized the recovery of antioxidant compounds fromthe mushrooms.

Fig. 1: DPPH Scavenging Activity

Fig. 2: SOD Activity

REFERENCES
Papoutsisa K, Zhanga J, Bowyerb MC, Bruntona N, Gibneyc ER, Lynga J. (2021). Fruit, vegetables, andmushrooms for the preparation of extracts with α- amylase and α-glucosidase inhibition properties. Food Chem.

20

Genetic Variation of Wild Radish in the Southern Region of Chiba
Prefecture based on PCR-RFLP
Mayu Ishikawa
Tokyo Metropolitan High School of Science and Technology, Japan
Purpose and Background
Hamadaikon is a wild radish found on sandy beaches and is known to be genetically related tocultivated radishes. Chiba Prefecture is surrounded by sandy beaches, creating an extensive environment
suitable for the native growth of hamadaikon. According to a prior study that in Cape Futtsu (Tsuji et al.
2024), they contained genetic diversity and appear to interact with cultivated radishes. However, no study
has been conducted on the genetic variation of hamadaikon in other native areas of the prefecture. Is there
genetic diversity at other sites in the prefecture, and what characteristics can be seen in comparison to theCape Futtsu population and cultivated radishes? Therefore, genetic variation in the hamadaikon populationin Tateyama and Minamiboso was investigated and compared with prior study (Tsuji et al. 2024).
Materials and Methods
Six samples of hamadaikon (Fig. 1) were used for PCR-RFLP (Table 1) which was adopted by
Tsuji et al. (2024).
Results and Discussion
The restriction patterns (Fig. 2) of rps4-trnL could be classified into three types: A, B, and C, thoseof psaA-ycf3 into two types: D and E, and those of trnL-ndhJ into two types: F and G. Three haplotypes
were observed (Fig. 3): ADF, BDG, and CEF. And two individuals per site could be analyzed for some site.
At site 1 and site 8, A, multiple haplotypes were found, but at site 3, only one haplotype was found. The
hamadaikon population at Cape Futtsu in the prior study (Tsuji et al. 2024), also found same haplotypes.
In cultivated radishes (Tsuji et al. 2024), BDG and CEF were also found. This survey revealed two things.
First, some sites showed genetic diversity in the hamadaicon populations of Tateyama and Minami-Boso,
while others did not. In addition, the same haplotypes were observed in the Hamadaikon population atCape Futtsu this time.

Fig. 1

Fig. 2

Fig. 3

Table 1REFERENCES
Tsuji, K., Yanagida, M., & Ohsako, T. (2024) Chloroplast DNA variability in Cape Futtsu populations ofwild radishes Raphanus sativus var. hortensis f. raphanistroides based on PCR-RFLP. Bulletin of The
Faculty of Education, Chiba University 72 (under printing).

21

Isolation and Screening of Yeasts that Ferment Xylose to Ethanol
Haruyuki Iwanami, Kanato Saito
Tokyo Gakugei University International Secondary School
Purpose and Background
Currently, fossil fuel makes up 80.9% of Primary Energy Supply. Considering this situation,
biomass ethanol is gaining attention as an alternative energy source. Biomass ethanol is produced byyeast fermenting sugar into ethanol. However, current biomass ethanol production requires edible
materials. This can eventually compete with increasing food demand caused by population growth.
Therefore, cellulosic biomass ethanol, which is produced from non-edible sources is suitable. Still, there
are several production issues on pretreatment / saccharification and fermentation that leads to highproduction cost. From these two issues, we focused on solving issues on fermentation.
Materials and Methods
The research method is divided into two main parts; isolation of wild yeasts and Durham tube
experiment. First is the process of isolating wild yeasts. The experiment was done in the process shownon figure 1. Soil, humus, fallen leaves, flowers, barks, turf, and moss were collected and placed in YPD
liquid medium. This medium is suitable for yeast augmentation. Durham tube experiment was done
after yeast strains were isolated. After yeasts ferment, carbon dioxide is collected inside Durham tube
and the tube floats. This shows the ability of fermentation. The process of this experiment is shown on
figure 2. Since the goal of this research is to find the fermentation ability of glucose and xylose, YPD
and YNB liquid medium with either xylose or glucose was used for the test. YNB medium is theminimal medium for yeasts, thus it is possible to measure more accurate results.

Figure 1: Process of isolating wild yeast
Results and Discussion
The collected yeasts strains areshown on table 1. This year, we collected
hundred samples and isolated eleven strains ofyeasts. Durham tube experiment was done infive strains. As shown on table 2, mostDurham tube surfaced in glucose medium. On
the other hand, no bubbles were observed in
xylose medium. This shows that these yeasts
are capable of glucose fermentation and notcapable of xylose fermentation. However,according to the result of Durham tube
experiment by Kazuki Morimoto, small
bubbles were observed in Hansenaispora
vineae in xylose medium (Morimoto, 2022).
Also, according to Masahiro Takaya,
Hanseniaspora vineae has high ethanol
tolerance(Takaya,2022). Therefore,
additional experiments will be conducted in the
future to check these two abilities.

Figure 2: Process of Durham tube experiment

Table 1: Resultof Screening

Table 2: Result ofDurham tube experiment

REFERENCES
Morimoto K. (2022). Study on characterizing newly isolated yeast, and on their application for bioethanol
production. Kitami Institute of Technology.
Takaya M. (2022). Research on Food Development Using Yeast Hanseniaspora vineae Isolated from Wine
Grape “Yamasachi.” Obihiro University of Agriculture and Veterinary Science.

22

About detergents
Shimazaki Riku, Mine Rintaro, Nakano Kotaro
Chiba Prefectural Chiba Higashi High School, Japan
Purpose and BackgroundI questioned the factors that determine the power of detergent too. Then, I noticed metal
ion and the place which adapts to water in detergent. Therefore, in this experiment, we compared
the power of detergents with different metal ions. Each contains sodium and potassium. They arecalled sodium salts and potassium salts, respectively. We also compared the power of detergentswith different parts that absorb water. It has carboxylic acid and sulfate groups. They are calledcarboxylates and sulfates, respectively, and we considered conditions for stronger detergents.
Materials and Methods
In preparation, we made detergents with different types of metal ions. The products madeat this time are sodium salt and potassium salt.
(1) Add lauric acid and ethanol to the beaker.
(2) Add sodium hydroxide aqueous solution to the heated it little by little.
(3) Add the heated saturated salt solution to it and filter it.
I experimented with each detergent.
(1) Dye cloths which are 2cm square by tea(temp70℃). After that, take pictures of them.
(2) Wash (1) by using a machine with each detergent aq (0.025mol/L) in 1min and half.
(3) Immerse washed (1) in water.
(4) Take pictures of them again and compare the color of them (RGB).

Results and Discussion

Result1: Between sodium and potassium salts, the sodium salt has higher cleaning power.
Result2: Between carboxylates and sulfates, the sodium salt has higher cleaning power.
Regarding the reason why the result 1 became like this, I thought that the size of the ion
affected the function of the detergent in water. I thought about the reason why result 2 became
like this. The ionization of sulfates is not a reversible reaction. However, the ionization ofcarboxylate is a reversible reaction. I thought this affected it.
REFERENCES

Sodium dodecyl sulfate|Merck Life Science Philippines (sigmaaldrich.ph) Retrieved 1/9, 2024

23

Analysis of Fungi Retained by Urban Birds~Ecological Investigations through Fecal Collections~
Yuki Uchiyama
Friends Girls High school, Tokyo, Japan
Purpose and Background: Assessing the Epidemiological Risk of Urban Birds
Amphixenosis, such as the coronavirus pandemic, cause tremendous damage to society.
Epidemiological risk assessment of wildlife inhabiting urban areas is particularly important because of thehigh risk of diseases in urban areas. In Japan, in particular, we humans often make contact with wild birds,
such as crows and pigeons.
Birds carry many microorganisms, some of which have been shown to be pathogens of infectious
diseases in humans (Chiba et al. 2016). However, few studies have clarified the fungal composition of
fecal matter, and epidemiological risk assessment of birds, which are familiar in urban settings, has notbeen adequately conducted.
Therefore, in this study, I focused on bird’s feces and targeted fungi to assess the epidemiologicalrisk to urban wild birds.
Materials and Methods: Collection of Wild Bird Fecal Matter
Fresh fallen feces were collected and diluted 100-fold with the reagent Tween 80. The fungi werespread 100 ㎕ each on SBA medium (sheep blood agar medium) containing chloramphenicol and left atroom temperature of 23°C for 5 days to culture. Since identification was done by appearance, the fungi
were identified to genus.
Results and Discussion
A total of 16 fungal
species were identified in thisstudy, of which 6 were potentiallypathogenic (Table1) Fungi in thesame genus as the pathogen of thepotentially lethal fungal infection
are shown in red, and fungi in thesame genus as the pathogen of thefungal infection are shown inyellow.
Only crows and pigeons
were found to harbor lethal fungi,
and other potentially pathogenic
fungi were also abundant in their
droppings. Therefore, crows and pigeons commonly seen in the city are birds at high epidemiological risk,suggesting that exposure to wild birds in the city is a high epidemiological risk. In addition, the fact thatthe number of fungal species was higher among pigeons, crows, and tits, which are widespread in urban
areas and frequently eat human food such as garbage and feed, suggests that birds may be adopting fungi
from human food that could be pathogens of fungal infections.
In conclusion, this study indicates that epidemiological risk may be higher in birds that are more
likely to interact with humans and suggests the need to implement litter control and feeding precautions
and to maintain an appropriate distance from wild birds.
REFERENCES
Chiba T et al. (2016) Fungal examination and analysis as zoonoses in Tokyo
Haruna I et al. (2023) Investigation of gastrointestinal parasite harboring by fecal specimens of wild birds
protected in Chiken
MSD Manual (https://www.msdmanuals.com/ja-jp)
Food Analysis and Development Center, Japan Food Discoloration by Black Mold in Food Factories andPrevention Techniques (http://www.mac.or. jp/mail/181001/01.

24

Desalination of Seawater for Diversion to Agricultural Use
Kei MASUDATokyo Metropolitan High School of Science and Technology, Japan
Purpose and BackgroundThe depletion of fossil fuel and metal resources is currently a serious problem, and the decline of water
resources is one of the most important issues. It is estimated that approximately 97% of the total water
resources on the earth are seawater, with only about 2.5% of freshwater available for use, and only about 0.01%
of freshwater is actually in a readily accessible condition for human use. Desalination technology, which
utilizes abundant seawater resources, can provide a solution to this important problem. Current desalination
technology can produce highly pure freshwater, but it is expensive and consumes large amounts of energy.
This study will examine "desalination technology implemented at low cost and low energy. The objective of
this study is to divert seawater to agricultural use, which has a high percentage of freshwater use. Agricultural
use requires consideration of salt damage, and the goal is to reduce chloride ions in seawater. Previous studies
have suggested that hydrotalcite (HT), which has an anion adsorption effect, has a "seawater desalination effect.
However, it has not been clarified to what extent it should be added to seawater to be effective. In this study,
the optimal amount of hydrotalcite additive and the effect of hydrotalcite on plant germination were examined..
Materials and Methods
HT is a Mg/Al layered compound and is immobilized by the exchange of anions with carbonate ionsin the interlayer of HT. Familiarly, it is used as an antacid in gastrointestinal drugs and as a heat stabilizer for
vinyl chloride resin. Soak each of the above liquids in a non-fat cotton ball Planted Radish sprouts and
HATSUKA radish seeds They were stored in a dark place(Fig.1, 2 and 3).
Experimental Method 1: Investigation of
Hydrotalcite Addition (Badge Method)
Fifty mL of artificial seawater adjusted to a specificgravity of 1.038 was used and shaken for 2, 4, 6, 8,
and 10 days, respectively, according to conditions.
HT (KW-1000) was used as additive.
Experimental Method 2: Investigation ofhydrotalcite addition (column type)
Glass tubes of each condition were filled with
HT(KW-1000), and 100 mL of artificial seawater
adjusted to a specific gravity of 1.038 was allowed
to flow through the tubes using a tube pump.
Experimental Method 3: Germination experimentKaiware daikon and Nikka daikon seeds were sown in a Petri dish filled with a cotton ball and tap water, tapwater through HT, diluted artificial seawater (1000, 100, and 10 times), and artificial seawater, respectively,
were added to the cotton ball. The seeds were kept in the dark to see if they would germinate.
Results and Discussion
From Experiment 2, it can be inferred thatchloride ions may have been re-eluted from the fact thatthe amount of adsorption decreased after 10 days ofshaking. Since plants germinated in seawater at 25%
concentration in Experiment 4, it can be assumed thatgermination will occur after repeating Condition III in
Experiment 3 three times (Fig. 4).
It is better to adsorb under higher temperature
conditions, but it can be expected that there is anappropriate temperature.

Fig.4 Amount of HT added and adsorption
rate at each temperature

REFERENCES[1] Ministry of the Environment, "The Environment, the Sound Material-Cycle Society, and Biodiversity White
Paper, 2010 Edition."[2] Kameda, Tomohito. Application of Hydrotalcite for Water Environment Conservation and Purification THE
CHEMICAL TIMES 2005 No.1 p.10-16.
25

Effect of Forest Fire on the Seed Germination of Eucalyptus Trees
Nana Orita
Chiba Prefectural Funabashi High School
Purpose and Background
Eucalyptus produced highly volatile oils in its leaves, releasing gases into the air, making it prone to causing forest
fires that can spread rapidly. However, eucalyptus trees are fire-resistant, with only the bark peeling off during a fire,allowing tree to survive. In cultivation, stimulating forest fires to induce germination has been identified as a method.
I aimed to uncover the primary factors contributing to germination proportion.
Materials and Methods〈The eucalyptus species used in the experiments〉
E.punktata

E.teleticornis

5mm

E.citriodora
5mm

5mm

1. Examined the germination rate with changing the temperature for the location of the experiment.
2. Examined the germination rate without heating and with heating methods which were frying with a frying pan andsoaking in boiling water.
3. Examined the germination rate without heating and with burning with a lighter and placed them to the optimal
temperature (20℃) of the eucalyptus germination.
4. Observed the surface of eucalyptus seeds.

80
60

Punktata
Teleticornis
Citriodora

70

40
20

0 0 0

0 0

0
4℃

20℃

100

80

80
50

60
40
20

0 0

0 0 0

0 0

0
Controlled

Fried

Soked

Germination rate[％]100

Figure3 The germination rateof the third experiment

Figure2 The germination rateof the second experiment

Figure1 The germination rateof the first experimentGermination rate[％]Germination rate[％]Results and Discussion

100

90

80

60
40
20

20

20 20

0

0

0
Controlled

beforeBurnedafter
beforeafter
beforeafter
Punktata
Teleticornis
Citriodora
・The controlled seeds of Citriodora showed a higher germination rate than that of heated seeds because thesurface of the seeds before heating had cracks, allowing water absorption, yet they were brittle and susceptible toheat.
・Punktata and Teleticornis showed signs of germination in the conditions of combining with optimal temperature
because there were no cracks on the surface of the seeds before heating, and water absorption became possible
through the breaking of physical dormancy.
References
遠藤昭.(2017, October 7). “オーストラリアの植物を発芽させる 6 つの方法”.GARDEN STORY.
https://gardenstory.jp/gadening/5194(2023)
26

Verification of antibacterial effect of cedar leaf extract on Escherichia coli
Yua KODAMATokyo Metropolitan High School of Science and Technology, Japan
Purpose and Background
Sambusugi has been produced in Chiba Prefecture for 400 years. In recent years, a disease caused by
Fomitiporia sp. has spread, affecting more than 80% of the sambusugi trees. Infection with this disease causes
curvature near the center of the wood, significantly reducing its value as timber. Fomitiporia sp. is a species ofmushroom that releases spores. Fomitiporia sp. is a type of mushroom and therefore releases spores, and it is assumed
that Fomitiporia sp. spores are also released from forest residues. In this study, we examined the antimicrobial effectthat cedar is said to have. We will use microwave steam distillation equipment to extract chemical components fromleaves and wood after pruning, which are considered residues in forestry, to verify their antimicrobial effect on
Escherichia coli, and finally to verify their effect on Fomitiporia sp..
Materials and Methods
Until now, extraction has been performed using asteam distillation apparatus converted from a pressure
cooker, but we have attempted to achieve more efficient
extraction using a microwave steam distillation
apparatus (Fig. 1). In microwave steam distillation, thetemperature that can be raised is much higher, and theheating method is not external heat but internal heat.
Since the heating method is different from conventional
methods, there is a possibility that different substances
may be extracted than in the past.
A sample of 20 g of sambucus wood with 100 mLof pure water was subjected to microwave steam
distillation at 120°C for 50 minutes to extract chemicalcomponents. Next, to verify the antibacterial effect on E.
coli, the medium was prepared by adding 9 g ofdesoxycholate medium (Kyokuto Pharmaceutical Co.,
Ltd.) to 200 mL of pure water and heating the medium ina hot water bath until the medium was completely
dissolved. Paper discs (for ADVANTEC antibiotic assay)
are dipped in the extract solution and pure water,
respectively, and checked for the formation of inhibition
circles after a few days (Fig.2).

Fig.1. Microwave Steam Distillation
Equipment

Fig.2. Experimental Conditions

Results and Discussion
Under condition II, E. coli-free areas (inhibitory
circles) could be seen around the paper discs. The colorof the medium became lighter overall. It can be inferredthat this inhibits the action of E. coli. From this, it can beinferred that volatile components can also be expected tohave antimicrobial activity (Fig. 3). In conclusion, themicrowave steam distillation system was able to extract
components with antimicrobial effect against E. colifrom Sambusugi tree. Thus, the possibility ofantibacterial effect on bacteria was suggested.

Fig.3. Experimental Results
REFERENCES
Ryuki Hanazawa, Kou Nakamura, Hinako Kawaraya, Rinon Shimizu, and Naoyuki Morita, “Effects of Additives on
Gasification of Unused Cedar Wood by Pyrolysis,” International Journal of Chemical Engineering and Applications,vol. 13(3), 2022.
27

Relationship between water content and eDNA concentration inmarine sediments
Shuma Sekine
Kaichi High school, Japan
Purpose and Background
Environmental DNA which is also called eDNA is a general term for DNA found in the environment,such as in oceans, rivers, and soil. At present, it is possible to use eDNA technology to estimate the typesof organisms in an aquatic environment with water samples, basic DNA sequence and other data and amachine. However, eDNA research on DNA in sediments (sedimentary DNA) has lagged far behind thatof aquatic environments. In order to estimate the type and abundance of organisms using DNA in sediments
as in the aquatic environment, the DNA abundance data used for estimation must be correct. However, atpresent, there is still no validation of the relationship between water content and DNA concentration in
sediments. This study proposes clarifying this issue.
Materials and Methods
The following original samples were used:(1) Silica sand, which has uniform particles and should have no DNA, for negative control.
(2) Sediment, collected at the ocean floor of Mangokuura (inner bay), Ishinomaki City, Miyagi
Prefecture.
In the experiment, the sediment particles were first homogenized in size with a mortar. In addition,
shells and other materials that could affect the results of the experiment were removed. Second, ultrapure
water was added to original silica sand and sediments samples to create samples, each with a water content
ranging from 0% to 25%, in 5% increments. In other words, 12 different samples were created. In thisprocess, some samples have an error of about 3% in water content, but it is not a problem as it is reflectedin the final data. Third, DNA in the sample was extracted using the DNeasy Powersoil Pro Kit which isoften used to extract DNA from soil. Fourth, the DNA concentration in the extract was measured threetimes using a machine called Quantus Fluorometer.
Results and Discussion
The results of this experiment are shown in Figure 1. First, the amount of DNA in the sediments tends
to be higher than the amount of DNA in the silica sand, suggesting that naturally occurring DNA was likely
present in the sediments. Second, for water contents between 0% and 10%, DNA concentrations increasein silica sand case and decrease in sediments case. However, at this stage it is not possible to determine
what the trend is as they are possibly not statistically significant. Third, DNA concentrations significantly
change between 20% and 25% water content. One possible factor contributing to the change inconcentration is that the water content may have increased the extraction efficiency of the DNeasy
PowerSoil Pro Kit, especially between 15% and 20% water content. Another possible factor is that theincreased water content may have released DNA in the sample by some processes (Meisner et al., 2017).
In other possible factors, contamination and samples were not uniform.

Fig. 1: Relationship between water content and DNA content in silica sand and sediment
Reference
Meisner, A., Leizeaga, A., Rousk, J., Baath, E. (2017). Partial drying accelerates bacterial growth recovery
to rewetting. Soil Biology & Biochemistry, 112, 269-276.
28

Where does the sand that ants carry come from?
Ito Yuri, Furukawa Kaho, Makino Aoi, Wakabayashi Mana
Salesian International High school Setagaya, Japan
Purpose and Background:We learned about the pheromones released by ants in our biology class. Pheromones are releasedby ants to call their fellow when a worker ant finds food. We were interested in ants’ habit. We were
especially interested in the habit of ants covering the food they fetched with sand on the top. So, weinvestigated its origin. Ants have a habit of covering their food with sand (Ishii, 1991). According to thisbook, ants put sand on top of the food they have taken so that other ants or other organisms in the nest will
not take the food away from them. We found a piece of information about ants in a book. That is, the ants
cover the food they get with sand. However, the book did not clarify where the ants get the sand from. So,
we decided to research where ants bring sand from.
Materials and Methods:◯Materials
Japanese pavement ant (Tetramorium tsushimae), Colored sand (red, yellow, white), The food◯The experimental procedure
1. Find the ants’ nest.
2. Put the food in the nest.
3. Sprinkle red sand to surround the bait, and spread sand (yellow, white) around the ant nest.
4. Observe the results after 24 hours.
Results and Discussion
The results of the first experiment are shown in Fig.1. Fig. 1-a and Fig. 2-a were before theexperiment and Fig. 1-b and Fig. 2-b is the results after 24 hours. The left side is the food, and the rightside is the ant nest. In this photo, the ants hid their food with yellow and red sand. Also, the yellow sandwas carried on the side near the food. This experiment suggests that the ants were carrying the sand froma shorter distance. Next, we discuss the second experiment. When we checked the food a day later, wefound that fallen leaves and sand had been carried around the food. Why were fallen leaves used? Result
2 differs from Result 1 in that there are many fallen leaves around the food and nest. These fallen leaves
have a larger area and are lighter than sand, making it easier for ants to carry and hide their food. This
experiment shows that ants can efficiently cover their food by carrying fallen leaves if there are fallen
leaves nearby.
food

nest

leaves

nest
a

b

a

Fig. 1. First experiment.

food

b

Fig.2. Second

REFERENCES
Ishii, S. (1991). My research: Do ants have intelligence?. Tokyo: Kaiseisha (in Japanese).

29About the dangers of microplastics to life
Kanade Fujii
Chiba Prefectural Funabashi High School, Japan
Purpose and BackgroundMy research focuses on the escalating issue of microplastics (MP) in marine ecosystems, specificallyinvestigating life-threatening risks associated with plastic particles around 5 mm or smaller. The study
examines changes resulting from the dissolution of common plastics in gastric juice, aiming to understandhow these microplastics affect clam purification capabilities and ultimately revealing potential hazards to life.
Materials and Methods(Test 1) MP mass in artificial gastric juice was measured using an electronic balance, while surfaceof MP was observed with an electron microscope. (Test 2) Beaker was filled with 0.2% milk which mixed
seawater and small PET MP pieces. Then three clams were added and place at 20°C. Water quality change
was measured (absorbance) every 30 mins for 3 hours using a spectrophotometer.
Results and Discussion
Before experiment

In water

In artificial gastric

Before experiment

AbsorbanceAmount of change/original
weight（％）

5%
0%
-5%
PE PET PP PS PVC
water

In artificial gastricFigure 2: PP Before and after under microscope

Figure 1: PET Before and after under microscope10%

In water

0.8
0.7
0.6
0.5
0.4
0.3
0.2
0.1
0

y = -0.0009x + 0.5586
R² = 0.9729

With MP
Without MP

y = -0.001x + 0.5321
R² = 0.7508

0

30

60

90

120

150

180

Passage of time（minutes)

gastric juice

Figure 4: Water quality change

Figure 3: Mass of MP(Test 1)+ Figure 1 shows the surface of polyethylene terephthalate (PET) in water and gastric juice
under the electronic microscope. When PET were put in gastric fluid, thread-like structures were observed.
Figure 2 shows the surface of the polypropylene (PP) before and after. The surface of PP appears to becorroded by gastric juice. Figure 3 shows the mass of polyethylene (PE) slightly decreased. (Test 2) Figure 4
shows the impact of MP on clam purification abilities, but no significant differences were observed based on
the presence or absence of MP. Overall, it became evident that MP is less soluble in gastric fluid and has
minimal influence on clam purification capabilities.
REFERENCE[1] Fujii, M (March 1955). Research on Fish Proteases (Report 4) Regarding the pH of Fish Gastric Juice.
Yamaguchi University, [2] Yumoto Electric Co., Ltd. Plastic Processing, Resin Processing (October 26, 2018)(http://www.yumoto.jp/material-onepoint/plastic-the-water-absorbent), [3] Marine Plastic Issue WWF Japan,[4] Kagoshima Prefectural Comprehensive Education Center (November 2009). Clam-based Water
Purification(http://www.edu.pref.Kagosima.jp/curriculum/rika/chuu/tyuu/gaku/sannkou/01page/page02.htm)
Acknowledgements
The support from Prof. Yutaka Kameda of Chiba Institute of Technology is greatly appreciated.

30

Environmental Commitment of Convenience Stores in Japan and
Korea
Kato Yuna1, Matsuzaki Sakurako1, Choi Yunseong2, Kim Kyeongmin2
1. Chiba Municipal High School, Chiba, Japan
2. Ulsan Science High School, Ulsan, Korea
Purpose and BackgroundToday, there are many problems related to electricity. We thought we can reduce electricity byresearching the efforts of convenience stores that are around the world and open 24 hours a day andsuggesting improvement measures. Among them, the refrigerator uses electricity all day long. So, we
started investigation to save electricity by refrigerator. Also, we investigate the carbon footprint of
convenience store products in Korea and Japan.
Materials and Method
We looked at how effective the door was depending on the material. We made a refrigerator
model for verification and we tested the materials for the two doors, glass and acrylic. And we measured
the temperature and the time to became the lowest temperature.
As the method of the carbon footprint, we investigated products sold in both countries andmeasured the distance from the place of production to the place of sale.
Results and Discussion
In conclusion, we found that acrylic doors have a greaterchange in temperature than glass doors. We also found that
acrylic doors drop to a lower temperature and take longer tobecome the temperature. Based on the results, we thought acrylic
doors can keep cold air locked in. We would like to discuss
further, taking into account the amount of carbon dioxide emitted
during the manufacturing stage. We also found that the Japanese
product manufacturing system is more environmentally friendly

time (S)than Korea.
REFERENCES
Kikuchi Koki, Kono Rina, Fujii Mika, Mizuno Yosuke, Hirayama Shoichi. (2019). SDGs の視点から考察するコンビニエンスストアのプロモーション提案. Jochi Univercity

31

Mechanical structure designed from ECO system
Omura Jinya¹, Egami Yuma¹, Kim Dohyun², Kim Jiyul²
1.Chiba Municipal High School, Chiba Japan
2. Ulsan Science High School, Ulsan Korea
Purpose and Background:
Walking Palm tree has unusual characteristics. They move their body by using roots. They twist
their roots and pull their body. By having research, we knew that Twisting strings can make enormous
power. Finally, we could find out theory about TSA(Twisted Strings Actuation).
TSA is an actuator with a single or multiple strings connected to an electric motor, serving as agear. In simple terms, it is a principle that shortens and lengthens a rope through the tension force created
when the rope is twisted. Our goal was upgrading some mechanical subjects using TSA theory.
Materials and Methods:
Japanese students and Korean Students had a couple of experiments. Then, our group analyzed
the way how TSA theory can be used in real life.
Japanese people used Cotton thread[Φ0.50mm], Plastic(Nylon)[Φ0.52mm], Stainlesssteel[Φ0.50 ㎜]. We attached two strings to an electric motor and we changed electrical power from 2W
to 6W. (Figure 1).
Korean students experiment by according to the preview(Figure 2). (David Bombara, Ryan Coulter,
Revanth Konda, 2021)
Results and Discussion:

Figure 2 Korean experiment

Figure 1 Japanese experiment

The performance of the manipulator was studied by experimentally analyzing the bending angle
and the tip force of the soft arm with respect to the number of twists of the TSAs. A closed-loop controller
was designed to control the bending, angle of the manipulator.

REFERENCES
David Bombara, Ryan Coulter, Revanth Konda. (2021). A Twisted String Actuator-Driven Soft. IFAC.

32

Development of an application to support evacuation in case of disasterin Ojima, Koto Ward, Tokyo
Okubo Naoyuki, Tsushima Kazuhiro and Tsuchiya Yoshiki
Tokyo Metropolitan High School of Science and Technology, Tokyo, Japan
Purpose and Background
The purpose of this research is to create an app to facilitate and actively promote mutual aid and public
assistance between residents, school, and local governments in the event of a disaster, and spread awarenessof such assistance.
Japan has many natural disasters. Ojima, Koto-ward, Tokyo is densely populated with houses, and someareas are distributed with dense wooden houses. Many of the residential streets are narrow, and the width ofsome streets changes in the middle of the street. Therefore, in the event of a fire, it can spread, and evacuation
could be delayed during a disaster. With the current proliferation of social networking services, we thought its
app would assist in evacuation.
Materials and Methods
We walked all the roads in Ojima and categorized them. We also looked up information about the land
from the Tokyo Metropolitan Government and Koto Ward websites and open data sites. From there, wenarrowed down the information necessary for evacuation and came up with a service for the application. We
also thought it should be easy to use the app for all residents and the app must function across multiple
operating systems such as iOS, Android, macOS, Windows. So, we used “.NET MAUI” of “visual studio”
which enables to develop multi-platform applications.
Results and Discussion
The actual road widths we walked (Fig1) and the road widths we found on the "Koto-ku Building
Information System" 1) (Fig2) are each shown on the map. The road judged to be less than 4.0m wide arerepresented with Sky blue, Blue and Black. These revealed that many roads are difficult for ordinary vehicles
to pass each other.

Fig.1 Map of Ojima (taken from
Geographical Survey Institute map)

Fig. 2 Road width map of Ojima (taken from
Geographical Survey Institute map)

According to “Tokyo Open data site”, population of Ojima is 63,030. Of these, 18,090 are elderly,
accounting for 28.7%. The fire office is located 5-chome and there are 37 evacuation centers. According to“Tokyo Metropolitan Government Bureau of Urban Development”, 1, 2, 3, 7, 8-chome are at high rank in“Earthquake hazard measurement survey by region”. The app has two pages. One is an online page, and theother is an offline page. On the online page, users can both view and post photos or videos of damage withlocation. Also, we can search for routes based on damage. On the offline page, we can search for safe routes
and access a display of evacuation facilities. In addition, I would like to add a free chat function and ID login
as additional functions. These will improve reliability and allow collaboration with local governments. In
future research, we would like to develop maps and improve design, examining the necessary functions closely.
We believe that this study has potential for regional development and expansion of application coverage.
REFERENCES[1]Koto-ku. “Koto-ku Building Information System”.
https://www2.wagmap.jp/koto/Map?mid=4&mpx=139.81268559069332&mpy=35.69634402523334&bsw=
1897&bsh=958. (2023-1-8)[2]Tokyo. “Tokyo Open Data Catalog Site”. https://catalog.data.metro.tokyo.lg.jp/dataset. (2023-9-14)[3]The Bureau of Urban development Tokyo Metropolitan Government.” Earthquake Hazard Measurement
Survey by Region”. https://www.toshiseibi.metro.tokyo.lg.jp/bosai/chousa_6/8koutou.htm. (2023-10-23)
33

The number of combinations for the first rounds of a tournament
with n participants
Atsushi Miyamoto
Chiba Prefectural Chiba Higashi High School, Japan
Purpose and BackgroundI summarized the relationship between n and the number of combinations for the first round of
a tournament with n participants (denoted T(n) below) in the table below. From the table, I decided tofind the general term of T(n).
n

T(n)

3

3

5

30

7

315

2

1

4

3

6

90

8

315

Proof
For the first step, we must find the number of tournament entry slots to be filled by
distinguishing cases where the opponents are the same. There are n slots, and filling them in from left
to right, the number of combinations I want to find is n!.
In the second step, we must find the number of cases of overlap in any one first roundcombination. Here, I defined D(n) as the number of symmetry points (points with the same number ofparticipants placed to the left and right of the point) in a tournament with n participants. Overlap canbe expressed by 2D(n), and D(n) can be expressed by this equation.

Finally, for our third step, we must find the number of cases where the opponents do not
distinguish the same case. Since I can exclude the overlap from n!, we can divide n! by 2D(n).
Therefore, T(n) can be expressed by this equation.

Development
I found the another general term of T(2m) and there are factorial of fraction. Thus I researchedabout it, and I found these properties in numbers excluding negative integers.

REFERENCES
Japanese mathematics association (2023). What is the Gamma Function. Tokyo: Math View

34

Effects of using agar gel on corrosion between dissimilar metals
Shunpei Tsurumaki
Chiba Prefectural Funabashi High School, Japan
Purpose and Background
Corrosion of metals is unavoidable in daily life. I focused on the
corrosion of iron because Iron is the most widely used metal material. The
aim of my research is finding methods or conditions to slow down that
corrosion, and it leads to more efficient usage of natural resources. I
formulated a hypothesis that placing metals with different ionization
tendencies near iron could prevent its corrosion. As a previous research, I
investigated the mechanism of corrosion. Corrosion occurs through thefollowing chemical reactions(Figure1).
Fe → Fe²⁺ ＋ 2e⁻
2H₂O ＋ O₂ ＋ 4e⁻ → 4OH⁻
Fe²⁺ ＋ 2OH⁻ → Fe(OH)₂

Figure 1[Anodic reaction][Cathodic reaction]

Materials and Methods
I placed six types of metals plate in petri dishes, keeping them away from an iron plate. I used Al,
Mg, Zn, Pb, Ni, Cu. I decided to do two types of conditions. One is No pH adjustment, and the others isadjusted pH to 11. I observed the reactions after 24 hours. Also, I conducted two typs of experiments. (1)I placed metals in contact with iron. (2) I separated metals from iron. Then I used asoftware called ImageJ
to measure the area of each reaction. I observed after 7 days.
Results

Blue → anodic reaction
Brown → red rust

pH11

The area in case of non-contact

The area in case of contact

Area of each reaction

Red → cathodic reaction

Placed Zn with iron(I) In zinc, cathodic reactions occurred frequently.
(II) Corrosion reaction did not proceed under alkaline conditions.
(III) In case of non contact, Mg was the highest rust area of all. Also, in case of contact, Mg was thelowest its area of all.
Discussion
Placing iron under alkaline conditions or near Mg is the most effective method for slowing down
the corrosion.
REFERENCES
滋賀県東北部工業技術センター, https://www.hik.shiga-irc.go.jp/info/instructions/metal/metal335

Dimensionality Control in the Self-assembly of Hydrogen-bonding
Merocyanine Dyes through Positional Isomerism
Haruto Amano1, Hiroki Hanayama2, Shiki Yagai3
1. Azabu High School, Tokyo, Japan
2. Graduate School of Engineering, Chiba University, Chiba, Japan
3. IAAR, Chiba University, Chiba, Japan
Purpose and Background
Dye aggregates are materials that have been enriching our lives not only as colorants but also
optoelectronic materials. The physical properties and performance of dye aggregates strongly depend on theirself-assembled states. However, control over self-assembled structures of dye is challenging, especially whena dye molecule has a large dipole moment like merocyanine dyes. Their aggregation is strongly controlled bydipole-dipole interactions, and in most cases, they favor anti-parallel stacking so-called H-aggregates tocancel large dipole moments1, 2). In this study, we introduced hydrogen-bonding sites aiming to control theaggregation of merocyanine dyes.
Materials and Methods
Hydrogen-bonding merocyanines 1-3 featuring positionallyisomeric naphthalene cores were synthesized (Figure 1).
Aggregation of 1-3 in solution was examined by cooling andinjection methods. In the cooling method, methylcyclohexane(MCH) solutions of 1-3 at 100 µM were cooled from 100 °C to 20 °C
at a rate of 1°C/min. In the injection method, since 1 was soluble intetrahydrofuran (THF) excessively, 100 µL of 1 mM CHCl3 solution Fig. 1. Chemical structure of compounds 1-3.
of 1 was injected into 900µM of MCH. In addition, 50 µL of 2 mM
THF solutions of 2 and 3 were injected into 950 µL of MCH. The
structures of the resulting aggregates were observed through atomic
force microscopy (AFM).
Results and Discussion
The cooling method gave nanofibers for 1, and nanosheets for3. Similar structures to the cooling method were also obtained
through the injection method for both molecules. However, for 2, Fig. 2. AFM images of nanofibers (a) andthe two methods gave the different aggregate structures. Nanofibers nanosheets (b) formed by 2.
were obtained by injection (Figure 2a), while nanosheets wereobtained by cooling (Figure 2b). This result suggests that 2 hascapability to show 1-like and 2-like aggregation modes dependingon the aggregation protocol.
The aggregation into the fibrous and sheetlike structures isbelieved to be a result of different hydrogen-bonded structures;
cyclic hexamer (rosette) that can afford nanofibers upon stacking
and one-dimensionally extended structure (tape) that can afford
nanosheets upon stacking. These different hydrogen-bonded
Fig. 3. Relation between the planarity ofstructures were attributed to the planarity of the molecules, whichmolecules and the structure they give.
increases in the order of 1, 2, and 3. For 1, which has the lowest
planarity, the stacking of tape structures was hindered by steric hindrance, thus resulting in the rosette pathway.
In contrast, the stacking of tapes was possible for 3 with the highest planarity. Molecule 2 with an intermediate
planarity thus can afford both structures (Figure 3).
REFERENCES[1] Würthner, F. (2016). Dipole–Dipole Interaction Driven Self-Assembly of Merocyanine Dyes: From
Dimers to Nanoscale Objects and Supramolecular Materials. Accounts of Chemical Research, 49, 868–876.
https://doi.org/10.1021/acs.accounts.6b00042[2] Yagai, S., Nakano, Y., Seki, S., Asano, A., Okubo, T., Isoshima, T., Karatsu, T., Kitamura, A., & Kikkawa,Y. (2010). Supramolecularly Engineered Aggregation of a Dipolar Dye: Vesicular and Ribbonlike
Architectures.
Angewandte
ChemieInternational
Edition,49(51),
9990–9994.
https://doi.org/10.1002/anie.201006117
36

FIND TRANSPORTATION ROUTES WHILE CARING ABOUT THE
ENVIRONMENT
Terashita Keishu1, Sugimoto Chiaki1,Yoon Hamin2 and Ryu dongyeon2
1. Chiba Municipal High School, Chiba Japan
2. Ulsan Science High School, Ulsan Korea
Purpose and BackgroundToday, there are a lot of environmental issues, such as global warming, deforestation, and so on.
These problems are caused by human activities, including motor car emissions. But most people arethinking about the transportation methods and routes while caring only about efficiency. So, we made it
the purpose of our theme to find the methods that seek delivery routes that are both efficient andenvironmentally friendly.
Materials and Methods
We made a small model and researched how energy is consumed when a car climbs a hill. The
motor on the top is connected to the small car with a string, which is about 80cm. As the motor pulls asmall car, the voltage-meter and the current-meter measure the voltage(V) and current(A), and record thedata on CSV-files. We tried to get data 7 times for every degree. Then we calculated the data and drew agraph. We recorded wattage every 0.1 seconds. Then, we drew some graphs.
Results and Discussion
Figure1 is a graph showing the average of power change that was recorded every 0.1 seconds. It
rose to the top once, then dropped a little and remained constant until the end. It had the same characteristics
at all angles except 0 degrees.
From the results, we believe that component force1

direction to the pulling force of the motor, so it is thoughtthat it was necessary to be constantly pulled by the motor tomaintain the forward speed.
Based on the results of this experiment, we createda program that calculates and outputs the shortest route andElectricity(Watt)

that parallel to the slope is always acting in the opposite

3 degree

0.8

2 degree

0.6

1 degree

0.4
0.2
0

Time(seccond)
Figure1 Average of power changethese 2 images.
REFERENCES
POWER-DASH MOTOR | TAMIYA (n.d.). Retrieved February 25,

2024 from https://www.tamiya.com/english/products/15317/index.html

37

9.0

8.0

7.0

6.0

5.0

4.0

cells to the program, it will output two types of routes like

3.0

2.0

1.0

0.0

minimum fuel route. If you input data showing a map on

Can Machine Learning Identify Steganography?
Ouki Kato
Musashi High School, Japan
Purpose and Background:
The improvements in AI technology have been significant in recent years as can be seen fromservices such as Chat GPT. On the other hand, Cyber Crimes have always been a global issue of theinternet era. In some of these crimes, a technique called steganography has been used. Steganography
is a technique used to hide text information in other files such as images and audio files. An article fromthe IEEE Computer Society states that Computer Viruses found from 2011~2017 have been reported tohave used steganography as a hiding technique of malicious codes (Cameron, 2018).
Therefore, the purpose of this research is to find out whether Steganography could be detectedusing AI technology and discuss whether Steganography is still a formidable way of hiding information,
both for innocent users and criminals.
Materials and Methods:
The research was conducted by building a machine learning engine using python. The MultiLayer Perceptron, a type of deep learning engine was used. The dataset, “Steganalysis for Still Images
with LSB Steganography - Features Dataset” was used as the training dataset. After the initial executionof the machine learning engine, optimization of the engine was made by using the early stopping
technique. This technique is used to stop an issue called over learning which is when there is too muchdata given to the engine and drops its overall accuracy. The data of the engine has been taken by
accuracy.
Results and Discussion:
The accuracy of the engine is as follows.
Accuracy without Early Stopping
Accuracy with Early Stopping

87.9%
92.5%

Table1: The accuracy of the machine learning engine

The accuracy with adequate optimization of the engine has been over 90% and it could be said
that the machine learning engine has been able to detect Steganography at high rates.
Therefore, I was able to conclude that the detection of Steganography by AI is possible at highrates, and Steganography may not be a formidable way of hiding information both for non-malicious
and malicious users.
References:
Cameron, L. (2018, October 5). Hackers’ Latest Weapon: Steganography. IEEE Computer Society.
Retrieved from https://www.computer.org/publications/tech-news/research/how-steganography-works
Julian Miranda. (2019). Steganalysis for still images with LSB Steganography - Features dataset.
IEEE Dataport. https://dx.doi.org/10.21227/gs67-yn65

38

Effects of Hydrotalcite on the Recovery of Metals by Pyrolysis of Epoxy
Resin Glass-coated Substrates
Chisato INABATokyo Metropolitan High School of Science and Technology, Japan
Purpose and Background
Although there are approximately 22.18 million units of electrical and electronic equipment shipped inJapan, only about 11.7 million units of all home appliances are collected under the Home Appliance Recycling
Law. Even under such circumstances, end-of-life electronic equipment containing many precious metals is
recycled. However, it has been pointed out that resource recovery from many other small home appliances isinadequate. In addition, printed circuit boards contain heavy metals (lead, copper, etc.) and bromine andantimony added to improve flame retardance, raising concerns about the safety of disposal, tight landfill sites,
and groundwater contamination. In addition, a large amount of used electrical products are currently disposedof in Japan in a state containing rare metals, so much so that they are called "urban mines. Therefore, there isa need to safely and efficiently separate and recover used resources containing rare metals. In addition, since
thermosetting resins such as epoxy and phenol resins are used in printed circuit boards, they do not plasticize
when heated and cannot be easily recycled.
Materials and Methods
Table 1 Experimental Conditions
Conditions

Sample

Ratio

Ⅰ

PCB

-

Ⅱ

PCB + KW-1000

2:1

Ⅲ

PCB + KW-1000

4:1

Ⅳ

PCB + NaOH

2:1

Ⅴ

PCB + Sea sand

2:1

Hydrotalcite is a layered double hydroxide with anion-exchange
capacity and has the same basic structure as magnesiumhydroxide. It has high reactivity with acids and is known to
exchange ions at pH 3.5 to pH 5. Hydrotalcite used in this study
is mainly used in industrial applications as a heat stabilizer for
vinyl chloride, film insulator for agriculture, and acid acceptor for
rubber and plastics, and in pharmaceutical applications as anantacid for gastrointestinal drug ingredients. In this study, we
examined the effect of thermal decomposition of epoxy glasscoated resin substrate: PCB (manufactured by Fujitsu) usingsynthetic hydrotalcite (KW-1000) with Mg/Al2=4.5. The
objective is to easily destroy the PCB by pyrolysis and recover the
metal used in the substrate (Table1).

Results and Discussion
In the absence of the synthetic hydrotalcite,
metals could not be easily recovered from the PCB.
Following theaddition of either sodiumhydroxide or sea sand, metals could be recovered
but not as readily as with the addition of thehydrotalcite. Condition II resulted in the highest
yield of metals (Table2). Observations of stacked
cross-sections of the PCBs immediately after
pyrolysis were performed using a digital
microscope (EVIDENT Japan, DSX1000) at 105×magnification.Interestingly, digital microscopy
observations indicated a spreading of the lamination
area during this trial, to which the greater recovery
can likely be attributed. The hydrotalcite used in thiswork contained interlayer water and so it appears
that the catalytic effect of the hydrotalcite combinedwith hydrolysis reactions degraded the PCB. The
results obtained from conditions II and III suggestthat there is an optimal amount of hydrotalcite whenusing this technique (Table3).

Table 2. Photographic images of PCB specimens
before and after pyrolysis

Table 3. Images showing stacked cross-sections of
PCB specimens after pyrolysis

REFERENCES
R. Shimizu, R. Hanazawa, N.Morita, “Influence and Effect of Pyrolysis with Additives in Tantalum
Capacitors”, International Journal of Environmental Science and Development, Vol.13, No.4, 2022.

39

Analysis of the Effects of Geography on the Accuracy of Weather
Forecasts
Maya Takemoto
Fujimigaoka High School, Tokyo, Japan
Purpose and Background
Weathers significantly impact economic activities (e.g., Konaka and Onzo 2023). This influenceextends beyond the energy sector (including renewable energy sources such as solar power) to other industries
like agriculture, retail, and outdoor events. Although the accuracy of weather forecasts has improved over theyears, the number of published results verifying the accuracy of weather forecasts (e.g., Funaki 2019) is not large.
The purpose of this study is to find common factors affecting forecast accuracy. This aims to enable enhanced
decision-making and mitigate social issues caused by weather.
Materials and methods
Ten cities were selected based on a combination of three levels of population size and three types ofgeographic conditions: mountain (Kyoto, Utsunomiya, and Nagano), plain (Chiyoda-ku, Saitama, and Obihiro),and coastal (Fukuoka, Chiba, Kamogawa, and Niigata). Main data sources are the Japan Weather Association(https://tenki.jp/) for forecasts and the Japan Meteorological Agency (https://www.jma.go.jp/jma/index.html) for
actual data. We calculated variances between two types of forecasts – 10-day and 1-hour forecasts – and the actual
data from Oct 21, 2023, to Jan 18, 2024. Additionally, Python was utilized to collect forecast data daily, as
forecasts published online are typically removed the following day.
Results and discussion
Geographical conditions seem to influence the accuracy of the 1-hour weather forecast more than thatof the 10-day forecast. For instance, temperature discrepancies in mountain areas are smaller, while precipitation
discrepancies in coastal areas are larger. Furthermore, temperature discrepancies are larger in mountain areas
around noon (Fig.1) and in plain areas around 6 a.m. (Fig 2). Compared to geographical differences, no clear
dependences on population density were found. Future research will focus on analyzing cloud data from theweather satellite Himawari to investigate the cause of these variances, as the amount of clouds might be a key
factor. Improving cloud forecasting may be crucial for enhancing weather forecast accuracy.
Nagano (Mountain Area)

Obihiro (Plain Area)(Fig. 1) Variance between Previous Day's Hourly Forecast (Fig. 2) Variance between Previous Day's Hourly Forecast
and Actual Data (Oct 21 to Jan 18) for Nagano
and Actual Data (Oct 21 to Jan 18) for Obihiro

Remarks: (1) As the Y-axis represents variance between the weather forecast and actual data, no units are indicated.
(2) Red circles indicate that the variances in temperature discrepancies are the largest.

REFERENCES
1. Kentaro Konaka & Naoto Onzo. Meteorological Data Delivers a New Business Model. Japan Marketing
Journal Vol. 42 No. 3 (2023), 81-87, DOI: 10.7222/marketing.2023.009
2. Masahide Funaki. How can we predict the accuracy of weather forecast with machine learning? The 33rd Annual
Conference of the Japanese Society for Artificial Intelligence, JSAI2019 (0), 2J3J1302-2J3J1302, 201940

Influence and Effect of Hydrotalcite on Gasification in Pyrolysis of Food
Waste
Yuko KATAKOTokyo Metropolitan High School of Science and Technology, Japan
Purpose and Background
In today's affluent human dietary life, a large amount of food is wasted at the production, processing, andconsumption stages, exceeding the demand at the production stage. Currently, about 25 million tons of food waste
is generated annually in Japan, of which 6 million tons is food waste that should have been eaten. This is equivalent
to 1.4 times the amount of food aid provided to the world, which is about 4.2 million tons. Currently, the mostcommon methods for recycling food waste are to turn it into feed or fertilizer as material recycling, but this is costly
for sorting and difficult to do uniformly due to its non-uniform properties. In Japan, a large amount of food waste
is incinerated. Food waste requires energy for the production, processing, and distribution of food, as well as for theincineration of waste food, which increases emissions of greenhouse gases such as carbon dioxide and accelerates
global warming. In this study, food waste was considered as unused energy. We attempted to convert it into heat andenergy. Pyrolysis, a form of chemical recycling, was considered and additives were added to maximize gas
production.
Materials and Methods
In this study, hydrotalcite was added as an additive. Hydrotalcite is a layered double hydroxide withanion exchange capacity and has the same basic structure as magnesium hydroxide (Figures 1 and 2).
Hydrotalcite is known to react with acids at pH 3.5 to pH 5 and has a high capacity for ion exchange.
Hydrotalcite used in this study is mainly used in industrial applications as a heat stabilizer for vinyl chloride,
insulator for agricultural films, and acid acceptor for rubber and plastics, and in pharmaceutical applications
as an antacid in gastrointestinal drug ingredients. In pharmaceutical applications, they are used as antacids ingastrointestinal drug ingredients. Generally, sodium hydroxide is added as an alkaline catalyst as an additive
for pyrolysis. However, its strong basicity has been pointed out as a problem. The sodium remaining as residue
has also been pointed out. In this study, KW-500 hydrotalcite, which holds a lot of water between layers, wasused as an alkaline catalyst with anion adsorption and exchange capacity. Pyrolysis is generally performed at
600-800°C, but by adding hydrotalcite as an additive, the decomposition temperature was set at a relatively
low temperature (450°C) to verify the maximization of gas production.
Table 1 Experimental conditions
Condition
Sample

I
II
III
IV
V

Rice
Rice + HT(KW-500)
Rice + HT(KW-500)
Rice + HT(KW-500)
Rice + NaOH

Additive

−
8:1
4:1
2:1
2:1
Fig.1 Structure of Mg(OH)2

Results and Discussion
The following are the results of qualitative and quantitative
analysis of the gas recovered after pyrolysis using a gas
chromatograph system (Shimadzu GC-2014). In this study, we
focused on methane as the combustible gas. The addition ofhydrotalcite increased the amount of methane produced, and forCH4, it was increased and maximized over the condition withsodium hydroxide. Condition IV was suggested to be superior withrespect to the resolution of the produced gas. It can be inferred thatthe difference in metal potential (3+ and 2+) of hydrotalcite as acatalyst has some effect on gasification. It can also be inferred thatthe hydrolysis reaction was promoted by the retained water.

Fig.2 Structure of hydrotalcite

Fig. 3. Amount of CH4

REFERENCES
Ryuki Hanazawa, Kou Nakamura, Hinako Kawaraya, Rinon Shimizu, and Naoyuki Morita, “Effects ofAdditives on Gasification of Unused Cedar Wood by Pyrolysis,” International Journal of Chemical
Engineering and Applications,vol. 13(3), 2022.
41

The Effect of Gasification of Pyrolysis of Unused Japanese Cedar Woodwith the Addition of Hydrotalcite
Miyuu ARAI
Tokyo Metropolitan High School of Science and Technology, Japan
Purpose and Background
Sumbu-Sugi has been produced in Chiba Prefecture, but in recent years the disease has spread, affecting
more than 80% of Sumbu-Sugi trees. When infected with the disease, the wood becomes curved near the center,significantly reducing its value as timber. Although forest management such as thinning is carried out, thewood is not marketed because of its low value as timber, and is left as forest residues. Disposal of forest
residues is an urgent issue. The objective of this study is to pyrolyze forest residue to gasify it and use it asenergy. In this study, hydrotalcite, an Al-Mg hydroxide composite that has recently attracted attention as acatalyst, was added to the pyrolysis process. There are several types of hydrotalcite due to differences in theircomposition ratios. In this study, KW-1000 with Mg/Al2=4.5 and KW-2000 with KW-1000 calcined toeliminate interlayer water were added and their effects were examined. In this study, pyrolysis was performed
at a decomposition temperature of 500°C.
Materials and Methods
The additive hydrotalcite is a layered double hydroxide with anion exchange capacity, and themagnesium hydroxide basic structure is the same. Hydrotalcite is known to react with acids at pH 3.5 to pH 5
and has a high ability to exchange ions. Hydrotalcite used in this study is mainly used in industrial applications
as a heat stabilizer for vinyl chloride, film insulator for agriculture, and acid acceptor for rubber and plastics,
and in pharmaceutical applications as antacid for gastrointestinal drug ingredients In pharmaceuticalapplications, it is used as an antacid in gastrointestinal drug ingredients. It has been suggested that hydrotalcites
have different properties depending on their composition. In this study, unused cedar wood was pyrolyzed
using KW-1000 and KW-2000 (Figures 1and 2). The mixed samples were placed in a metal reactor, and after
60 minutes of nitrogen replacement, the temperature was increased to 500°C at a rate of 5°C per minute forpyrolysis. After the pyrolysis was completed, the sample was cooled naturally and the gas, residue, and alkali
solution were collected.
Table 1 Experimental conditions
Condition
SampleI
Cedar
II
Cedar + HT(KW-1000)
III
Cedar + HT(KW-1000)
IV
Cedar + HT(KW-1000)
V
Cedar + HT(KW-2000)
VI
Cedar + HT(KW-2000)
VII
Cedar + HT(KW-2000)
VIII
NaOH
IX
Seasand

Additive
ー
10g
2g
1g
10g
2g
1g
10g
10g

Fig.1 Structure of Mg(OH)2

Fig.3 Amount of CH4 produced

Fig.2 Structure of hydrotalcite
Results and Discussion
The gases recovered after pyrolysis were evaluated by qualitativeand quantitative analysis using a gas chromatograph system (Shimadzu
GC-2014). In this study, the natural gas components CH4 and CO2 were
evaluated. In this study, hydrotalcite with different compositions wasadded, but the methane production was maximized in condition VI with
KW-2000 added KW-1000 holds water in the interlayer. Therefore, we
assumed that hydrolysis would be accelerated, but it was maximized with
Fig.4 Amount of CO2 produced
the more alkaline KW-2000 (Fig. 3).
Although the addition of hydrotalcite tends to increase methane production due to its catalytic effect,
it can be inferred that KW-2000 is more basic than KW-1000, resulting in higher resolution. Carbon dioxide
emissions, which can be assumed to be zero from a carbon-neutral standpoint, increased more with the additionof hydrotalcite(Fig.4).

REFERENCES
R. Hanazawa, al, "Effect of Additives on Gasification by Pyrolysis of Unused Cedar Wood", International
Journal of Chemical Engineering and Applications, Vol. 13, No. 3, 2022.
42

Wind Noise by Karman Vortex
WATANABE Chika
Chiba Prefectural Funabashi High School, Japan
Purpose and Background
I am researching about wind noise. One reason why thestreamwind noise is occurred is related to the wind vortex called"Karman vortex". When wind hits an object, it comes frombehind the object on both the left and right sides(Fig.1).
Fig.1: Karman Vortex
The purpose of these experiments is to research (1) whenwind noise caused by Karman vortex is reduced, and (2) how long the wind noise lasts and what distance
where wind noise generated.
Materials and Methods(1) I experimented with the energy possessed byKarman vortex. I pulled the plate painted food coloring on theback in the Y-axis direction, reproduced the way fluid hits theplate, and changed the flow speed. I took a video of the X-Yplane of the visualized vortex (Fig.3). I measured radius andangular velocity of the vortex and then I calculated the kinetic
energy of the vortex.
(2) I experimented about the duration of the shape ofwind noise. The plate was pulled in the same way as in the firstexperiment. I took a video of the Y-Z plane of the visualized
vortex (Fig.4). I measured the height of the vortex at every 0.5
cm distance between the vortex and plate.

Fig.2:Experimental
deviceFig.3: Visualized
vortex of X-Y plane
Distance between
the vortex and plate
Height of the vortex

Fig.4: Visualized vortex of Y-Z plane

Results and Discussion
2

1

0.5
0
0

5

10

Height of thevortex（cm）

Kinetic Energy(×10-5 J)

1.5

Flow speed（cm/s）

5
4
3
2
1
0

2.5cm/s5cm/s7.5cm/s
10cm/s
0 0.5 1 1.5 2 2.5 3 3.5 4 4.5 5Distance between the vortex and plate（cm）

Fig.5: Kinetic Energy of the vortex

Fig.6: The transition of height of the vortex

Results(1) The faster the flow speed, the greater the kinetic energy logarithmically.
(2) The further the distance between the plate and the vortex after the vortex was generated, the more theheight of the vortex deformed. And the flow speed is unrelated with the height of the vortex.
Discussion(1) The faster the wind speed, the more likely the wind noise will be logarithmically louder.
(2) Wind noise only occurs within a certain distance from the object that the wind hits.
REFERENCES[1] Kei Shiratori. (2010). 乱流と渦~日常的に潜む不連続な‟魔の流れ”~. [Turbulence and vortices~The discontinuous "magic flow" hidden in everyday life~]. Japan: Gijutsu Hyoronsya.
[2] Ryozo Ishiwata. (2007). 流 体 力 学 ( 図 解 雑 学 ). [Fluid mechanics (illustrated trivia)]. Japan:
Natsumesha.
43Relationship between citizens' cognitions and support for
construction and usage of public transportation-A Case Study of Light Rail Transit in Utsunomiya CityYuri Takaoka
Chose High school, Chiba, Japan
Introduction
People who live in the city sometime face some problems such as traffic jam, environmental
problems, and so on. To ease this social problem, Light Rail Transit (LRT) is considered one of the tools.
However, LRT had not been built in Japan until recent years outside Utsunomiya and Toyama. To
promote the construction of LRT nationwide, it is necessary to clarify from existing examples whether
citizens are for or against the construction of LRT and how they use it. Ito (2010) revealed there is apositive correlation between whether one is in favor of construction and the strength of public
perception of LRT. Phoong et. al. (2019) researched the survey with regression analysis to analyze
citizen’s support or usage status about LRT. This study aims to clarify the relationship between
awareness, values, time, information sources and usage rate by a questionnaire survey and regression
analysis.
Target Area and Methods
In February, I conducted a survey of 168 Utsunomiya residents and those of the neighboring
Haga town who live adjacent to the LRT, using single-answer and multiple-answer methods.
Utsunomiya is a regional city in Japan with approximately 500,000 residents and has an area ofapproximately 416.8 km². The questionnaire content mainly consisted of questions regarding changes
in support for LRT, awareness, and mobility. I used the online survey by freeasy research, and I used
multiple regression analysis to analyze the survey. To analyze, I decided the dependent variable as
frequency of use and independent variables as distance from home, awareness (when did you learn
about LRT, and do you know about it?), car (do you have a driver's license, and do you have your own
car?)
Results and Discussion
The results of the survey in Table are the followings.
(1) The percentage of respondents who "agree" or "somewhat agree" with LRT increased by 4.4% after
LRT construction.
(2) 39 more respondents (out of 167) travel to destinations along the LRT such as Bell Mall and
Utsunomiya Station.
(3) The coefficient of “distance” is the highest but the “cognitions” also high.
Therefore, I found that:
1. LRT brought effects to the people who live nearby LRT stations (such as changing their destination
to go shopping)
2. People who know more about LRT have a higher LRT usage rate.
Conclusion
This study revealed that people’s cognitions are likely to have an effect om support and usageof LRT and LRT has had a big impact on people's lives. So, a deeper understanding is needed to makelight rail more accessible to citizens. In the future, we need to think about how we can make it better
known.
REFERENCES
Masashi, Ito. et. al. (2010). The Study on Change in Consciousness and Consensus Building in the
Planning of Light Rail Transit in Utsunomiya. Journal of the City Planning Institute of Japan, 45(3),847–852.
Phoong, S. Y. et. al. (2019). User Perception on Urban Light Rail Transit. Civil Engineering andArchitecture, 7(6A), 43–49. https://doi.org/10.13189/cea.2019.071405

44

Survey research on the anxiety of people with disabilities during
disasters
Miyu KOSHIMIZU
Yachiyo Shoin High School, Japan
Purpose and Background:
Japan is an extremely disaster-prone country. It is said that there is a 70% probability of several major
earthquakes occurring within the next 30 years. Therefore, disaster risk reduction is a very important issue.
People with disabilities have a higher mortality rate and are more insecure than able-bodied people. For
example, the mortality rate of persons with disabilities in the Great East Japan Earthquake was twice that ofable-bodied persons. People with disabilities also face a variety of insecurities. In the Great East Japan
Earthquake, there were cases in which survival rates differed greatly depending on the voices of students in thesame city. Based on these facts, we thought that people with disabilities would feel more secure in the event of
a disaster if they were better connected to society. In addition, many people with disabilities take medicines, but
the supply of medicines was not available for a week after the Great East Japan Earthquake. Therefore, thisstudy will clarify the current status of disaster preparedness and social connections, with a focus onpharmaceuticals.
Materials and Methods:
In this study, two surveys were conducted on the daily lives of people with disabilities and disaster
preparedness. The first was a semi-structured interview with six men and women at a rehabilitation center
introduced by the city office of Funabashi, Chiba Prefecture. The second was a questionnaire survey of fivepeople at a social welfare facility introduced by the Yachiyo City Office. Both surveys were conducted with theconsent of the information providers for use only in this study.
Results and Discussion
Table 1 shows information about the participants in the first interview. The surveys reveal the challenges
faced by six individuals with various health conditions during disasters. The first respondent, a woman withcerebral infarction, relies on her family for evacuation. The second, a hypertensive woman, lives alone on aplateau and plans to take her medication during evacuation. The third, a woman with chronic poor health postsurgery, doesn’t evacuate due to lack of understanding and not wanting to be a burden. The fourth, a wheelchairbound man, also avoids evacuation to not inconvenience others. The fifth, a woman with a pacemaker, doesn’t
evacuate as her apartment is earthquake-resistant. The sixth, a man with mobility issues post-spinal surgery, isregistered with the city’s disaster system but hasn’t been contacted.
Table 2 shows information about theparticipants in second interview. reveals thatmost communicate daily, rely on family during
disasters, and worry about delayed evacuation
due to disabilities. Three take medication, but
none prepare it for disasters.
The surveys highlight the reluctance ofdisabled individuals to evacuate, often due tolimited support networks and not wanting toburden their families. It underscores the needfor stronger community ties and municipal
strategies to minimize secondary disasters.
Few prepare medication for disasters,
indicating the need for support in this area. The
findings suggest that a broader community
support system could reduce disaster risks andprovide comprehensive assistance, including
pharmaceutical support.
REFERENCES
1, S. Toriyabe (2018) Das Wunder und die Tragödie an der Stadt KAMAISHI in der Katastrophe der Ost-Japan
2, NHK Team of “Welfare Network”. (2011). Forum 2011. Normalization Welfare of People with Disabilities,
November 2011, 31. https://www.dinf.ne.jp/doc/japanese/prdl/jsrd/norma/n364/n364023.html
3, Ishinomaki Red Cross Medical Center, Ryoko Yui (2011), Ishinomaki Red Cross Hospital's 100 Days in the Great
East Japan Earthquake: A Record of the Struggles of Doctors, Nurses and Hospital Staff, Shogakukan.
45

What is needed for “well-being”?
INOUE Sara
Shibuya Kyoiku Gakuen Makuhari Senior High School, Japan
Purpose and Background
The Great East Japan earthquake and the nuclear power plant accident struck Futaba town,
Futaba district, Fukushima in 2011, which made the population that was originally 7000 fall to zero.
Although nothing was left after the disaster and the town started its quest of well-being from scratch, inNovember 2023, 100 people, both people originally and outside from Futaba were in this town, andthen, what made it possible to recover?
Materials and Methods
In November 2023, I went to Futaba town, where the evacuation order was just abolished in
October 2022, and my fieldwork involves going town-walking and visiting The Great East Japan
Earthquake and Nuclear Disaster Memorial Museum, Futaba Business Incubation and Community
Center and interviewing the mayor of Futaba and the people in the town.
Results and Discussion
The power of culture was found to be the key part for reconstruction, and there were various
efforts done from both inside and outside of Futaba, and by both small organizations and big companies
as it can be seen in the chart below. The four examples I found are the food culture of small-scale local
restaurant Penguin Hamburger (1), the traditional culture of large-scale local Daruma Festival (2), theart culture Futaba Art District brought to the town by a small-scaled artist group (3), and the industrial
culture Futaba Zero Mill of a large-scaled factory outside the town (4).
S a

r

I

r

r

O

r
ra

a

I

r

ra

r

REFERENCESFUTABA Art District, http://www.overalls.jp/cn23/cn30/futaba-art-district.html
SUPER ZERO, https://asanen.co.jp/dakishimetefutaba/#super_zero

46Will potatoes save the students? -secret foods in our school yardYuika Otsuki, Aoi Sakamaki, Mei Sekine
Salesian International School Setagaya, Tokyo, Japan
Purpose and BackgroundIn a world history class, we learned about potatoes, which were grown in high mountains, such as in
the Inca Empire, and became a major food source. We were interested in potatoes that could grow in such aharsh environment and decided to plant them in our schoolyard. While we were growing potatoes, the Noto
Peninsula earthquake occurred on January 1st , 2024, and relief supplies have not arrived. We considered
potatoes as potential disaster relief food. As a familiar example, we will consider whether these potatoes canbe used to save students at our school.
Materials and Methods
We planted two different kinds of
15 cm spacing
potatoes in one corner of our schoolyard. The
Anndesureddo
30
cm
spacing
two kinds were Nishiyutaka and Anndesureddo.
15 cm spacing
We also changed the spacing between the plants
Nishiyutaka
30 cm spacing
to 15 cm and 30 cm, meaning we filled 11
Nishiyutaka and 30 Anndesureddo. They wereplanted on October 13th, 2023, and harvested
Fig. 1. Field and buried potato conditions. conditions
on January 15th, 2024. This planted area isabout 2 m long and 4 m wide (Fig. 1). These black dots are where we dug for our survey; potatoes
were also planted in the white dots. Red indicates 15 cm spacing for Anndesureddo, yellow for 30 cm, green
for 15 cm spacing of Nishiyutaka, and blue for 30 cm. We decided to distribute 100 g per day to all ourstudents. This is because our school has a stockpile of food, and when eaten in combination with these foods,
it provides vitamins and other nutrients that can only be obtained from vegetables. Based on the most heavily
harvested conditions, we determined the land size required to distribute 100 g per day to all students.
Result and discussion
Table 1. Yield per condition
The amount harvested per condition is shown in the Table 1.
kindspacingave.
The highest productivity was obtained when Nishiyutaka was
15 cm
43.23 gplanted at 15 cm spacing, with an average weight of 137.4 g per plot. Anndesureddo
Anndesureddo
30
cm
87.2g
Under these conditions, the area needed to distribute 100 g to all
15 cm 137.44g
students was 51 m2. We harvested two bushels of potatoes. Nishiyutaka
30 cm
18.35gHowever, given that Nishiyutaka typically yields 700 g per plant Nishiyutaka(Numajiri et al. 2020). This indicates that the harvested potatoes were generally smaller in size. The main
reason the potatoes did not grow well was that they were planted too late in the season. If the planting had
not been so late, the area needed to plant regular potatoes would have been five times larger than the mostproductive plot (137.4 g). We calculated the area we needed. The result was 10 m2, and our field area is 8m2. So, if we add 2 m2 to the area we created, we can distribute 100 g each to all the students.
Conclusion
We have been growing potatoes as stockpiled food in times of disaster, but we believe that the reason
we could not harvest enough potatoes was due to the timing of planting and sunlight conditions. If weincrease the area and fix the improvements, they will be sufficient as stockpile food.
REFERENCE
Numajiri, K., Kaibo, F., Endo, T., & Tokuda, M. (2020). Characteristics of main varieties and the impact ofseed potato cutting in the autumn cultivation of potatoes (in Japanese). Single Fiscal Year Results , pp. 1516. Tokyo Metropolitan Agriculture and Forestry Research Center.

47

Proposals for disaster education learning from the Great East Japandisaster
Kanon Uchibori, Miran Sakamoto
Shibaura Institute of Technology Kashiwa High School, Japan

Purpose and Background
Last year, we conducted research on the theme of "Significance of Earthquake Memorial
Ruins.'' The results of this study have piqued our interest in the keyword "disaster prevention" anddecided to research disaster prevention education. The purpose is to prepare for earthquakes directly
under the Tokyo metropolitan area and the Nankai Trough, to raise disaster awareness among students
who have never experienced a disaster.
Materials and Methods
After conducting a literature review of disaster education in Miyagi Prefecture using
previous research, teachers and students from Kesennuma High School, Kesennuma Koyo HighSchool and Omiya International Secondary School were interviewed about their disaster education.
Then we participated in the "Miyagi Prefecture Earthquake Disaster Reconstruction Study Tour".
Visited where traces of the disaster still remain, and interacted with people who actually suffered fromthe disaster. Finally, a questionnaire survey was conducted. The survey targeted first and second year
students at Kesennuma High School and Shibaura Institute of Technology Kashiwa High School.
The survey was conducted on the students' awareness of disaster prevention and their disasterprevention practices.
Results and Discussion
The interview survey revealed significant
differences in the content and duration of disastereducation among schools. Figures 1 and 3 are represent
Kesennuma High School and Figures 2 and 4 are represent
Shibaura Institute of Technology Kashiwa HighSchool .When asked whether they are anxious about futureearthquakes, a higher percentage of respondents were
anxious in Figure 2. Furthermore, when asked "Are you
working on disaster prevention/mitigation measures?" thepercentage of respondents who answered "yes" in Figure 3
was 80.6%, whereas in Figure 4 the percentage was 54.9%,
a large difference. The results of these surveys revealed
that although many students at Shibaura Institute of Technology Kashiwa High School felt anxious
about the earthquake, few students were taking action to prevent disasters.
Based on what we have heard in the disaster-affected areas, we have proposed four specific disastereducation plans that are both feasible and considerate to the affected areas. ①To make time to watch
a video of the Great East Japan Earthquake. ②To teach about hazard maps in schools. ③Healthclass to learn about lifesaving → Teach disaster management practices as one of the objectives.④
Provide time to talk about disaster prevention during outdoor nature study, etc.
References
Sakurai, A., Sato, T., Kitaura, S., Murayama, Y., & Shibayama, A. (2020). Disaster Risk Reduction
Education by Utilizing Tsunami Records at a Tsunami Affected School - Aiming to Pass Down
Lessons Learnt from Disasters and to Promote Disaster Education for Protecting Lives. J-STAGE.
https://www.jstage.jst.go.jp/article/rjde/1/1/1_53/_pdf/-char/ja
Matuoka, M. (n.d.). New Tourism Issues Based on Earthquake Ruins : A Case of “Ruins of the Great
East Japan Earthquake Sendai Arahama Elementally School.” J-STAGE.
https://www.jstage.jst.go.jp/article/ajg/2020s/0/2020s_84/_pdf/-char/ja
48

Mesopotamian theocracy seen from En-hedu-Ana
Shota Sato
Shibaura Institute of Technology Kashiwa Senior High School, Japan
Propose and BackgroundIn the process of reading many myths, I learned that Mesopotamian mythology is the basis of
all myths. After reading Mesopotamian mythology, I became interested and decided to focus on
Mesopotamia. If you’re not interested in Mesopotamia, I’d like you to become interested in it throughmy research.
Material and Method
I read the poem “Nin-me-sara”, which is said to have been made by En-hedu-Ana, read papers
on theocracy and priests in Mesopotamia.
Results and Discussion
En-hedu-Ana considered the oldest female writer. Looking at “Nin-me-sara,” I felt that thetheocracy of the time had less awareness of God as something exalted than it does now. Because they
believed God was closer to humans than we do today. In Mesopotamian mythology, there are many
passages in which people feel close, such as being harassed by a god or challenging a god.
Look at the below chart. Priests are a general term for people who work for the gods at temples,etc., but some people had more detailed roles.
PriestHigh Level Priest Because they are the husband or wife of the god they serve, they
are not allowed to marry humans.
Exorcist

They exorcised evil spirits and sometimes played a role likewhat we would call a doctor today.

Temple Prostitute In Mesopotamia, this was a very sacred position, held not only
by women but also by men. Inanna, to whom Enheduanna wrote
Nin-me-sara, is the god of beauty, so it was frequently
performed in temples.
Ordinary Priest There were no rules, and people were free to eat and drink asthey pleased. However, as is true for all priests, he was highly
respected by the people of the time.

The reason why a theocracy was practiced is because if the king was a priest, what the king said
was the same as what God said, and it was easier to rule the people. A ziggurat was in the center. There
was a city in concentric circles surrounding it. A ziggurat was both a temple and the residence of a king.
This also shows that the king is equated with God. The theocracy, which was used for about 1,400 years
and was also used in Greece, was a very easy system to govern.
I started researching this research topic in my second year. Furthermore, I was unable to conduct
a satisfactory investigation because I had changed my research topic midway through the project twice.
The content ended up being thinner than I had imagined. Although it may not be within the scope of
my hobbies, I would like to continue to have an interest in Mesopotamia.
REFERENCESZGOLL Annette (1997) 『Der Rechtsfall der En-hedu-Ana im Lied Nin-me-sara』
Toshiko Kobayashi (2005) 『Sumer, the oldest human civilization』Chuokoron-Shinsha

49

The New Possibilities of African Agriculture
The Challenges of Hunger in the Coastal Areas of the Gulf of Guinea
Takumi YAMAJI
Shibaura Institute of Technology Kashiwa Senior High School, Chiba, Japan
Purpose and Background
Russia’s invasion of Ukraine has worsened the food situation in Africa, which already has been aproblem from a population explosion. Because grain importation from Ukraine is stopped now by theinvasion. As the food problem gets worse, I strongly feel that we must address the problem as an urgent
matter.
Materials and Methods
I focused on the coastal areas of the Gulf of Guinea in Africa (green
area on the map), because its climate division is Tropical, and falls into thesame category as Indonesia, which had a successful “Green Revolution”
in the 1970s. By comparing the two, I thought that the success factors of
the Green Revolution could be applied to Africa.
I examined the literature in detail. In order to gain local perspectives
and expert opinions, I conducted interviews with experts fromorganizations such as JICA and the Japan Burkina Faso Friendship
Association and communicated with local people in Africa throughonline English conversations.
Results and Discussion
There are three major differences between Africa and the Green Revolution. 1)Low fertility soil,2)Unstable national situation, and 3)Crop production from colonial times remains, hindering selfsufficiency. Inadequate grain production methods and a reluctant local government have led to thissituation.
The solution requires sustained community efforts. Locals must lead in political, economic
decisions. Self-reliance hinges on ongoing education and awareness by the local government andcommunity.
My awareness has changed through this study. Look at the table below. I think #4 is especially
important: "Quality education". It is important because the awareness and information cultivatedthrough education is something that takes root and is carried forward by the local people. Small
increments through education will pave the way for a sure way to sustainable agriculture.
BeforeAfter
Success in Africa seemed achievablethrough financial aid, material
support, and technology transfer.

Also need information and education.
Sustainability relies on ingraining education and training
tailored to the region's individuality and culture.

I thought only the above two items
are eligible.

References[1] JICA AFICAT Newsletter Vol.1-14[2] Cooperation in African Agriculture: Past Achievements and Future Prospects[3] Contributing to the Promotion of Food Security and Sustainable Agriculture Paddy Fields andJapanese Rice Cultivation Technology to Enrich the African Continent from KUBOTA PRESS[4] Matsumoto, Jinichi (2008), “Africa Report”
50Why are there multiple interpretations of the Greek god Eros
Etsu NEMOTO
Shibaura Institute of Technology Kashiwa High School, Japan
Purpose and Background
There are multiple interpretations of the Greek god of love, Eros, and in each interpretation
his figure can be an infant or an adult at different times. Rarely in the long history of Greek mythology
has there been a figure whose impression in different literature differs as much as that of Eros. Becauseof these peculiarities, there are many misunderstandings about Eros, and the image of Eros is one of themost elusive in Greek mythology. We thought we should post a new approach to Greek mythology andGreek history by deepening our understanding of Eros and clarifying what he is and why he is portrayed
as he is in history and folklore.
Materials and Methods
The sources analyzed in the study included information on Eros' birthplaces, periods ofactivity of writers who described Eros, and amphorae excavated from Greece that depict Eros. The
study also considered the historical context of Greece at the time.
Results and Discussion
Around 500-450 BC, Eros underwent a transformation in appearance, shifting from that of apowerful adult deity to that of a youthful follower of Aphrodite. This change was due to his assimilation
with Ihy, the Egyptian god of sexual love, which occurred during the Persian Wars of 499-449 BC.
During this time, Egyptian soldiers, who were under Achaemenid Persian rule, interacted with the Greek
polis, primarily the Ionians, and influenced Greek culture. As a result, Eros was transformed.
References[1] Aaron J. Atsma New Zealand, with help from the libraries of the University of Auckland andLeiden University; libraries of the University of Aukland and Leiden University. "Theoi.com: THEOIGREEK MYTHOLOGY". EROS GOD OF. http://www.theoi.com/Ouranios/Eros2.html#Love,(accessed 2024-1-20).
[2] Hesiod, translated by Yoichi Hirokawa (2019). Theogony, Iwanami Bunko [200 p.][3] Aristopanes, translated by Moichi Kure (1975). The Birds. Iwanami Bunko [210p][4] Apollonios, translated by Michio Oka (2022), “Argonautica,” Kodansha Bunko [408p].
[5] Apollonius, Kure Moichi Kunihara Kichinosuke (1957).The Golden Ass. Iwanami Bunko [196p].
[6] Lukianos, Shigekazu Kure, translated by Junji Yamada (1985), Dialogues of the Gods. Iwanami
Bunko [324p].

51

Researching the cost of studying abroad
Mikoto Aoki
Shibuya Kyoiku Gakuen Makuhari Senior High School, Japan
Purpose and BackgroundIn 2023, I was accepted into a scholarship program to study in the United States, which was my firsttime abroad. Without the scholarship, it would have been impossible for me to have this opportunity. This
experience made me dream of attending a university abroad, so I decided to research how much it would cost
to study at a foreign university without a scholarship.
Materials and Methods
I researched 48 universities in the U.S. (29 universities, 19 liberal arts colleges) that are eligible for
Tadashi Yanai Foundation and Sasakawa Peace Foundation scholarships. I calculated the average of the lowest
cost of attendance for freshmen with housing and health insurance: transportation costs are omitted if not
specified. I also compared the average freshman tuition in the U.S. with Japanese universities. I converted 148
yen to 1 U.S. dollar. All cost information was taken from the universities' official websites.
Results and Discussion
The total U.S. average is $84,007.72, and liberal arts colleges are more expensive than universities(Table. 1). 40 universities charge more than $80,000, but 8 universities charge less (Table. 2). These are alluniversities, not liberal arts colleges. This may be the reason for the difference in average cost. The average
cost of U.S. liberal arts colleges is more than ten times that of Japanese private universities (Table 3).
Through my study abroad experience and subsequent research, I made these conclusions: First, it isalmost impossible for Japanese students to go to foreign universities without scholarships. Very few U.S.
universities use need-blind admissions for international applicants. This makes it very difficult for us to get in.
It is important to study abroad to grow in a stimulating environment, so we should prepare more scholarships.
Students can have the opportunity to study abroad by using the scholarships I mentioned earlier, and thisopportunity would enhance their global understanding as well as their academic excellence.

Table. 1

Table. 2

Table. 3

REFERENCES
1 Brown University

https://www.brown.edu/

California Institute of
2 Technology

https://www.caltech.edu/

3 Carnegie Mellon University

http://www.cmu.edu

4 Columbia University

http://www.columbia.ed
u

5 Cornell University

https://www.cornell.edu/

6 Dartmouth College

https://home.dartmouth.
edu/

7 Duke University

https://duke.edu/

8 Georgetown University

https://www.georgetow
n.edu/

Georgia Institute of
9 Technology

https://www.gatech.edu/

1
0 Harvard University

https://www.harvard.edu/1
1 Johns Hopkins University

https://www.jhu.edu/

1 Massachusetts Institute of
2 Technology

https://web.mit.edu/

1
3 New York University

https://www.nyu.edu/

1
4 Northwestern University

https://www.northweste
rn.edu/1
5 Princeton University

https://www.princeton.edu/1
6 Rice University

https://www.rice.edu/

1
7 Stanford University

https://www.stanford.edu/

1 University of California,
8 Berkeley

https://www.berkeley.edu/

1 University of California, Los
9 Angeles

https://www.ucla.edu/

2 University of California, San
0 Diegohttps://ucsd.edu/

2
1 University of Chicago

https://www.uchicago.edu/

2 University of Illinois Urbana2 Champaign
https://illinois.edu/

2 University of Michigan, Ann
3 Arborhttps://umich.edu/

2
4 University of Pennsylvania

https://www.upenn.edu/

2
5 University of Texas at Austin https://www.utexas.edu/

2
6 University of Washington

https://www.washington.edu/

2
7 Vanderbilt University

https://www.vanderbilt.
edu/

2 Washington University in
8 St.Louishttps://wustl.edu/

2
9 Yale University

https://www.yale.edu/

30 Amherst College

https://www.amherst.edu/3
1 Barnard College

https://barnard.edu/

3
2 Bowdoin College

https://www.bowdoin.edu/3
3 Carleton College

https://www.carleton.edu/3
4 Claremont McKenna College https://www.cmc.edu/

3
5 Colgate University

https://www.colgate.edu/

3
6 Davidson College

https://www.davidson.edu/3
7 Grinnell College

https://www.grinnell.edu/

3
8 Hamilton College

https://www.hamilton.edu/3
9 Haverford College

https://www.haverford.edu/

40 Middlebury College

https://www.middlebury.edu/

4
1 Pomona College

https://www.pomona.edu/4
2 Smith College

https://www.smith.edu/

43 Swarthmore College

https://www.swarthmor
e.edu/

4
4 Vassar College

https://www.vassar.edu/

https://www.wlu.edu/

46 Wellesley College

https://www.wellesley.edu/4
7 Wesleyan University

https://www.wesleyan.edu/4
8 Williams College

https://www.williams.ed
u/

The Sasakawa Peace
5 Foundation (2023).
0 Application-Guide

https://scholarship.spf.org/application-guide/

5
1

4 Washington and Lee
5 University

Yanai Tadashi Foundation
Overseas Scholarshiphttps://www.yanaitadashi4 Program (2023). Application foundation.or.jp/applicatio
9 Requirementsn/52

Ministry of education, culture,
sports, science and technologyJapan. (Note 2) Tuition and otherfees at national, public and private
universities

https://www.mext.go.jp/content/20211224mxt_sigakujo000019681_4.pdf

Verification of the relaxing effects of tea ceremony manners and staging
Shiho Kojima
Shibuya Kyoiku Gakuen Makuhari Senior High School, Japan
Purpose and Background
Theanine, a component found in the matcha tea drunk during tea ceremonies, is known to have arelaxing effect. Additionally, ikebana and hanging scrolls (works of art) in the tea room have a relaxing effect.
However, to the author's knowledge, no studies have shown that the relaxing effect of matcha tea, in
combination with the positive experience of Japanese tea ceremony etiquette, significantly reduces stress levels
in humans. Therefore, we considered that items with a relaxing effect that can be easily obtained are essential
in today's stressful society, and tested the synergistic effects of matcha and flowers or hanging scrolls on
healthy minors under the age of 18.
Materials and Methods
Members of a high school tea ceremony club were asked to complete drinking matcha andappreciating ikebana and hanging scrolls (Condition 1), drinking matcha only and not appreciating ikebana or
hanging scrolls (Condition 2), and waiting for 15 minutes without doing anything (Condition 3). Before andafter the experiments, the subjects underwent a questionnaire, blood pressure and pulse measurements, andsaliva sampling, and the degree of stress was compared. The stress level questionnaire provides informationon the subjective stress level of the study subjects. Blood pressure/pulse and saliva cortisol levels were
measured to determine the objective degree of stress.
Results and Discussion
The results showed that all three measures tended to show the lowest stress after Condition 1 and thehighest stress after Condition 3.

Fig.1Comparison of Blood pressure

Fig.2 Comparison of Pulse change

Fig.3 Comparison of amount of cortisol in saliva

Furthermore, the results of examining the significant difference
between each measurement by finding the significance level using the
Tukey post hoc test after one-way ANOVA showed that significant
differences were found only in questionnaire, subjectively indicating thatentering the tea room had a relaxing effect, but because the number ofparticipants in this experiment was small, the errors were large andobjective significance was not achieved.
In the future, we believe that increasing the number ofparticipants may confirm the stress-relieving effects of the objective
method.

Fig. 4 Comparison of Stress level uestionnaire

REFERENCES
1. Kobayashi K, Nagato Y, Aoi N, Juneja LR, Kim M, Yamamoto
T and Sugimoto S. Effects of theanine on brain waves in chicks. Nippon Nogeikagaku Kaishi 72, 153157, 1998.
2. Mochizuki-Kawai H, Matsuda I and Mochizuki S. Viewing a flower image provides automatic recovery
effects after psychological stress. Journal of Environmental Psychology 70 ,1-9, 2020.
3. Clow A and Fredhoi C. Normalisation of salivary cortisol levels and self-report stress by a brief
lunchtime visit to an art gallery by London City workers. Journal of Holistic Healthcare 3 , 29-32, 2006.
53

The Mental Health Crisis Among Youth in Japan
Karin Matsumoto
Shibuya Kyoiku Gakuen Makuhari Senior High School, Japan
Purpose and Background:
There is a significant increase in the number of suicides among Japanese children, especially in thelast few years(1), and it can be said that there is an issue with the mental health of Japanese children. The
purpose of this study is to identify the differences between mental healthcare in Japan and other countries
based on published data, and to see what could help improve the current mental healthcare system in Japan.
Materials and Methods:
I have analyzed the current situation of mental health in Japan based on the following data:
A. Suicide cases of all ages and children from 2004-2023 gathered from the National Police Agency (1)B. The Innocenti Report Card 16 from UNICEF (2)C. Survey results from the National Center for Child Health and Development (3)Results and Discussion:
From the published data(2)(3), it can be concluded that Japanese children struggle with mental healthand low life satisfaction rates, and that a large number of such Japanese adolescents are not reaching out
for support.
Figure 1
Cases of Suicides in All Ages and Children in 2004-2022(The left axis shows the number of all ages, and the right axis shows the number of children)

While the Japanese government has taken measures such as the systematization of hotlines and chattherapy, those cannot help the children who are reluctant to spontaneously ask for mental health support.
The societal reluctance towards reaching out for mental healthcare can be explained through Japan’scultural background that stigmatizes mental health issues. Therefore, introducing a new mental healthcare
system that does not require children to reach out for help on their own could be effective in Japan’ssituation. An example of this is mandatory mental health screening at schools. Similar systems have been
introduced in schools overseas and for adults in Japan at workplaces. Overall, the Japanese mental
healthcare system should be reconsidered to combat the mental health crisis that is currently taking place
among adolescents in Japan.
REFERENCES:
1. National Police Agency. ‘ 各 年 に お け る 自 殺 の 状 況 ’( 平 成 16 年 ～ 令 和 4 年 ） ,https://www.npa.go.jp/publications/statistics/safetylife/jisatsu.html.
2. UNICEF Innocenti, ‘Worlds of Influence: Understanding what shapes child well-being in rich countries’,
Innocenti Report Card 16 (2020): 11-13.
3. National Center for Child Health and Development. ‘コロナ×こどもアンケート第７回調査 報告書’, https://www.ncchd.go.jp/center/activity/covid19_kodomo/report/CxC7_repo.pdf.

54

Proceedings（Postgraduate Students）

55

AN EXPLORATORY STUDY OF TEACHERS' ACCEPTANCE OF
CHATGPT AT DIFFERENT GRADE LEVELS: ASSOCIATED WITH
LEADERSHIP
Peiyun Li
Master of Education Program in Educational Management (International Program),
Department of Education, Faculty of Social Sciences and Humanities,
Mahidol University, Nakhon Pathom, Thailand
Purpose and BackgroundIn the last decade, AI technologies, particularly Generative Pre-trained Transformers like
ChatGPT, have transformed educational practices. This study aims to investigate the acceptance of
ChatGPT among teachers at different educational levels and the influence of teacher leadership on thisacceptance. The study also seeks to offer strategic recommendations for educational leaders in the
adoption of emerging technologies like ChatGPT.

Materials and Methods
The study is grounded in the Technology Acceptance Model (TAM), which assesses technology
acceptance based on perceived usefulness and ease of use. The study hypothesizes that higher-gradeteachers are more likely than lower-grade teachers to find ChatGPT useful and that there's a positive
correlation between ChatGPT's perceived ease of use and its actual use. An exploratory study with asmall sample of 38 teachers from various educational stages in China was conducted to explore teachers'
acceptance of ChatGPT. Data were collected via an online questionnaire focusing on the participants'
background, evaluation of ChatGPT's perceived usefulness, ease of use, and actual use. In terms of data
analysis, the study applied several statistical methods to rigorously examine the collected data. The
study employed inferential statistics, such as independent samples t-tests, to compare the perceptionsof high-grade and low-grade teachers regarding the usefulness of ChatGPT. This analysis aimed todetermine if there were statistically significant differences between these groups. Additionally,correlation analysis was conducted to explore the relationship between the perceived ease of use of
ChatGPT and its actual usage among teachers. This involved calculating Pearson correlation
coefficients to assess the strength and direction of this relationship.

Results and Discussion
The study showed that teacher acceptance of ChatGPT had an impact on both utility and easeof use, although it did not reach statistical significance. It revealed no significant difference in theperception of ChatGPT's usefulness between high-grade and low-grade teachers. However, a slight
positive correlation was found between perceived ease of use and actual use. As shown in Table 1, theresult of HI (High-grade teachers are more likely than low-grade teachers to believe that ChatGPT is
useful in teaching): t-statistic is about 0.261, while the P-value is about 0.796, and the p-value is muchhigher than 0.05.Therefore, there is no significant difference between high-grade and low-gradeteachers in terms of the extent to which they perceive ChatGPT to be useful in teaching and learning.
This means that based on the current sample data, hypothesis HI is not supported. The results of HII:56

Spearman correlation coefficient is about 0.2557, P-value is about 0.1213, this means that there is aslight positive correlation between perceived ease of use and actual frequency of use in our data, but
this relationship is not statistically significant because the p-value is greater than the usual significancelevel of 0.05.

Table 1: Results of calculations for hypotheses I and II
Independent sample t-tests
HI

T-statistic

P-value

0.261

0.796
Spearman's correlation coefficient

H II

Spearman correlation coefficient

P-value

0.256

0.121

The study gives recommendations to educational leaders for ongoing professional development,
technical support, and creating a school culture that supports the use of technology. The study alsoemphasizes the need for educational policies to address diverse instructional needs and advocates forpilot projects to understand the specific requirements of teachers when using AI technologies such as
ChatGPT.
REFERENCES
Davis, F. D. (1989). Perceived usefulness, perceived ease of use, and user acceptance of information
technology. MIS quarterly, 319-340.
Davis, F. D., & Venkatesh, V. (1996). A critical assessment of potential measurement biases in thetechnology acceptance model: three experiments. International journal of human-computerstudies, 45(1), 19-45.
Huang, F., & Teo, T. (2020). Influence of teacher-perceived organisational culture and school policy
on Chinese teachers’ intention to use technology: An extension of technology acceptancemodel. Educational Technology Research and Development, 68(3), 1547-1567.
Ertmer, P. A., Ottenbreit-Leftwich, A. T., Sadik, O., Sendurur, E., & Sendurur, P. (2012). Teacher
beliefs and technology integration practices: A critical relationship. Computers & Education,
59(2), 423-435.
Iqbal, N., Ahmed, H., & Azhar, K. A. (2022). Exploring teachers' attitudes towards using
ChatGPT. Glob. J. Manag. Adm. Sci, 3, 97-111.
Liu, G., & Ma, C. (2023). Measuring EFL learners’ use of ChatGPT in informal digital learning ofEnglish based on the technology acceptance model. Innovation in Language Learning andTeaching, 1-14.

57

ARYVEST: Intelligent Wearable Cardioverter Defibrillator Integrating
Convolutional Neural Network-Based Arrhythmia Rhythm
Classification
Yasmina Ashfa Zahidah, Ni Putu Angelina Patrisia Putri
Department of Electrical Engineering, Faculty of Engineering, University ofIndonesia

Purpose and BackgroundArrhythmia, characterized by irregular heartbeats, poses significant health risks, including
potentially fatal complications like sudden arrhythmic death syndrome (SADS) responsible for 15-20%
of global deaths. The urgency for effective therapeutic solutions is underscored by this high mortality
rate. While pacemakers have advanced rhythm control, current Wearable Cardioverter Defibrillators(WCDs) integrating ECG electrodes and defibrillator patches for automatic electrification have
limitations (Nguyen et al., 2018). Challenges include arrhythmic rhythm misclassification, limited ECG
electrodes, and wired displays impeding patient accessibility and comfort. ARYVEST, an innovative
WCD, addresses these issues through 12-lead ECG signal acquisition and 98% accurate CNN-basedarrhythmia classification, mitigating misclassification risks. Equipped with Bluetooth-based wirelessconnectivity, ARYVEST ensures seamless daily activities and automatic data transfer to the ARYFIT
application on the patient's phone, enhancing user comfort and accessibility.
Materials and Methods

Figure 1. ARYVEST, DSA and DSP design (left), ARYFIT application interface (right)

The ARYVEST system fabrication involves three core submethods: vest development, Data
Acquisition and Digital Signal Processing (DAQ-DSP) unit creation, and ARYFIT application design.
Integrated components include 12-lead Electrocardiogram (ECG) electrodes, three anterior-lateral andanterior-posterior compatible defibrillator patches, and an operational unit with a rechargeable battery,alarm module, DAQ-DSP compartment, and emergency stop functionality. Encased in a breathable,
water-resistant fabric for daily comfort, meticulous positioning adheres to established standards(Cadogan & Cadogan, 2021) (Wide, 2021).
The DAQ unit performs signal pre-processing from the 12 ECG electrodes, enhancing
arrhythmic heart rhythm classification using Convolutional Neural Networks (CNNs) with five distinct
classes. These include normal rhythm (0), various arrhythmic rhythms (supraventricular premature (1),ventricular premature (2), ventricular and normal beat (3)), and a category indicating risky or unknown
beats (4). The subsequent alarm module activates a siren for user alerting upon detecting abnormalities

58and imminent defibrillator patch electrification. Electrification employs two modes—anterior-lateraland anterior-posterior—with a gradual voltage increase strategy to prevent fatalities. Simultaneously,classified signals wirelessly transmit to the Bluetooth module, enabling communication with the
ARYFIT application. ARYFIT provides real-time ECG output, ARYVEST control, condition sharing,
and an AI-based user assistant (ARYssistant).
Results and Discussion
To ascertain the proficiency of the proposed Convolutional Neural Network (CNN) model incategorizing input signals into the specified five distinct classes, the model underwent training using
processed data distributions as outlined by Hany El-Ghaish and Emadeldeen Eldele in 2024 . The
training and validation curves, as depicted in Graph 1, exhibit a commendable alignment, indicative ofrobust generalization and the absence of overfitting. Subsequent testing results, illustrated in Figure 2,
affirm the model's capability to analyze testing datasets with a remarkable accuracy of 98%. The model
successfully classified 14,404 out of 14,494 true normal instances, 308 out of 445 true supraventricularpremature instances, 1,077 out of 1,158 true ventricular premature instances, 76 out of 128 true
ventricular and normal beat instances, and 1,250 out of 1,286 true unknown (risky) instances.The
achieved high accuracy, complemented by the highlighted additional features, underscores the potentialof ARYVEST as a pivotal factor in enhancing the precision of first aid treatment for arrhythmia patientsand consequently mitigating fatality rates. However, it is imperative to note that the deployment of thisdevice necessitates further in-depth research into potential limitations and safety procedures.
Graph 1. Sample distribution within dataset (left), training-validation loss and accuracy (right)

Figure 2. Model testing performance

Links and References
Cadogan, M., & Cadogan, M. (2021, May 20). ECG Lead positioning. Life in the Fast Lane LITFL.
https://litfl.com/ecg-lead-positioning/
Hany El-Ghaish, & Emadeldeen Eldele. (2024b). ECGTransForm: Empowering adaptive ECG
arrhythmia classification framework with bidirectional transformer. Biomedical Signal
Processing and Control, 89, 105714–105714. https://doi.org/10.1016/j.bspc.2023.105714
Moody, G. B., & Mark, R. G. (2001). The impact of the MIT-BIH Arrhythmia Database. IEEE
Engineering in Medicine and Biology Magazine, 20(3), 45–50.
https://doi.org/10.1109/51.932724
Nguyen, E., Weeda, E. R., Kohn, C. G., D’Souza, B., Russo, A. M., Noreika, S., & Coleman, C. I.
(2018). Wearable Cardioverter-defibrillators for the Prevention of Sudden Cardiac Death: A
Meta-analysis. The Journal of Innovations in Cardiac Rhythm Management, 9(5), 3151–3162.
https://doi.org/10.19102/icrm.2018.090506

59

Isolation of Arbuscular Mycorrhizal Fungus from a Forest
Vegetation
Yuka Nakazato1, Ryota Kusakabe2, Masahide Yamato3
1.Graduate School of Education, Chiba University, 2.Graduate School of Horticulture,
Chiba University, 3.Faculty of Education, Chiba University
Purpose and BackgroundArbuscular mycorrhizal (AM) fungi, absolute symbionts belonging to the subphylum
Glomeromycotina (Spatafora et al. 2016), are known to form symbiotic relationships with more than
70% of terrestrial plant species. In the symbioses, AM fungi provide mineral nutrients and water to thehost plants instead of receiving photosynthetic carbon from the plants, significantly contributing to theenhancement of the host plant growth. As such, AM fungi are expected to be utilized for agriculture andenvironmental greening. However, for such utilization, fungal isolation and propagation are required.
Single or multiple spores are often used as the inoculum source for AM fungal cultivation, but lower
sporulation has been observed for AM fungi in forest ecosystems. Therefore, in this study, we attempted
to isolate and culture such forest AM fungi using root fragments as inoculum. Since the dominant AM
fungi in Japanese temperate forests are commonly distributed in worldwide forest ecosystems (Miyake
et al. 2020), such AM fungi can be universally applied. In addition, the community composition of AM
fungi in forest plants and cultured plants was also investigated respectively, since the pot-cultured
condition, in which AM fungi are isolated, is totally different from the forest environment.
Materials and Methods
Soil cores (5 cm in diameter and 10 cm in depth) were collected from eight sites in a
Chamaecyparis obtusa plantation of varying ages in Funyu Forest of Utsunomiya University. The soilcores were divided into two parts, and fine roots were extracted from one part. DNA was extracted fromthe fine roots, and the partial sequence of the small subunit of nuclear ribosomal RNA gene (SSU rDNA)of AM fungi was amplified by PCR using the primer set AMV4.5NF-AMDGR. Sequences were
determined using a next-generation sequencer (NovaSeq 6000) and were clustered into operationaltaxonomic units (OTUs) at a 97% similarity threshold.
The other soil core was buried in a pot filled with 1 L of sterile medium, and sterilized
Medicago sativa seeds were sown. The plants grown in the laboratory were used as the inoculum source
for subsequent AM fungal isolation. After four months, roots were collected from the source plants, andDNA was extracted to analyze the AM fungal community as described above. A phylogenetic tree wascreated using the neighbor-joining (NJ) method for representative sequences of the AM fungal OTUs
obtained from the field samples and the source plants. Root fragments (5 mm) containing AM mycelium
were cut from the source plants and attached to the roots of another M. sativa seedlings grown
aseptically for three weeks. After five months, DNA was extracted from the roots of the pot-cultured
plant with AM formation, and the partial sequences of SSU rDNA were amplified by PCR using the60primer set NS31-AML2. Amplicons were then sequenced using the Sanger method, and a phylogenetic
tree was created using the NJ method with the above OTUs. For the obtained OTUs, corresponding
VTXs in the MaarjAM database were examined to reveal the ecological characteristics of the AM fungi.
Results and Discussion
In total, 46 AM fungal OTUs in five families
were obtained. Among them, only 10 OTUs were foundin both the field samples and the source plants. The
PerMANOVA confirmed a significant difference inAM fungal OTU compositions between them (Fig. 1;
F1, 13 = 9.44, p = 0.0002). The results suggest that AM
fungi adapted to the pot-cultured environment became
dominant in the source plants. Therefore, it is necessary
to consider the cultivation conditions suitable for theforest AM fungi to isolate more AM fungi successfully.
Out of the 141 pot cultures for AM fungal
isolation, thirteen were confirmed to be symbiotic. The

Fig. 1 NMDS diagram of field samples (Native) and inoculum
source strains (Inoculum) in AM fungi OTU composition.

AM fungal SSU rDNA sequences obtained from thesethirteen cultures were identical and identified as
Rhizophagus sp. in the Glomeraceae. Furthermore, theycorresponded to VTX92 in MaarjAM. According to the
database, this AM fungal group is distributed in many
ecosystems, especially in forests and grasslands. Since
spores were collected from the fungal cultures (Fig. 2),
further study is expected for species description basedon spore morphology and phylogenetic analyses.

Fig. 2 AM fungal spores of VTX 92. Bars: 50 µm

REFERENCES
Miyake H, Ishitsuka S, Taniguchi T, Yamato M (2020) Communities of arbuscular mycorrhizal fungi inforest ecosystems in Japan’s temperate region may be primarily constituted by limited fungal
taxa. Mycorrhiza 30: 257-268.
Spatafora JW, Chang Y, Benny GL, Lazarus K, Smith ME, Berbee ML, Bonito G, Corradi N, Grigoriev
I, Gryganskyi A, James TY, O’Donnell K, Roberson RW, Taylor TN, Uehling J, Vilgalys R,
White MM, Stajich JE (2016) A phylum-level phylogenetic classification of zygomycete
fungi based on genome-scale data. Mycologia 108: 1028-1046.

61

THE CHALLENGING ROLES OF AI IN ADOLESCENT MENTALHEALTH : PRELIMINARY STUDYGenliang Zhang
Doctor of Education in Educational Management (International Program)
Mahidol University, Thailand
Purpose and Background:
The integration of artificial intelligence (AI) technology into various aspects of our lives has brought
about both immense opportunities and potential challenges, particularly in the realm of adolescentmental health. This preliminary study aims to investigate the complex interplay between AI andadolescent mental health, examining both the potential benefits and risks of AI use in this population;and explore the possible opportunities and challenges in AI on Adolescent Mental Health.
Roles of AI and its transformation▪

Machine learning,▪

Natural language processing▪

Computer vision➡

Adolescents challenges▪

Academic pressures,▪

Social stresses,▪

The need to establish their own
identity

Figure 1 The roles of AI and adolescents challenges
Materials and Methods:
This study employed the qualitative research using documentary research. The Independent
variables (IVs) are type of AI technology used, intensity or frequency of intervention and educational
program. The dependent variables(DVs) are levels of mental health indicators, engagement with thedigital platform and outcomes of interventions. The control variables (CVs) are demographic factors,
baseline mental health status, environmental factors and access to other mental health resources.
Content analysis were used to analyze data.
Results and Discussion
The findings indicated that :1. Positive Impacts of AI on Adolescent Mental Health:
1.1 Enhanced Access to Mental Health Services: AI-powered chatbots and virtual therapists canprovide 24/7 support and guidance to adolescents, addressing the shortage of mental healthprofessionals and reducing barriers to care. This increased accessibility can be particularly beneficial
for adolescents who may be hesitant to seek help from traditional mental health services due to stigma,
transportation issues, or other barriers.
1.2 Personalized Mental Health Interventions: AI algorithms can analyze vast amounts of data to
tailor mental health interventions to the unique needs and preferences of each adolescent, leading tomore effective and efficient treatments.This personalized approach can improve outcomes and reduce
the trial-and-error process often associated with traditional mental health treatments.
1.3 Early Detection and Prevention: AI can analyze patterns of behavior and social media activity
to identify adolescents at risk of developing mental health problems, enabling early intervention and62

prevention strategies. By identifying adolescents at risk, early intervention strategies can be
implemented to prevent the onset of more severe mental health problems.
2. Potential Risks and Challenges of AI on Adolescent Mental Health:
2.1 Data Privacy and Security Concerns:The collection and storage of sensitive personal data by
AI systems raise concerns about privacy and security breaches, which can have detrimental effects onadolescents' trust and willingness to seek help. Adolescents may be particularly vulnerable to theseconcerns due to their increased online presence and lack of experience in navigating digital privacy
issues.
2.2 Bias and Discrimination: AI algorithms can perpetuate and amplify existing biases, leading to
unfair or discriminatory treatment of certain groups of adolescents, exacerbating mental healthdisparities. For example, AI algorithms may be biased against adolescents from marginalized groups,
leading to inaccurate diagnoses or inappropriate treatment recommendations.
2.3 Addiction and Excessive Use: The immersive nature of AI-powered games and social media
platforms can lead to addictive behaviors and excessive use, negatively impacting adolescents' mental
health and well-being. Excessive use of these technologies can contribute to anxiety, depression, sleep
problems, and other mental health concerns.
3. Exploring possible opportunities and challenges in AI on Adolescent Mental Health
3.1 Longitudinal Studies: Conduct longitudinal studies to examine the long-term effects of AI use
on adolescent mental health over time. This will help to identify potential risks and benefits that may
not be apparent in short-term studies.
3.2 Qualitative Research: Explore the experiences and perspectives of adolescents who have used
AI-powered mental health interventions. This will provide valuable insights into the acceptability,
effectiveness, and potential unintended consequences of these interventions.
3.3 Ethical Considerations: Develop ethical guidelines for the development and use of AI inadolescent mental health. This will help to ensure that AI is used in a responsible and ethical mannerthat protects the rights and well-being of adolescents.
This preliminary study provides an overview of the potential benefits and risks of AI use inadolescent mental health. While AI has the potential to improve access to mental health services,
provide personalized interventions, and enable early detection and prevention, there are also concerns
about data privacy, bias, and excessive use. Further research is needed to investigate the impact of AI
on adolescent mental health and develop ethical guidelines for its use. By addressing these concernsand harnessing the potential benefits of AI, we can create a future where technology empowers
adolescents to thrive mentally and emotionally.
Reference:
Nasrallah, H.A., & Kalanderian, H. (2019). Artificial Intelligence in Psychiatry: Potential Uses of
MachineLearning Include Predicting the Risk of Suicide, Psychosis. Current Psychiatry, 18(8), 33.
Vajawat, B., Varshney, P., & Banerjee, D. (2021). Digital Gaming Interventions in Psychiatry: Evidence,
Applications and Challenges. Psychiatry Research, 295, 113585. doi :https://doi.org/10.1016/j.psychres.2020.113585.
Allen, S. (2020). Artificial Intelligence and the Future of Psychiatry. IEEE Pulse, 11(3), 2–6. doi :https://doi.org/10.1109/MPULS.2020.2993657.

63

UHPLC-Q-Orbitrap-HRMS-Based Untargeted Metabolomics Reveal
Metabolites Change in Justicia gendarussa and its Antioxidant
Capacity at Different Doses of Nitrogen Fertilizer
Faizal Maulana, Irmanida Batubara, Trivadila, Waras Nurcholis
IPB University, Indonesia
Purpose and Background:
Gendarussa (Justicia gendarussa) is a plant belongs to Acanthaceae family, that has medicinal
properties. This plant is native to various Asian countries, including Sri Lanka, India, Malaysia, andIndonesia, and has been used medicinally for centuries. The Sentani people in Papua, Indonesia use J.
gendarussa as a natural contraceptive for males. J. gendarussa is also frequently used in traditional Indianand Chinese medicine to treat fever, rheumatism, arthritis, headaches, earaches, muscle aches, respiratory
problems, and digestive problems. Secondary metabolites found in J. gendarussa include phenolics,
alkaloids, saponins, steroids, and terpenoids (Ratih et al., 2019).
The secondary metabolite of J. gendarussa possess antioxidant properties, using the DPPH methodfrom previous research has extracted J. gendarussa leaves, found that the ethanol extract had the highest
antioxidant activity, with an IC50 value of 32 µg/mL (Kuber, 2021). J. gendarussa can thrive as a shrub in
the wild, particularly in forested setting and along river dams. However, uncontrolled growth conditions
can cause variable secondary metabolite production. Information regarding the change of metabolites bycultivated treatment can be seen through the metabolomics approach. Therefore, plant cultivation isrequired to maintain the secondary metabolite content of J. gendarussa. The research aims to determine

the effect of different nitrogen fertilizer doses on J. gendarussa metabolites using a metabolomics
approach.
Materials and Methods
The main materials used were samples of aerial parts (leaves and stems) of J. gendarussa plants
with a harvest age of 4 months obtained from the Biopharmaca Cultivation Conservation Unit, Bogor, West
Java. The cultivation experiment design was carried out using a Randomized Block Design (RBD), which
consisted of N fertilizer dose treatment consisting of 4 levels, namely A (0 N kg/ha), B (90 N kg/ha), C(180 N kg/ha) and D (270 N kg/ha).
Sample extraction of 10 g samples of aerial parts (leaves and stems) of J. gendarussa wasmacerated with 100 mL of ethanol p.a. Determination of the antioxidant capacity of extracts using the
DPPH, ABTS, FRAP, and CUPRAC methods. The calculation used a calibration curve with a standard
solution, trolox, with varying concentrations (Batubara et al., 2020). Identification of extract metabolites
using UHPLC-Q-Orbitrap HRMS, 25 mg of sample was dissolved in 5 mL of LC-MS grade methanol,
then sonicated for 10 minutes and filtered with a 0.2 µm filter membrane. Gradient elution 0 – 1 minute(5% B), 1- 18 minutes (5- 45 % B), 18 – 30 minutes (45 – 95% B), 30 – 33 minutes (95% B), 33 – 35
minutes (5% B). The injection volume was 2 µL. Next, the analysis results are collected and processedwith software. Principal component analysis (PCA) and heatmap models were created to visualize the data.
Results and Discussion
The research results shown in each plant's final dry weight yield (Figure 1a) showed that thetreatment with a nitrogen fertilizer dose of 270 kg/ha had the highest weight of 10.9 grams/plant, which is
the ideal condition for plant cultivation regarding the biomass produced. The highest antioxidant capacity
among all methods was found in 0N kg/ha treatment with the DPPH, ABTS, FRAP, and CUPRAC methods,
whose values were respectively 6.53, 33.6, 16.7, and 49 µmol TE/g dry weight (Figure 1b).
The chromatogram positive and negative ionization modes produced for aerial parts extract of J.
gendarussa with different doses of nitrogen fertilizer (Figure 1c and 1d). A total of 30 metabolites wereidentified in the positive ionization mode and 18 metabolites in the negative ionization mode. The
distribution of identified metabolites can be seen in the venn diagram (Figure 1e and 1f). Further analysis
was conducted using PCA, before PCA, the resulting chromatogram was pre-processed using correlation
optimize warping (COW). The resulting score plot for the positive ionization mode yields a diversity ofdata from the two PCs of 85.7%. Two PCs show that there is 85.7% of data variability, which can be
explained by the peak intensity of extracts of aerial parts of J. gendarussa due to different doses of nitrogen
fertilizer. Likewise, with the score plot from the PCA resulting from the negative ionization mode, the64diversity of data from the two PCs was 82.6%. The two PC values show a two-dimensional visualization
make a good model for both positive and negative ionization modes because the total values of PC1 andPC2 are greater than 70%.
The final visualization to explain the metabolites identified in the aerial parts extract of J.
gendarussa treated with different nitrogen fertilizer doses is a heatmap using peak area data so that
additional information can be obtained. The concentration shown on the heatmap is qualitatively based oncolor. Based on the heatmap formed, metabolites with a deep red color show a higher concentration thanother compounds; the concentration decreases towards a deep blue color. The result correlates with theplant's dry weight, which shows that the nitrogen fertilizer dose of 270 kg/ha with the highest dry weightof each plant, shows a decrease in the relative concentration of metabolites. This means the nitrogen
nutrients obtained are used for growth and development, not to produce secondary metabolites. This
research follows Shi et al. (2019), with higher nitrogen fertilizer doses, causing the relative concentrationsof L. barbarum metabolites to decrease, but the dry weight increased. Variations in nitrogen fertilizer doses
make metabolites at doses of 90 kg/ha and 180 kg/ha have higher relative concentrations of metabolites
compared to doses of 270 kg/ha.

(a)

(b)

(c)

(d)

(e)

(f)

(g)

(h)

(i)
(j)
Figure 1. (a) Dry weight of each plant harvested (b) antioxidant capacity (c) chromatogram positive ionization(d) chromatogram negative ionization (e) venn diagram positive ionization (f) venn diagram negative ionization(g) PCA positive ionization (h) PCA negative ionization (i) heatmap positive ionization (j) heatmap negative
ionization

REFERENCES
Batubara, I., et al. (2020). Genotype selection for phytochemical content and pharmacological activities inethanol extracts of fifteen types of Orthosiphon aristatus (Blume) Miq. leaves using chemometricanalysis. Sci Rep, 10, 1–11. https://doi.org/10.1038/s41598-020-77991-2.
Kuber, R. (2021). In vitro antioxidant potential, total phenolic and flavonoid contents in Justicia
gendarussa leaf extracts. Res J Pharm Technol, 14, 2707–2713. https://doi.org/10.52711/0974360X.2021.00477.
Ratih, G.A.M., et al. (2019). Phytochemicals of gandarusa (Justicia gendarussa) and its preparations. Nat
Prod Commun, 14, 1–10. https://doi.org/10.1177/1934578X19851406.
Shi, Z., et al. (2019). Impact of nitrogen fertilizer levels on metabolite profiling of the Lycium barbarum L
fruit. Molecules, 24, 1-14. https://doi.org/10.3390/molecules24213879.
65

Students' Attitude Towards Science and Mathematics in Bandung
Naili Afwillah, Fani Mardianti, Wandi, Monica Priska Aprilia
Universitas Pendidikan Indonesia, Bandung, Indonesia
Purposes and Background
The attitude of students towards a subject is an important factor that needs attention, in addition to the
cognitive abilities of students. This is due to the need for a curriculum that also emphasizes character
education, one of which is reflected in student attitudes. Attitude is a factor that influences learning,which comes from within students (Maison, et al., 2018). Attitude is a tendency to behave or can beinterpreted as a person's reaction to a stimulus (Sudjana, 2012). The attitude of students towards a
subject is indicated by the reaction of students to the subject itself, which is reflected in both positive
reactions as well as negative reactions. Student attitudes towards Mathematics and Natural Sciences(Science) have an important role to play in student success in Mathematics and Science subjects. AlMutawah and Fateel (2018), in their research found that attitudes show a positive correlation with mathand science achievement. Students who have a happy attitude towards science tend to behave openly
and enthusiastically in learning science, inside and outside the classroom (Kurniawan, 2018).
Nurmariati (2018), in her research, found that students' positive attitudes towards Mathematics subjects
have a direct positive impact on students' Mathematics problem solving abilities. Student attitudes
towards Mathematics and Science subjects are very important to be studied so that teachers candetermine the right learning method so that the method can be directed to increase students' positive
attitudes or minimize students' negative attitudes towards increasing subjects. This study aims toidentify students' attitudes towards Mathematics and Science subjects, in terms of eight indicators.
Materials and Methods
This study used a Likert scale with four statements, namely strongly agree, agree, disagree andstrongly disagree. The statement item refers to indicators 1) personal interest; 2) real world connection;3) general problem solving (PS); 4) problem solving confidence; 5) problem solving shopistication; 6)
sense making/ effort; 7) conceptual understanding; and 8) applied conceptual understanding whichfurther classifies it into favorable or unfavorable. The questionnaire was adapted from Adams, et al(2006).
Result and Discussion
The results of this study were studied based on the average percentage of statements of each student
who agreed and disagreed with the expert's answer. Student attitudes towards mathematics and sciencelearning in terms of eight indicators are shown in figure 1.

Figure 1. Average student attitude in learning mathematics and science

Figure 1 shows that in general, 61.2% of students chose a statement supporting the eightindicators. A total of 38.8% of students chose statements that did not support the eight indicators studied.
Based on this, it can be concluded that high school students have attitudes that support the eightindicators studied. Indicators that are above the average of all categories based on statements that
support student selection are problem solving confidence, real world connection, problem solving

66general, personal interest, and sense making/effort. While the indicators that are below the average of
all categories based on statements that support the selection of sisiwa are conceptual understanding,problem solving sophistication, and applied conceptual understanding.
The senses making/effort indicator is the highest indicator of students' positive attitudes inlearning mathematics and science. This is in line with research that states that students' efforts inlearning mathematics and science are positive (Liou, 2021). The statement that the "Senses
Making/Effort" indicator is the highest indicator of students' positive attitudes in learning mathematics
and science shows that students place a strong emphasis on their efforts and ability to relate concepts
in the two subjects. This suggests that students not only seek to understand the material, but are alsoable to relate those concepts to the real world or identify meaning in their learning. This can be a strong
foundation for improving students' positive attitudes towards learning mathematics and science as wellas their performance in mathematics and science.
Low student attitudes on this indicator can be caused by misconceptions from teachers or
misconceptions resulting from differences in perception when receiving material. Yacin and Yalcin(2020) stated that the existence of misconceptions among students is related to the prospects of teachers
in the material they teach. This can then lead students to wrong ideas or concepts, resulting in
misconceptions. Another factor that allows the emergence of misconceptions in students is the students'
efforts to build concepts through the synthesis of scientific information obtained through the beliefs andtheories (Vosniadou, 2020). In chemistry, for example, students experience struggles in understanding
physical chemistry concepts and connecting the macroscopic level with the submicroscopic level(Schwedler & Kaldewey, 2020). Based on this, the research results that showing that the lowest "applied
conceptual understanding" indicator is relevant to the explanation in related research regarding
misconceptions. Misconceptions can be overcome, one way is by creating mental models and using
intertextuality in mathematics and science learning.
Based on the overall results that have been obtained and the analysis, it can be concluded thatmost students show an attitude of agreement with expert answers to mathematics and science. The
attitude indicator with the highest percentage of approval is senses making/effort while the lowest
indicator is applied conceptual understanding.
REFERENCES
Adams, W. K., Perkins, K. K., Podolefsky, N. S., Dubson, M., Finkelstein, N. D., &; Wieman, C. E.
(2006). New instrument for measuring student beliefs about physics and learning physics: The
Colorado Learning Attitudes about Science Survey. Physical Review Special Topics - Physics
Education Research, 2(1), 1–14. https://doi.org/10.1103/PhysRevSTPER.2.010101
Al-Mutawah, M. A., &; Fateel, M. J. (2018). Students' Achievement In Math And Science: How Grit
And Attitudes Influence?. International Education Studies, 11(2), 97-105.
Liou, P. Y. (2021). Students' attitudes toward science and science achievement: An analysis of thedifferential effects of science instructional practices. Journal of Research in Science
Teaching, 58(3), 310-334. Maison, M., Astalini, A., Kurniawan, D. A., & Sholihah, L. R. (2018).
Student’s Attitude Description Toward Physics on Secondary School. Edusains.
Moneva, J., &; Tribunalo, S. M. (2020). Students' level of self-confidence and performance tasks. Asia
Pacific Journal of Academic Research in Social Sciences, 5(1), 42-48.
Nurmariati, N., Hamdani, &; Fitiawan, D. (2018). The Ability of Junior High School Students to Solve
Mathematics Problems Viewed from the Attitude to Mathematics. Journal of AlphaEuclidEdu,
4(1). 25-31.
Schwedler, S., & Kaldewey, M. (2020). Linking the submicroscopic and symbolic level in physicalchemistry: how voluntary simulation-based learning activities foster first-year university students’conceptual understanding. Chemistry Education Research and Practice, 21(4), 1132-1147.
Sudjana, N. (2012). Assessment of the results of the teaching and learning process. Bandung: PT
Remaja Rosdakarya.
Vosniadou, S. (2020). Students’ misconceptions and science education. In Oxford Research
Encyclopedia of Education.
Yalcin, F. A., & Yalcin, M. (2020). Turkish Primary Teacher Candidates' Conceptual Understandings ofGases. Science Education International, 31(3), 255-262.

67

The effects of STEM BCG for science education on creative thinking
ability and environmental awareness of upper elementary school
students
Naradol Bootsom¹ and Pornthep Chantra-ukrit²
1. Postgraduate student in science education, Chulalongkorn University, Thailand
2. Assistant Professor, Chulalongkorn University, Thailand
Purpose and Background
Global society has been developing rapidly to accommodate mankind since the agricultural era.
Consequently, we now face consequences such as global warming, a lack of natural resources, and pollution,
among others. To address these problems and achieve sustainable development goals, we must takesynergistic actions accordingly (United Nations: UN, 2023). Therefore, education is the basis forcooperation in sustainable development by promoting students to acquire proper knowledge, skills, attitudes,
and values for a sustainable future (UNESCO, 2018). Sustainability, in this context, requires"Sustainovation" (Sustainable and Innovation) to help humans navigate this situation.
Therefore, the Office of the Education Council in Thailand (2019) has established three desired
outcomes of education (Learner person, Innovative co-creator, and active citizen) to meet international
standards and encourage students to be innovators for sustainable development. To be innovators for asustainable world, children need to think creatively and be aware of environmental issues (Intrachuto, 2023).
Creative thinking ability is the skill or competence of a person to generate new ideas, build or design
innovations, and evaluate and improve their ideas. According to the Organization for Economic Cooperation
and Development (OECD, 2022), creative thinking ability comprises three components:
1. The ability to generate diverse ideas
2. The ability to generate creative ideas
3. The ability to evaluate and improve ideas
Environmental awareness involves being conscious of one's actions in the environment,
understanding the relationship between one's actions and the environment, which leads to helping preserve
the environment sustainably. In this research, we study environmental awareness in two components:
attitude and behavioral components.
After conducting a literature review, it was found that the creative thinking ability andenvironmental awareness of Thai upper elementary school students are still at a moderate level. Some
components of creative thinking ability (specifically, the ability to generate creative ideas) andenvironmental awareness (behavioral component) have been reported to be in low development between
after and before the study in science class.
Many studies show that the STEM approach can develop creative thinking ability in children.
Additionally, the Bio-Circular-Green (BCG) economic model is a new economic model promoted by theThai government. It focuses on natural resources in local communities by using as few natural resources as
possible and reusing leftovers as much as possible. Thus, in this study, we are using the STEM BCG
approach to develop both creative thinking ability and environmental awareness.

Creative thinking ability
1. The ability of generating diverse ideas
2. The ability of generating creative ideas
3. The ability of evaluating and improving ideas

STEM BCG For science education
1. Problems identification
2. Related information search
3. Solution design
4. Planning and development
5. Testing, evaluating and design
improvement
6. Presentation

Environmental awareness1) Attitude component
2) Behavioral component

Figure 1. Conceptual framework of the research

68The purposes of this research are to compare the creative thinking ability and environmental
awareness of upper elementary school students before and after using the STEM BCG approach in scienceclass.
Materials and Methods
This study employs a quantitative research method with a pre-experimental design. Data arecollected from one group using pretest-posttest scores and will be analyzed using the dependent sample ttest statistic.
The measurement tools include:
1. Creative thinking ability test: a writing test (including drawing) to assess the creative
thinking ability of upper elementary school students. Three situations will be given in this test toassess each component of creative thinking.
2. Environmental awareness rating scale: a scale with 10 items to assess each componentof environmental awareness.
Data will be collected once before using the STEM BCG approach. After implementing three STEM
BCG teaching plans in science class (totaling 24 hours), students will be assessed for creative thinking
ability and environmental awareness. Photos and videos will be recorded (under privacy policy) to observechildren's behavior.
Result and Discussion
In progress
References
Amwar, S., Menekse, M., Guzey, S, S., & Bryan, L, A. (2022). The Effectiveness of an integrated STEM
curriculum unit on middle school students’ life science learning. Journal of research in scienceteaching. https://doi.org/10.1002/tea.21756
Fatmawati, S. Z., S Mahanal, and Sutopo. (2019). Critical thinking, Creative Thinking, and Learning
Achievement: How they are related. Journal of Physics: Conference Series. https://doi.org/10.1088/
1742-6596 /1417/1/012070
Intrachuto, S. (2022). Sustainovation for re-grow business opportunities and future.
https://www.wearecp.com /cpg-09112022-3/
OECD. (2022). PISA 2022 Creative Thinking. https://www.oecd.org/pisa/ innovation /creative-thinking/
Office of the education council. (2019). National Education standard. Thailand.
UNESCO. (2018). Issues and trends in education for sustainable development. Paris: UNESCO.
https://unesd oc.unesco.org/ark:/48223/pf0000261445
United nations. (2023). Synergy solution for a world in crisis: Tackling climate and SDG action together.
https://sdgs.un.org/sites/default/files/2023-09/UN%20Climate%20SDG%20 Synergies%20Report091 223B_1.pdf
Yeşilyurt, M., Balakoğlu, M. O., & Erol, M. (2020). The impact of environmental education activities on
primary school students’ environmental awareness and visual expressions. Qualitative Research in
Education, 9(2), 188-216.

69

MANGROVE FOREST MAPPING USING SENTINEL-2
SATELLITE IMAGERY IN NUSA LEMBONGAN, BALINi Made Nia Bunga Surya Dewi
Postgraduate, Doctoral Program of Environmental Science Udayana University,
Bali, Indonesia
Purpose and Background
Mangrove forests are found along tropical and subtropical coastlines. They have vital functionsin preventing coastal erosion, mitigating effects of wave actions and protecting coastal habitats.
Nusa Lembongan is a small island located southeast of Bali, Indonesia, known for its stunning coastal
landscapes, clear turquoise waters and thriving marine biodiversity including mangrove. Currently, theweaknesses of direct mangrove mapping in the field can be overcome with remote sensing approaches,
especially estimates from satellite imagery combined with geographic information systems (GIS). Oneof the images that can be used to mangrove classification is the Sentinel-2 image. This research aims
to determine mangrove forest mapping using Sentinel-2 spatial-temporal satellite imagery anddetermine dominant species based on field survey data.
Materials and Methods
A total of 50 GCPs (Ground Control Points) were collected on on 16-19 November 2023 andthe location is limited to plots measuring 10 x 10 meters with a total of 50 plots. Data processing wereused is Google Earth Engine (GEE) and QGIS software. The Sentinel-2 image obtained from thewebsite https://dataspace.copernicus.eu/ acquisition date on 25th November 2023. This research designuses a purposive sampling method where in determining the location.
Satellite image processing is carried out as follows visual interpretation, mangroveclassification such as NDVI (Normalized Difference Vegetation Index, Rouse et al., (1974); Thu andPopulus (2007)), NDWI (Normalized Difference Water Index, Du et al., (2016)) and CMRI (Combined
Mangrove Recognition Index, Gupta et al., (2018)), accuracy assessments and post-classification.
Result and Discussion
Remote sensing technology offers an effective tool to monitoring and detect coastal LULC
over the time. This study used to Sentinel-2 derived CMRI thresholds for mangrove cover are
CMRI > 0.89 and CMRI < 0.89 identified for non-mangrove. The CMRI is suitable for detecting
mangrove cover with an area of 212.13 ha along Nusa Lembongan (Fig.1) with overall accuracy 0.997
and Kappa coefficient 0.9. The classification outcomes based on the Sentinel-2 image show substantial
agreement with the field data, as indicated by the kappa coefficient (Dan et al., 2016). The high valueof accuracy in the classification results was due to the use of limited classes (mangrove and nonmangrove), determination of uniform sample points, tidal duration, and percentage of cloud cover(Dong et al., 2020). Using multi-parameters with good sensitivity for mangrove forest detection in the
RF classification process was proven to increase the accuracy during the classification process.
The species that dominated sampling in Nusa Lembongan were Rhizopora apiculata at 35.45%
and Rhizopora stylosa at 24.77% (Fig. 2). Mangroves have a high level of adaptability, especially fortypes that have propagules such as Rhizophora sp. which generally has been growing since it was still
attached to its main stem (Setyawan, 2002). Propagule of Rhizopora sp. which is long like a spear andcan stick directly when it falls or float and grow in other locations (Putrisari, 2017). Seedlings that falland grow do not have to be near to the main tree because their distribution is influenced by external
factors, water (Djufri, 2002). Stilt roots of Rhizophora sp. effective in preventing the growth of theseedlings is close to the main tree because as an adapted for survival in oxygen-poor or anaerobic
sediments through specialized root structures (Mackinnon et al, 2000).

70

Fig. 1 Mangrove forest map in Nusa Lembongan, Bali
A

B

Fig. 2 Number of mangrove individuals (A) and Percentage of mangrove individuals (B)REFERENCES
Dan, T. T., Chen, C. F., Chiang, S. H., & Ogawa, S. (2016). Mapping and Change Analysis in Mangrove
Forest By Using Landsat Imagery. ISPRS Annals of Photogrammetry, Remote Sensing and Spatial
Information Sciences, III–8(July), 109–116. https://doi.org/10.5194/isprsannals-iii-8-109-2016.
Djufri. (2002). Penentuan Pola Distribusi, Asosiasi dan Interaksi Spesies Tumbuhan Khususnya Padang
Rumput di Taman Nasional Baluran, Jawa Timur. Biodiversitas 3(1): 181-188.
Dong, S., Chen, Z., Gao, B., Guo, H., Sun, D., & Pan, Y. (2020). Stratified Even Sampling
Method for Accuracy Assessment of Land Use/ Land Cover Classification: A Case Studyof Beijing, China. International Journal of Remote Sensing, 41(16), 6427–6443.
ttps://doi.org/10.1080/01431161.2020.1739349.
Du, Y., Zhang, Y., Ling, F., Wang, Q., Li, W., Li, X. (2016). Water Bodies Mapping from Sentinel-2 Imagery
with Modified Normalized Difference Water Index at 10-m Spatial Resolution Produced by Sharpening
the SWIR Band. Remote Sensing. 8(4): 354. http://doi:10.3390/rs8040354.
Gupta, K., Mukhopadhyay, A., Giri, S., Chanda, A., Datta Majumdar, S., Samanta, S., Mitra, D., Samal, R.S.,
Pattnaik, A.K., Hazra, S. (2018). An Index for Discrimination of Mangroves From Non-Mangroves
using LANDSAT 8 OLI imagery. MethodsX. http://doi:10.1016/j.mex.2018.09.011.
Mackinnon, Kathy, Hatta G, Hakimat H, Mangalih A. (2000). The Ecology of Kalimantan. Jakarta (ID):Penhalindo.
Putrisari. (2017). Keanekaragaman dan Struktur Vegetasi Mangrove di Pantai Bama, Dermaga Lama Taman
Nasional Baluran Jawa Timur. Jurnal Prodi Biologi 6(3): 185-193.
Rouse, J.W., Hass, R.H., Schell, J.A., Deering, D.W. (1974). Monitoring Vegetation Sstems in the Great
Plains with ERTS. 3rd ERTS Symposium, NASA SP;351, Washington DC, 10-14 December 1973, 309
Setyawan AD. (2002). Ekosistem Mangrove Sebagai Kawasan Peralihan Ekosistem Perairan Tawar dan
Perairan Laut. Enviro 2(1): 25-40.
Thu, P.M., Populus, J. (2007). Status and Changes of Mangrove Forest in Mekong Delta: Case study in Tra
Vinh,
Vietnam.
Estuarine,
Coastaland
Shelf
Science.
71(1-2):98-109.
https://doi.org/10.1016/j.ecss.2006.08.007

71

EXPLORING THE IMPACT OF EDUCATIONAL LEADERSHIPON STUDENTS’ LEARNING
Yanyi He
Master of Education Program in Educational Management (International Program),
Mahidol University, Thailand
Purpose and Background
Countries across the globe have acknowledged the significance of education in fostering societal
and national progress ever since the late 20th century. Consequently, they have intensified efforts to assess,enhance, and compare the quality of education within their borders, as well as to engage in international
competition and comparison. An evaluation of the standard of education often involves assessing learning
outcomes in fundamental subjects like literacy and mathematics. Despite the fact that these indicators failto sufficiently capture social-emotional intelligence, problem-solving, critical thinking, cooperation, andother literacies, they are positively correlated, according to numerous studies.
An abundance of research and practice have demonstrated that leadership positively influences on
student learning and is a significant factor in explaining regional and school-specific differences in student
achievement. Hence, in light of empirically establishing the correlation between academic performanceand the quality of education and placing emphasis on metrics beyond scores, it is imperative that we
redefine the fundamental objective of educational leaders, which is to enhance student learning in an
efficient manner.
Educational leadership is a complex discipline that encompasses a wide range of elements,
including school administration, pedagogical methodologies, faculty development, and institutional
climate. Research has demonstrated that educational leaders who exhibit effective leadership qualities andmake prudent decisions are capable of fostering an environment that is more conducive to learning forstudents. As a result, students' academic performance and overall literacy levels are enhanced (Leithwood
et al., 2008; Waters et al., 2003).
By analyzing the intricate connection between educational leadership and students’ learning, adeeper understanding of the leaders' role can be obtained in order to provide substantial recommendations
for enhancing school management and teaching. This study aims to discuss how educational leadership
crucially impact on students’ learning through a comprehensive documentary research and case studies.

Educational leadership➡

Student learning

Figure 1 Research framework
Materials and Methods
This study employed documentary research to study how educational leadership impact on student
learning; by synthesizing textbooks, case studies and research articles. The content analysis used to extract
relevant data, such as key findings, methodologies used, leadership models discussed, and the impact on
student learning outcomes.
Results and Discussion
Northouse (2022) defined leadership as "the process by which an individual exerts influence overa collective of individuals with the purpose of attaining a shared objective." In terms of educational
leadership, however, it is a complex discipline that encompasses a wide range of elements, therefore,
Sergiovanni (2005), provides the educational definition as “the craft of enlisting and guiding the talents andenergies of teachers, students, and parents toward realizing common goals”.

72

In 180 institutions, Robinson et al. (2008) found that effective educational leadership increases
student achievement. Successful leaders establish ambitious objectives, cultivate a favorable atmosphere
within the school, and promote the professional growth of educators. Academic outcomes are influenced
by leadership styles, as demonstrated by Leithwood et al. (2020), Harris (2013), and Hallinger & Heck(2010). Transformational leadership motivates and captivates subordinates, thereby enhancing the progress
and growth of students. Collaboration and shared decision-making under a distributed leadership structure
increase student engagement and achievement. In order to enhance student learning, robust instructional
leadership is essential, encompassing curriculum development, teacher supervision, and assessment
methodologies.
Therefore, the majority of leadership's influence on student learning is of an indirect nature. They
exert their primary influence through classroom conditions (including content, class size, and instructional
methods), school conditions (including structure, objectives, and culture), and the teacher community.
Consequently, leaders must prevent a limited understanding of instructional leadership by placing equal
emphasis on classroom instruction and extracurricular factors that mediate the impact of leadership.
A multitude of elements exert an impact on effective leadership practices, one of which is theparticular environment in which a leader functions. Although a universal set of foundations that govern all
circumstances may not exist, effective leaders can generally be guided by specific principles and concepts,
such as establishing clear expectations, ensuring everyone understands the goals and objectives. This
involves equipping individuals with the necessary skills, knowledge, and confidence for effective
execution. Creating an environment that encourages and empowers contribution is vital for maintaining
engagement. Furthermore, adaptability is key, as leaders must tailor their practices to the specificenvironment and context they are in, taking into account factors like student demographics and community
characteristics. Proficient leaders must also consistently evaluate and adjust their methodologies to ensure
their approaches remain effective.
Effective leaders create great learning environments, build stakeholder relationships, and give
instructors feedback to improve education. Future study should use multiple methodologies, such as
extensive surveys and interviews, to examine how leadership affects student learning across cultural andsocioeconomic backgrounds due to this article's methodology limitations. We should also consider how
artificial intelligence and online platforms can improve educational leadership and student learning.
Additionally, longitudinal research may reveal how leadership strategies affect student learning resultsover time.
REFERENCES
Hallinger, P., & Heck, R. H. (2010). Collaborative leadership and school improvement: Understanding theimpact on school capacity and student learning. School Leadership & Management, 30(2), 95–110.
https://doi.org/10.1080/13632431003663214
Harris, A. (2013). Distributed Leadership: Friend or Foe? Educational Management Administration &Leadership, 41(5), 545–554. https://doi.org/10.1177/1741143213497635
Leithwood, K., Harris, A., & Hopkins, D. (2008). Seven strong claims about successful school leadership.
School Leadership & Management, 28(1), 27–42. https://doi.org/10.1080/13632430701800060
Leithwood, K., Harris, A., & Hopkins, D. (2020). Seven strong claims about successful school leadershiprevisited. School Leadership & Management, 40(1), 5–22. https://doi.org/10.1080/13632434.2019.1596077
Northouse, P. G. (2022). "Leadership: Theory and Practice" (9th ed.). Sage Publications.
Robinson, V. M. J., Lloyd, C. A., & Rowe, K. J. (2008). The Impact of Leadership on Student Outcomes: An
Analysis of the Differential Effects of Leadership Types. Educational Administration Quarterly, 44(5), 635–
674. https://doi.org/10.1177/0013161X08321509
Sergiovanni, T. J. (2005). The Virtues of Leadership. The Educational Forum, 69(2), 112–123. https://doi.org/10.1080/00131720508984675
Waters, T., Marzano, R. J., & McNulty, B. (2003). What 30 years of research tells us about the effect ofleadership on student achievement.

73Soft skills training for student teachers in the Faculty of Education,
National University of Laos (NUOL)
Sopy RYFYMAFaculty of Education, National University of Laos, Laos

Purpose and Background
Soft skills have been a subject of increasing interest in lifelong learning for one major
reason. The possession of soft skills, the “intra - and inter-personal skills essential for personal
development, social participation and workplace success” (Kechagias, 2011, p. 33) is strongly
associated with life and employment success. The assessment of soft skills is an increasing concern
given their inclusion in education and training, and especially in the provision of systems such as
mentoring and specialist programs and courses to develop soft skill.
In today's education landscape, globally and particularly in Asia, the development of "softskills" such as leadership, decision-making, self-confidence, communication, and time management is
considered paramount for equipping young people with the essential competencies to thrive in the 21st
century. This includes the ability to navigate conflict constructively and generate creative solutions tocontemporary challenges.
According to important reasons that mentioned above, Researcher need to challenge the roleof training as a single methodology for the development of students “soft skills”. Therefore, Thismight be useful and be guideline to improve the ways of soft skills training.
Materials and Methods
The research methodology is to make a case for the importance of soft skills development
for student teachers and then to explore the role of training, along with other critical elements, in
helping students develop these skills. Targeting is 4th year student teachers of Faculty of Education,
National University of Laos. This is done through an explanation of the complex process of learning.
Results and Discussion
On progress
REFERENCES
Kechagias. (2011). Teaching and Assessing Soft Skills, MASS Project report.

74

CULTURALLY RESPONSIVE LEADERSHIP IN MULTICULTURALEDUCATIONAL SETTINGSJin Tao
Master of Education Program in Educational Management (International Program),
Department of Education, Faculty of Social Sciences and Humanities, Mahidol University,
ThailandPurpose and Background:With the advancement of globalization, students from different countries can study and live inthe same school, and teachers from different countries can also work in the same school. In a
multicultural context, different cultural backgrounds and traditions may lead to differences in language,
behavior, and values. Diversity has become an important feature and trend of global educational
development, and school leadership is a key factor in determining the direction of school development.
Leaders need to take measures to ensure the success of the school, and the leadership style of the schoolleader is an important factor in determining its success. Therefore, in a multicultural context, culturally
responsive leadership is crucial. Based on the study of existing documents and typical cases, this article
aims to explore the impact of culturally responsive leadership on schools, students and staff in
multicultural education environments, and propose methods to cultivate culturally responsive
leadership.
Materials and Methods:
Documentary research and case analysis.
Results and Discussion
The study found that developing culturally responsive leadership goes hand-in-hand withleaders continuing to learn, apply what they learn in practical leadership, and continually improve todevelop their own leadership style. Leaders play a decisive role in the success of the school and theirleadership style directly affects the direction of the school. In culturally diverse schools, culturally
responsive leadership has significant advantages in providing a more inclusive and diverse learning
environment for students and staff, contributing to the growth and success of the entire school. Leadersneed to continually deepen and strengthen their culturally responsive leadership through ongoinglearning and practice. This includes active participation in cultural sensitivity training and cross-culturalcommunication skills to build understanding and respect for different cultural backgrounds. By
participating in multicultural activities, leaders can more intuitively perceive and respond to culturaldifferences, thereby better coaching their teams. Practice is a key part of improving culturally
responsive leadership. Leaders should apply the cultural sensitivity knowledge they have learned toactual work or through situational simulation training, and continuously adjust and improve theirleadership styles to better adapt to multicultural environments. By actively participating in multicultural
teams and projects, and organizing multicultural activities, leaders put theoretical knowledge into
practice and improve leadership effectiveness. At the same time, leaders should also recruit education
professionals from different cultural backgrounds and understand their feelings and needs in a
multicultural work environment. Because they will create a multicultural environment for the school,
which will not only help improve leaders’ cultural responsiveness, but also enrich students’ learning
experiences, broaden their horizons, promote students’ ability to understand and respect different
cultures, and cultivate their creativity and collaborative spirit. Establish open communication channels,
work closely with parents and the community, and gain a deep understanding of the backgrounds ofstudents and staff to better support the development of students in the school and the work of staff inthe school, and further optimize leadership strategies. Therefore, the development of culturally
responsive leadership cannot be separated from the continuous learning and practice of leaders. This75

study hopes to provide meaningful assistance to educational leaders on how to develop culturally
responsive leadership.

Figure 1：Culturally Responsive Leader Participation in Multicultural Activity

Figure 2：Culturally Responsive Leader, Teachers, and Students Participation in Songkran Festival Activities
and Splashed Water on Each Other to Express Their Blessings.

REFERENCES
Razali, M. N. M., & Hamid, A. H. A. (2022). Culturally Responsive Leadership in Malaysian Small
Schools Context: A Preliminary Survey. Akademika, 92(3), 2-3.
https://doiorg.ejournal.mahidol.ac.th/10.17576/akad-2022-92IK1-06
Persaud, R. (2023). Deconstructing and reconstructing systems: Culturally responsive leadership.
International Educator, 1.
Brown, M., Altrichter, H., Shiyan, I., Rodríguez Conde, M. J., McNamara, G., Herzog-Punzenberger,
B., Vorobyeva, I., Vangrando, V., Gardezi, S., O’Hara, J., Postlbauer, A., Milyaeva, D.,
Sergeevna, N., Fulterer, S., García, A. G., & Sánchez, L. (2022). Challenges and opportunities
for culturally responsive leadership in schools: Evidence from Four European countries.
Policy Futures in Education, 20(5), 4-6 . https://doi.org/10.1177/14782103211040909
Walker, A., Hu, R., & Qian, H. (2012). Principal leadership in China: An initial review. School
Effectiveness and School Improvement, 23(4), 369-399.
https://doi.org/10.1080/09243453.2012.678863
Longmuir, F., Casinader, N., Prosser, H., & van Cuylenburg, P. (2022). Leadership of cultural
education in the current age: An exploratory investigation of culturally responsive capacity
through the lens of transculturalism. Journal of Educational Administration and History,
54(4), 420-439. https://doi.org/10.1080/00220620.2022.2044293
Persaud, R. (2023). Checking Your Bias, Power, and Privilege: Culturally Responsive Leadership.
International Educator, 1(1), 1. ISSN 10443509.
Rebora, A. (2023, May). Mark Anthony Gooden on culturally responsive school leadership.
Educational Leadership, 80. Retrieved from MAS Ultra - School Edition database.
Santamaría, L., & Santamaría, A. (Eds.). (2015). Culturally Responsive Leadership in Higher
Education: Promoting Access, Equity, and Improvement (1st ed.). Routledge.
https://doi.org/10.4324/9781315720777

76

THAI TEACHERS' ENGAGEMENT IN A PRIVATE SCHOOL UNDER
THE SAINT GABRIEL FOUNDATION IN THAILAND: A CASE STUDY
OF ASSUMPTION COLLEGE PRIMARY SECTION
Nontacha Srivilai
Doctor of Education in Educational Management (International Program)
Mahidol University, Thailand
Purpose and Background:
The Saint Gabriel Foundation, led by the Brothers of Saint Gabriel in Italy, is a global non-profit
dedicated to educating children and youth. It operates in various countries, including a significant
presence in Thailand with Assumption University in Bangkok, 15 schools, and an educational center.
Serving over 40,000 students with more than 1,500 staff, the foundation emphasizes providing quality
education and equal growth opportunities for youth. Additionally, they focus on developing versatileindividuals and training high-quality teachers. However, they face challenges as some trained teachers
eventually resign from the organization.
Assumption College Primary Section in Bangkok, part of the St. Gabriel Foundation, is a case study
in teacher retention, crucial for maintaining education quality in a competitive environment with highparental expectations. Teacher shortages, due to new entrant scarcity or high turnover, disrupt learningand incur costs (Levy et al., 2012; Sorensen & Ladd, 2020). Addressing teacher engagement is key tounderstanding and meeting their needs, thereby solving these challenges.
Materials and Methods
Population and sample: The research will focus on the teachers working at Assumption College
Primary Section, which is one of the schools under the St. Gabriel Foundation in Thailand. The
population of the study will be the 149 teachers working at the school, out of which 129 teachers
responded to the questionnaire, representing 86.57% of the total population.
Methods: As part of the Assumption College Primary Section study, a comprehensive questionnaire
was used to determine the factors that affect teacher engagement. The questionnaire was designed as a
Google Form and had two sections. The first section collected demographic data, such as gender, age,and educational background. The second section called the Teacher Engagement Questionnaire,assessed engagement across various dimensions. Teachers rated their agreement with statements about
the school's brand, working environment, senior management leadership and vision, pay and rewards,
development potential, and the challenge of work, using a scale that ranged from 'Strongly Disagree' to'Strongly Agree'. These statements covered aspects like the school's reputation, working conditions,leadership quality, compensation, professional development opportunities, and job challenges. This
structured approach allowed for a detailed analysis of the factors that influence teacher engagement.
The questionnaire was distributed to the teachers via Google Forms after obtaining the necessary
permissions, and the collected data was then analyzed systematically to draw meaningful insights.
Results and Discussion
The results of the study titled "Factors Influencing the Level of Engagement of Thai Teachers in
Private Schools" provide a detailed understanding of the different factors that contribute to teacher
engagement. By analyzing this information in the broader context of the educational environment, we
can gain valuable insights, as shown in figures 1-6.
Figure 1 The brand of organisation or productFigure 2 Working Environment

77

Figure 3 Senior management leadership and vision Figure 4 Pay, Reward and Working hours

Figure 5 Development potential and Career Advancement

Figure 6 Challenging work

The study reveals three important factors that influence teacher engagement in Thai private schools.
Firstly, the school's reputation plays a significant role in fostering a sense of pride and security among
educators. Teachers at Assumption College Primary feel proud of their association with the institution,
indicating the importance of maintaining a strong organizational reputation for staff retention andmotivation.
Secondly, a positive working environment is crucial for teacher engagement. The majority ofteachers report a supportive and collaborative work environment, which is essential for employee
engagement and productivity. However, some teachers express distrust in their colleagues' sincerity,
indicating areas where improvement is needed in cultivating trust and openness among staff.
Finally, leadership and management have a significant impact on teacher engagement. While asignificant portion of teachers feel secure and supported under the current leadership, there is a
substantial proportion that remains neutral or dissatisfied. The study highlights the need for educational
leaders to adopt a more inclusive and transparent approach in their management practices to enhanceteacher engagement and educational outcomes.
In summary, the study emphasizes the importance of maintaining a strong organizational reputation,
fostering a positive work environment, and implementing effective leadership and management
practices to improve teacher engagement in Thai private schools. Educational institutions should
address these areas to create a more fulfilling and productive work environment for their educators.
REFERENCES
NOK. (2011). Person to All. In Publication of the St Gabriel's Foundation, Thailand, 32-41.
Levy, A. J., Joy, L., Ellis, P., Jablonski, E., & Karelitz, T. M. (2012). Estimating teacher turnovercosts: A case study. Journal of Education Finance, 38(2), 102–129.
Shuck, B. (2020). Employee engagement: The research and practice. Routledge Taylor Francis
Group.
Hewitt, A. (2011). Trends in Global Employee Engagement, 6.
Bailey, C., Madden, A., Alfes, K., & Fletcher, L. (2017). The meaning, antecedents, and outcomes of
employee engagement: A narrative synthesis. International Journal of Management Reviews, 19(1),31–53.
Wenger, P. M. (2011). The relationship between employee engagement and employee retention in anacute healthcare hospital. Journal Title, 22.

78

Cigritous: Automated Crop Monitoring and UAV Spray Response
Rizki Awanta Jordhie, Adrian Leo Pradana, Lauren Christy Tanudjaja, Matthew
Watulingas, M. Daffa Aryasetya
Department of Electrical Engineering, Faculty of Engineering, University of Indonesia,
Indonesia
Purpose and Background
Agriculture stands as a cornerstone of Indonesia's economy, contributing approximately
12.4% to the nation's GDP in 2022. With expansive plantations and abundant resources, Indonesia
possesses the potential to emerge as a key player in the global agricultural market. Despite its
potential, farmers face challenges due to a lack of real-time information on crop health andenvironmental conditions. This information gap hinders informed decision-making and can lead todecreased crop yield and quality.
Our initiative focuses on integrating IoT sensors and drones to provide critical real-time data
to farmers. In this context, drone technology emerges as a transformative solution with the potential
to revolutionize agriculture in Indonesia and overcome various issues faced by the agricultural sector.
The goal is to empower them with timely information for improved decision-making, leading toincreased yields, enhanced crop quality, and augmented income. This transformative use of drone
technology aims to revolutionize agriculture in Indonesia, addressing key issues and promoting
resilience and sustainability in the sector.
Materials and Methods
To implement our autonomous system, we employ a combination of hardware and software
components. The key materials include:

Figure 1. Network Schematic of Cigritous•••

Figure 2. Electrical Schematic of Cigritous

Agriculture Drone: Communicates with cloud via MQTT, and controlled via UART from the
Ground Control Station. Equipped with sensors to observe surrounding pests with machinelearning and send it to the webserver, as well as water pump and tanks to release substances asneeded. Able to perform in GPS-denied environment using Visual Inertial Odometry sensors
Sensor Nodes / Ground Module: Strategically placed throughout the field with GPS pin-point. Able
to relay real-time gas, temperature, humidity, and soil moisture data to the cloud by relaying to thecentral node and transmitting via MQTT.
Cigritous Web Server: The central hub receiving data from sensor nodes, making data-driven
decisions with machine learning to identify and monitor pests, and issuing commands to the drones.

The system workflow involves the sensor nodes collecting data and transmitting it to the web
server. The web server, utilizing machine learning algorithms, interprets the data and makes informed
decisions. In case of issues detected, the web server commands the drone to fly to the designatedwaypoint for targeted intervention such as pest intervention and water spraying.

79

Results and Discussion

Figure 4. Final working system

Figure 3. Final working system

The implementation of the Cigritous autonomous system yielded promising outcomes invarious aspects of agricultural management. The results and discussions can be categorized into several
key areas:
1. Real-Time Data Collection and Transmission: The sensor nodes strategically placed throughout
the field effectively collected real-time gas, temperature, humidity, and soil moisture data. The
node topology involves a simple star topology with one central node. This data was seamlesslytransmitted to the Cigritous Web Server via a MQTT broker, showcasing the reliability andefficiency of the sensor network.
2. Precision Drone Operation: The Agriculture Drone demonstrated precise operation in a GPSenabled environment with the integration of Visual Inertial Odometry (VIO) sensor. The VIOassisted navigation system enabled the drone to accurately assess its position and orientation byfusing data from GPS data, inertial sensors and visual input. It is important to note that while thedrone demonstrated efficiency in a GPS-enabled setting, measures need to be implemented tofacilitate accurate operation in GPS-denied environments. In such scenarios, additional steps, suchas area surveying and GPS pin-pointing, become imperative to supplement the drone's navigational
data to improve the drone's ability to navigate with precision even when GPS signals areunavailable..
3. Centralized Data-Driven Decision-Making: The Cigritous Web Server played a pivotal role as thecentral command hub, receiving data from sensor nodes, interpreting it through machine learningalgorithms, and making informed decisions as a data dashboard for farmers. The workflow
effectively translated data into actionable insights such as targeted interventions, including pest
control and water spraying. This aspect of the system demonstrated its capability to respondpromptly to potential threats and impleme_nt corrective actions.
While the results are promising, challenges encountered during the implementation includes
potential limitations in the range of sensor nodes, environmental and physical factors affecting drone
operation, and the need for continuous refinement of machine learning algorithms. In conclusion,
Cigritous shows significant potential in revolutionizing agriculture through real-time data, precise
interventions, and sustainable farming. Successful hardware and software integration paves the way for
efficient, tech-driven crop management. Continuous refinement and adaptation will be crucial for
maximizing the system's impact in addressing the evolving challenges of modern agriculture.
Acknowledgements
This research and innovation is conducted as a part of Vishwakarma Aerial Dexterity Research Group.
Links and References"Agriculture, forestry, and fishing, value added (% of GDP)," World Bank Open Data. Available:
https://data.worldbank.org/indicator/NV.AGR.TOTL.ZS.

80

An Investigation on the Effectiveness of Cognitive Conflict
Experiments by applying Facial Micro-Expression Analysis and Eye
Tracking Techniques
Chun-Hao Lin
National Taiwan Normal University, Graduate Institute of Science Education, Taipei, Taiwan
Purpose and Background:
The main purpose of the study is to investigate the effectiveness of cognitive conflictexperiments by applying subtle facial expression analysis and eye tracking techniques. There aremainly three objectives in the study: (1) Discuss whether the double-cone experiment has achieved
the teaching effect of cognitive conflicts and the possibility of concept changes during the teaching. (2)Examine if there are differences in students' conceptual understanding after using OEVC (nopredicted step) and POEVC these two instructional designs in double- cone experiment. (3) Explore
the connection between facial micro-expression and eye tracking records in double cone experiment.
Materials and Methods:
This study principally uses scientific questionnaires to examine whether undergraduates’
scientific concepts in double-cone experiment are correct. The research designs include cognitive
conflict situations in double cone experiment and instructional design that incorporates POEVC
pedagogy. The teaching materials comprise instructional video with visual representations and slides
with writing representations.
Also, differences in subjects' achievements on the predicted steps will be discussed. During thetesting, facial micro-expression analysis and eye tracking system are applied to collect physicalinformation of subjects' learning process, which is used to analyze the influence of the experiment anddiscuss the connection between changes in facial expression and eye tracking signals. By discussing
the learning progress and achievements, we make suggestions to the design of cognitive conflictexperiment and analyze subjects' learning outcomes.
In addition, the research analyzed subjects' performance in scientific questionnaires to realize
the difference in prior knowledge and teaching outcomes. The types of questions in concept
questionnaires consist mainly of true or false questions, multiple choice questions, essay questions
and situational questions to evaluate whether subjects' having misconception and outcomes ofvigorous teaching match the condition of concept changes. On the other hand, the choice of scientificconcepts in double-cone experiment chiefly covers the scope of machanics at senior high school level,with scientific concepts such as rotary motion and moment of force.

Figure 1.Analysis Interfaces: the Eye-tracking Analysis Software (BeGaze)(left), and the Facial Analysis System (Facereader) (right)。

81

Results and Discussion:
The study results are as follows: The post-training questionnaire results for both majors reflect
only slight difference and showing that the difficulty of understanding scientific concepts for either
majors demonstrate the instructional effectiveness of cognitive conflicts experiment. From the resultsof situational-type questions, the literature students has more outstanding results in the post-training
questionnaire when compared to the science students. This shows the effectiveness of incorporating
experiment with cognitive conflict situations into instructional designs. The design of cognitive
conflict experiment is relevant to students' prior knowledge. For example, for both science andliterature students, their prior understanding of the pure rolling concept depends on the level of theirhigh school courses.
Therefore, the gaze frequency during the text instructional presentations have higher
distinctions. The playing speed of the cognitive conflict experiment video achieves different results indifferent experiments. The indicator for facial expression changes shows that the interval in which thesubjects’ facial micro-expression changes is correlated to the different intervals of video playing speed.
The value index level of facial micro-expressions and eye movement in different intervals portray adifference, but with low significance.
Taiwan currently promotes bilingual education and technology-assisted teaching. In the future,
this research method will be used to explore the teaching effectiveness of "physics simulation" andwhether it produces conceptual changes in student learning.
REFERENCES
Chiu, M. H., Liaw, H. L., Yu,Y. R., & Chou, C. C. (2019). Facial micro-expression states as anindicator for conceptual change in students’ understanding of air pressure and boiling points,
British Journal of Educational Technology,50(1), 469-480.
Liaw, H. L., Yu,Y. R., Chou, C. C., & Chiu, M. H. (2021). Relationships between Facial Expressions,
Prior Knowledge,and Multiple Representations: a Case of Conceptual Change for Kinematics
Instruction, Journal of Science Education and Technology , 30, 227-238.
Chiu, M. H., Chou, C. C., Wu, W. L., & Liaw, H. (2014). The role of facial microexpression state(FMES)
change in the process of conceptual conflict, British Journal of Educational Technology, 45(3),1365-1378.
Ekman, P., Friesen, W. V., & Hager, J. C. (2002). The facial action coding system. Salt Lake City, UT:
Research Nexus eBook.
Yen, M. H. & Yang, F. Y. (2016). Methodology and application of eye-tracking techniques in scienceeducation Science Education Research and Practices in Taiwan: Challenges and Opportunities.
Springer Singapore, 249-277.

82

APPLYING MATHEMATICAL MODELING IN TEACHING
MATHEMATICS TO HIGH SCHOOL STUDENTS
Tran Thai Long, Tran Thi Thanh Huyen, Do Phuong Nhi
VNU University of Education, Hanoi, Vietnam
Purpose and BackgroundIn the context of secondary education, there is a need to reform from an education system focusedon content to one that emphasizes the development of students’ competence. A crucial direction in the
educational reform movements of teaching methods at the secondary level is to harness the positive,
self-reliant, and creative aspects, fostering the development of students’ abilities to act and collaborate.
These trends are essential in the current era.
According to the General Education Curriculum in 2018 by the Ministry of Education and Trainingof Vietnam, one of the competencies students need to develop is the ability to model mathematically.
The elements of mathematical modeling (MM) competence in teaching mathematics include:-

Simplifying mathematical hypotheses, removing non-mathematical factors, and addressing problem
conditions.
Clarifying the objectives of the problem and understanding its real-life relevance.
Formulating problems from real-life situations.
Identifying variables, parameters, relevant constants, and finding relationships between variables.
Choosing mathematical models.
Representing models using charts and graphs and processing real-life numerical data.
Relating the problem to reality.
The requirements of this competency are demonstrated through activities such as using
mathematical models (including formulas, equations, tables, and graphs) to describe situations posed inreal-world problems, solving mathematical issues within established models, and implementing andevaluating solutions in practical contexts. The activities help students grasp knowledge and theconnections between mathematics and reality, and develop their mathematical modeling capabilities.
This project aims to clarify the steps of applying mathematical modeling in teaching and learning
mathematics at the high school level in Vietnam. We will also present some examples of implementing
the process of mathematical modeling in teaching Math to high school students.
Materials and Methods
Document research was used to analyze data from various sources to examine the state of teaching
and learning MM at some high schools through observation and interview methods with teachers andstudents. In addition, we also utilized the empirical method of teaching mathematics.

Fig1. Proposed steps for applying MM in teaching mathematics

83Results and Discussion
After teaching MM in one class and selecting another class as a control group, we obtained thefollowing results:
Class
EC
CC

Number of
students
42
42

0

1
1

2
1
2

3
2
4

4
2
5

Test scores
5
6
4
4
7
8

7
6
5

8
11
4

9
9
5

10
3
1

Average
score
7.2
5.7

Fig2. The frequency distribution table of the results of the 45-minute experimental class (EC)and the control class (CC) test.
Through observation and grading of students’ test papers, we observed a significant improvementin the mathematical modeling competency of students in the experimental class compared to those in
the control class. This improvement is evident in the following aspects: most students demonstrated
modeling skills such as simplifying the initial situation, clarifying objectives, and identifying variables,
parameters, and constants. They successfully formulated the problem, chose mathematical models andtools, represented them using mathematical language and symbols, solved the issues, and related themto real-world scenarios.
Some recommendations proposed by the authors to enhance students’ mathematical modelingcompetency include guiding students to use necessary mathematical tools to solve real-world problems,
designing tasks based on situations relevant to daily life, and encouraging students to apply
mathematical knowledge to problem-solving. Additionally, teachers can organize group mathematics
projects for students to model and solve specific problems. Projects that require the integration ofinterdisciplinary expertise to solve problems will stimulate students’ creativity and interest. Teachers
should also regularly improve their subject knowledge and skills and be provided with resources andsupport to enhance the effectiveness of teaching and learning.

REFERENCES[1] Ministry of Education and Training (2018). Secondary Education Mathematics Program (issued
with Circular No. 32/2018/TT-BGDĐT dated December 26, 2018, by the Minister of Education andTraining).
[2] Nguyen Danh Nam (2016). Modeling Methods in Teaching Mathematics at Secondary Schools. Thai
Nguyen University Press.
[3] Nguyen Danh Nam (2015). “Modeling Process in Teaching Mathematics at Secondary Schools.”
Scientific Journal, National University of Hanoi: Educational Research, Volume 31, Number 3, 1-10.
[4] Hoang Trung Hoa (2021). “Teaching Modeling of Exponential and Logarithmic Functions in HighSchool.” Master's Thesis, Faculty of Education, Thai Nguyen University.
[5] Cao Thi Ha, Nguyen Xuan Dung (2023). “Developing Modeling Competency for Students in
Teaching Functions in Grade 10 of High Schools”. Journal of Education Science Vietnam, Volume 19,
Number 03, 21-27.
[6] Blum W., & Niss M. (1991). “Applied mathematical problem solving, modeling, applications, andlinks to other subjects - State, trends, and issues in mathematics instruction.” Educational studies inmathematics, 22(1), 37-68.
[7] Blum W., Leiß D. (2006). “How do students and teachers deal with modeling problems?”.
Mathematical Modeling (ICTMA12): Education, Engineering and Economics, Chichester: Horwood
Publishing, 222–231.
[8] OECD (2003). The PISA 2003 Assessment Framework - Mathematics. Reading, Science, andProblem Solving Knowledge and Skills.

84

Installing Power Supply with Four Diodes
Vibol Bunnavit, Ban Phearun, Thoeurn Naphatt
Royal University of Phnom Penh, Phnom Penh, Cambodia
Purpose and Background:
As the modern electrical devices, such as smart phone, computer, and television are increasing
now, they need to be charge by using DC source, but AC source is also generated and updated to thelatest one, so all the mention device have to be used with AC as well. We have to convert the AC to DC
in order to use with our electronic devices in which the DC is used.
Materials and Methods:
First, we started to design the circuit in the paper, and we then started to put each electricalmaterial in the prepared board. After connecting all the necessary material to the board by using. We
examine again to check if any error in our circuit to avoid getting sort circuit when we connect it to thevoltage source. Taking the transformer to connect to our circuit, we finally get a small power supply
which can generate the DC sources to which other electrical devices can connect.
A bridge circuit acts as a full wave rectifier without the use of a centered tapped transformer but requires
fours diodes as shown in fig.1. During one half of the circle when then end A of the secondary of thetransformer is positive the Diode D1 conduct and current flows from C to D. During the second half whenthe end B is positive the diode D2 conduct and the current flow From C to D. (Arora, C. 2001).

A
C
B

D
Fig. 1 (Urias, O. M. 2023)

Results and Discussion:
After connecting to the transformer, we see that the light emitting diode in Figure 2, light up,
so we assume that the current has definite direction which can be satisfied with the LED, since it need
one direction that other devices like mobile, television, computer, and other device can use with thispower supply. This mini power supply in a foundation of the electrical charger which we can update
more to the advanced one in order to use with high quality device.

Fig. 2. Result
REFERENCES:
Arora, C. (2001). B.Sc. Practical physics. S. Chand Publishing.
Urias, O. M. (2023, September 1). Diode bridge: How four diodes can convert from AC to DC. Build
Electronic Circuits. https://www.build-electronic-circuits.com/diode-bridge/

85

Application of shape memory alloy in civil engineering
Wisshakorn Srisupornwichai, Thanawat Thirabanchasak, Siravit Srisamai
Department of Civil Engineering, King Mongkut's University of Technology Thonburi, Thailand
Purpose and Background
Generally, when an earthquake strikes a building or other structure, seismic waves penetrate thebuilding and induce vibration which causes destruction in the structure and foundation. The seismic
dampers then come into play and thus minimize the damaging effect and enhance the seismic
performance of the structure. The system called a buckling-restrained knee-braced frame (BRKBF) is
used to design a seismically resistant frame.

Figure 1 Hysteresis curve of SMA (NiTi)

Shape memory alloy (SMA) based on NiTi, when plastically deformed in the low-temperaturemartensitic phase, can be restored to its original shape or configuration by heating above a characteristic
temperature. The ability of shape memory alloys to exhibit shape memory effect (SME) withsuperelastic effect (SE) has contributed to the extensive popularity of this material for a wide range ofapplications. Shape Memory Alloys (SMAs) are the most promising and prominent class of smart
materials. When strained beyond 6– 8%, SMAs possess the ability to regain their original shape. The
potential of SMA as a damper can control structural vibration, and different bracing configurations of
the damper are taken into account.
Material and Methods
1.
2.
3.
4.
5.
6.

Design BRB for Ni-Ti bar following the design.
Make the BRB following the design.
Drilled small hole for strain gauges on the steel pipe that installed the Ni-Ti bar.
Installed Ni-Ti bar with Styrofoam and locked the Ni-Ti bar with steel pipe by using a nut.
Applied a nut on the other side and pour concrete until it reaches the level of the nut.
Applied Styrofoam on top side then covered with an eyebar and locked eyebar and Ni-Ti bar witha nut.Install the short and long part of the steel pipe together and locked them with bolts and nuts.

86

Result and Discussion

Table 2 Properties of material by cyclic load test

After collecting data from the loading experiment of all specimens. The data from both monotonic
and cyclic tests are used to ensure that the load protocols are completely under control. The yield pointof sample Ni-Ti was obtained by cyclic loading test until the sample reached failure point.
Ni-Ti has higher strength in terms of stress resistance which is around 800-900 MPa compared to theSS400 which is around 500-600 MPa. In terms of residual strain, ageing Ni-Ti has less residual strain
when unloaded compared to SS400 due to the superelasticity of the Ni-Ti according to the previous
research about the characteristics of Ni-Ti bar which most of the residual strain can be eliminated when
unloaded before transforming into the plastic state. However, for the SS400, there will be energy loss
in the system and the residual strain still remain even unloaded.
For ageing process, the Ni-Ti bar needs heat treatment at 450°C for 30 minutes with argon gas andinstantly quenching in cold water in order for the Ni-Ti to precipitate. The result is the change in colorof the NiTi bar from silver to gold and also the change in its property(superelastic). Ageing Ni-Ti has
the property of superelasticity when applying the cyclic tensile testing the energy can dissipate andeliminate the strain, unlike the non-ageing Ni-Ti bar which from the the strains are unable to recover its
shape and reduced its strain to zero.
After comparing data from buckling-restrained knee-braced using Ni-Ti bar as a restrained yieldingcore to SS400. According to the experiment, the strain always comes back to zero in each drift when
unloaded, unlike the SS400 as a restrained yielding core in which in each drift there is a loss of energy
in the system. For example, when there is the Earthquake occurs several times the SS400 bar willcollect the residual strain from the previous Earthquake, unlike Ni-Ti bar which can eliminate residualstrain and always return to its original shape every single time (In case Ni-Ti not yielding). For thisreason, cause the SS400 bar as a restrained yielding core failed before the Ni-Ti bar as a restrained
yielding core.
REFERENCES
1.Junda E., Leelataviwat S., Doung P., (2018), Cyclic testing and performance evaluation ofbucklingrestrained knee-braced frames, Journal of Constructional Steel Research 154, pp. 154-164
2.Cheng Fang • Michael C. H. Yam • Hongwei Ma • K. F. Chung, (2013), Tests on superelastic Ni–Ti
SMA bars under cyclic tension and direct-shear: towards practical recentring connections, materials andstructures (2015), pp.1013-1030
3.Ahmad Fayeq Ghowsi a , Dipti Ranjan Sahoo a, ⁎, P.C. Ashwin Kumar b, (2020), Cyclic tests on
hybrid buckling-restrained braces with Fe-based SMA core elements, Journal of Constructional Steel
Research
175 (2020)87

LEADERSHIP AND CHALLENGES IN EDUCATION :AN EXPLORATORY STUDY
Yingpin Li
Doctor of Education in Educational Management (International Program)
Mahidol University, Thailand
Purpose and Background:With the advent of the 21st century, the education sector is facing unprecedented changes and challenges.
The impact of globalization, rapid advances in technology, and shifts in socioeconomic factors havecombined to shape a diverse, technology-driven education environment. In this context, the role ofleadership has become particularly important. Education leaders need to not only guide institutions toadapt to these changes, but also ensure that the quality and equity of education are not affected.
The purpose of this study are to identify and analyze in detail the major challenges facing by current
education leaders, evaluate existing coping strategies, and explore ways to enhance leadershipeffectiveness to adapt to the changing educational environment. This study provides an empirical basis
and practical guidance for education leaders, policy makers, and education researchers.

Figure 1 Theoretical framework of leadership study
Materials and Methods:
This study employed mixed methodology research, combining quantitative and qualitative methods toprovide a comprehensive analytical framework. Quantitative data was collected via an online
questionnaire to quantify the challenges faced by education leaders and the strategies used; Qualitative
data was collected through in-depth interview to gain insight of leaders'personal experiences and perception towards challenges. The 20 educational leaders of K-12 schools
and institutions of higher education from different countries were selected to participate in the online
questionnaire, and 2 of them were selected for in-depth interview. Descriptive statistics and content
analysis were used to analyze data.
Results and Discussion
1. Educational leaders' challenges and coping strategies
1.1 The 20 educational leaders reported the challenges and coping strategies as follow :Perceived Challenges : Survey results show that majority of education leaders (75 percent) reported
that technology integration as the biggest current challenge; followed by resource allocation (60 percent)and policy adaptation (55 percent).
Leadership Strategies : Regarding coping strategies, Leaders reported that they used collaborative
and team-based approaches to improve the decision-making process (80 percent), while others
highlighted the importance of professional development and training (70 percent).

881.2 The 2 educational leaders reported their personal experiences, strategies and practices as follow:
Personal experience and opinions: Leaders expressed the pressure to adapt to a rapidly changing
educational environment. They shared their experiences in promoting the integration of technology into
teaching and administration, as well as the challenges of dealing with inadequate resources and policychanges.
Strategies and practices : Leaders highlighted the importance of communication, transparency andcommunity engagement in effective leadership. They also mentioned the importance of innovative
thinking and continuous learning to maintain leadership.
2. Enhancing leadership effectiveness to adapt to the changing educational environment
2.1 The role and impact of educational leadership
The importance of educational leadership in enhancing the quality of education, promoting teacher andstudent development, shaping a positive school culture, managing educational change, and building
connections with a wide range of stakeholders. Good educational leaders are able to greatly improveoverall school performance and educational outcomes through educational leaders’ active role withinthese key areas.
2.2 Challenges of educational leadership and strategies
Although educational leaders face multifaceted challenges, they can effectively address thechallenges by taking a creative and strategic approach. The key is proactive planning, opened andadaptive thinking, and continuous professional development that will help leaders remain competitiveand relevant in the challenging field of education.
2.3 Future development and innovation in educational leadership
The future development of educational leadership requires constant innovation and adaptation.
Leaders should embrace change and take the initiative to find new solutions and approaches to meet
future challenges. By constantly learning and adapting to emerging educational trends, leaders canmaintain their critical role in the field of education and provide students with a learning environment thatis rich, meaningful and responsive to the needs of the future.
References
Banks, J. A., & Banks, C.A.Mc. (2010). Multicultural Education: Issues andPerspectives. Indianapolis : John Wiley & Sons.
Bass, B. M. (1985). Leadership and performance beyond expectations. New York: Free Press.
Bates, A. W. (2000). Managing Technological Change: Strategies for College andUniversity Leaders. San Francisco : Jossey-Bass.
Burns, J. M. (1978). Leadership. New York: Harper & Row.
Carnoy, M. (1999). Globalization and educational reform: what planners need to know. Paris:
UNESCO/IIEP.
Christensen, C., Horn, M., & Johnson, C. (2008). Disrupting Class: How Disruptive
Innovation Will Change the Way the World Learns. New York : McGraw-Hill.
Greenleaf, R. K. (1977). Servant Leadership: A Journey into the nature of legitimate powerand greatness. New York: Paulist Press.
Hallinger, P., & Heck, R. H. (2002). What do you call people with visions? The role of vision,
mission and goals in school leadership and improvement. In K. Leithwood & P. Hallinger(eds.). Second international handbook of educational leadership and administration (pp. 9-40).
Dordrecht, UK: Kluwer Academic Publishers.
Fullan, M. (2001). Leading in a Culture of Change. San Francisco: Jossey-Bass.
Harris, A., & Spillane, J. (2008). Distributed Leadership Through the Looking Glass. Management in
Education, 22(1), 31-34.
Skiba, R. J., et al. (2002). Achieving Equity in Special Education: History, Status, and Current
Challenges. Exceptional Children, 68(3), 264-288.

89

LEADERSHIP AND THE CHALLLENGES IN EDUCATION OF
MYANMAR: A STUDY ON THE TABLET BASED COMMUNITYLEARNING CENTERS IN RURAL YANGONWin Min Zaw
Doctor of Education in Educational Management (International Program)
Mahidol University, Thailand
Purpose and Background
The purpose of this paper is to present a comprehensive study focused on the leadership challenges andhuman resource management in the context of Community Learning Centers (CLCs) in rural Yangon,
Myanmar. The study aims to identify the specific challenges faced by educational leaders and educators
within the CLCs, particularly in relation to the integration of tablets and relevant technologies in classroom
instruction. Additionally, the paper seeks to assess the level of leadership among administrators andeducators, as well as the digital literacy levels among teachers in the CLCs.
The background of the paper is rooted in the context of Myanmar's educational system, especially in rural
areas like Yangon, where the aftermath of civil war and limited access to quality education pose significant
challenges. The focus on CLCs supported by various organizations and the government underscores theimportance of addressing leadership challenges and human resource management to ensure the effective
integration of technology and the provision of quality education in these settings. The paper aims to shedlight on the specific needs and obstacles faced by educators and leaders in the CLCs, with the goal ofproviding insights and recommendations to enhance the educational environment and outcomes in rural
Yangon.
Materials and Methods
The materials and methods used in the study include a qualitative research design and methodology. The
investigation employed focus group interviews with educational leaders and educators within the designatedCommunity Learning Centers (CLCs) in rural Yangon. The study focused on gathering data related toeducators' background information and their experiences with technology. The researcher conductedinterviews with teachers, educators, and Village Development Committees (VDCs) who volunteered toparticipate, having obtained consent from school administrators. The data collection period spanned one
month in May 2023.
Participants included 37 individuals, comprising CLC teachers, administrators, and VDC members fromrural Yangon. The study also involved the analysis of demographic characteristics and proficiency levels in
information and communication technology among the participants. The analysis of the interview data
involved transcribing the interviews, coding the data, and engaging in memo writing, translation, and intercoder checking. The study aimed to establish grounded themes using a grounded theory approach, and thetranscripts underwent multiple reviews to extract significant themes across all interviews.
Overall, the study employed a rigorous qualitative research approach to gather and analyze data, aiming toprovide valuable insights into the leadership challenges and human resource management in the context of
CLCs in rural Yangon.
Results and Discussion
Results Demographic Profile of Participants A total of 37 educators from Community Learning Centers(CLCs) in rural Yangon participated in focus group interviews. The majority (62.2%) were female teachers,with teaching experience ranging from 1 to 22 years and averaging 8.2 years. Most teachers (83.7%)
perceived themselves as having at least an intermediate level of technology skills, with 45% reporting
advanced abilities. Similarly, 78.3% felt they possessed intermediate or higher tablet proficiency, of which
40.5% claimed advanced skills. Additionally, 89.2% had received formal ICT training from partnerorganizations.
Emergent Themes from Qualitative Analysis Four overarching themes were identified from coding theinterview transcripts: (1) Interactive instruction using tablets to understand device characteristics, expand
materials, provide feedback, and facilitate group work. (2) Supporting individual needs by enhancing
engagement, defining administrative/instructional approaches, and managing interactive classrooms. (3)90Seamless integration of technology and curriculum by aligning tablet activities with learning objectives. (4)Addressing needs according to class size, as tablet integration may have greater impact in medium-large
versus small classes.
Challenges of Tablet Integration
While tablets offered benefits, challenges included limited infrastructure, unreliable electricity/internet
hindering effective use. Lack of ICT teacher training led to underutilization or improper usage. Over-relianceon tablets risked weakening traditional skills, and health issues stemmed from prolonged use. Ensuring
quality, curriculum-aligned content was also important.
Capacity Building Training Requested by Teachers

Discussion
This study provided insights into leadership challenges integrating technology within CLCs. Themes
No. Type of Requested Training
Number of Requests
highlighted both positive andnegative aspects of tablet pedagogy
and administration. Findings emphasized
1.
Mathematic Teaching
5
addressing infrastructure barriers, investing in ICT teacher development,
and customizing activities based2.
English Course5
on class size for successful
technology
integration. Limitations
and directions for future research were3.
IT Training (Printing, Basic Computer Usage) 8
proposed to deepen understandingof tablet integration dynamics across diverse educational settings.
References

4.

Mental Support

1

Beauchamp, G., & Kennewell, S. (2010). Interactivity in the classroom and its impact on learning. Computers & Education, 54,
759–766.
Beauchamp, G., & Kennewell, S. (2013). Transition in pedagogical orchestration using the interactive whiteboard.
Education and Information Technologies, 18, 179–191.
Brown, M. R., Higgins, K., & Paulsen, K. (2003). Adolescent alienation: What is it and what can educators do about
it? Intervention in School and Clinic, 39, 3–9.
Burns, C., & Myhill, D. (2004). Interactive or inactive? A consideration of the nature of interaction in whole classteaching. Cambridge Journal of Education, 34, 35–49.
DfEE. (1998). Teaching: High status, high standards. Requirements for Courses of Initial Teacher Training; No.
Circular 4/98; DfEE: London, UK.
Fida Head Office, Finland. (2022). Fida International Results Report 2022: Development Cooperation Programme: Children Hold the
Future.
Johnson, G. M. (2005). Student alienation, academic achievement, and WebCT use. Educational Technology & Society, 8, 179–189.
Kennewell, S., Tanner, H., Beauchamp, G., Parkinson, J., Jones, S., Meiring, L., Norman, N., Morgan, A., & Thomas,
G. (2009). Interactive Teaching and ICT. Welsh Journal of Education, 14, 29–44.
Kim, C., Kim, M. K., Lee, C., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs and technology integration.
Teaching and Teacher Education, 29, 76–85.
Liang, T.-H., Huang, Y.-M., & Tsai, C.-C. (2012). An investigation of teaching and learning interaction factors for theuse of the interactive whiteboard technology. Educational Technology & Society, 15, 356–367.
Machmud, M. T., Widiyan, A. P., & Ramadhani, N. R. (2021, March 1). The development and policies of ICT
supporting educational technology in Singapore, Thailand, Indonesia, and Myanmar.
Markett, C., Sánchez, I. A., Weber, S., & Tangney, B. (2006). Using short message service to encourage interactivity
in the classroom. Computers & Education, 46, 280–293.
Medina-García, M., Higueras-Rodríguez, L., García-Vita, M. D. M., & Toledo, L. D. (2021, June 24). ICT, Disability,
and Motivation: Validation of a Measurement Scale and Consequence Model for Inclusive Digital Knowledge.
Smith, H. J., Higgins, S., Wall, K., & Miller, J. (2005). Interactive whiteboards: Boon or bandwagon? A critical reviewof the literature. Journal of Computer Assisted Learning, 21, 91–101.

91

HOW TEACHERS DEVELOP STUDENTS' LEADERSHIP
IN BASIC EDUCATION
Ying Zou
Mahidol University,Thailand

Purpose and Background
Recently, at the basic education level, students' leadership skills are relatively poor due to lackof work and life experience. However, every student has leadership potential and it takes a process todevelop leadership. The basic education stage is an important stage to develop students' leadership.
Therefore, as a teacher, how to develop students' leadership in the basic education stage becomes theissue to explore in this paper.
Materials and Methods
This paper takes a qualitative research approach. In order to find an answer to this question, weinterviewed a high school teacher and conducted a semi-structured interview with her. Based on the
results of the interview, we believe that in order to solve this problem, we need to implement
personalised education to guide each student to develop his or her leadership potential. How canpersonalised education be implemented in basic education? In this paper, the whole teaching process isdivided into three parts: pre-teaching, in teaching, and post-teaching.

Results and Discussion

Figure 1 Teachers Develop Students' Leadership In Basic Education92

Before teaching, we need to know the students, collect information through different channels,
and understand the students in order to set appropriate goals for them according to their characteristics.
We need to prepare different kinds of teaching resources to meet the different needs of students. We
also need to attend teacher training to improve our teaching abilities and skills, and to develop ourleadership skills so that we can be role models for our students. Having done this, teachers are not only
confident, but also have the ability and scientific approach to help students develop their leadershipskills. Teachers need to fulfil our key role in teaching and learning. Organising a variety of classroom
activities to stimulate students' interest, curiosity and develop their critical thinking will help themdevelop leadership skills. Encouraging students to share their subject knowledge in teaching will not
only help them consolidate their subject knowledge, but also develop their leadership skills. Thisapproach is ideal for use in teaching subjects in basic education and is a win-win approach. Aftercompleting the teaching activity, the teaching and learning process is most of the way through at thispoint. However, after-school is also quite an important stage for developing leadership skills in students.
Teachers need to guide students to utilise the time after school. Teachers can set up student groups inwhich students can develop their leadership skills, such as communication and co-ordination skills. We
can also encourage students to volunteer in the community so that they can apply their leadership skills
and positively impact the community and develop a sense of social responsibility in their after-school
time. Not only do students need to use their after-school time to develop their leadership skills, butteachers also need to use our after-school time to reflect on our teaching and to improve ourselves inorder to help our students better.

REFERENCES
Feng, J.J.(2004). The concept of personalised education. Education Science, 20(2), 11-14.
Kostolányová, K. (2013). Personalised education theory. Retrieved fromhttps://depot.ceon.pl/bitstream/handle/123456789/14435/09%20Personalised%20Education%20Theory.pdf?sequence=1
Northouse, P. G. (2021). Leadership: Theory and practice. Thousand Oaks : Sage publications.
Mupa, P., & Chinooneka, T. I. (2015). Factors Contributing to Ineffective Teaching and Learning inPrimary Schools: Why Are Schools in Decadence?. Journal of education and practice, 6(19), 125-132.
Senthamarai, S. (2018). Interactive teaching strategies. Journal of Applied and Advanced Research, 3(1),S36-S38.

93

A QUALITATIVE RESEARCH STUDY ON THE PROFESSIONAL
DEVELOPMENT MOTIVATIONS OF PRIMARY TEACHERS
Ni YanDoctor of Education in Educational Management (International Program)
Mahidol University, Thailand
Purpose and Background:
In school disciplines, there has been a significant build-up as a result of the challenges associatedwith choosing a career and finding employment. It is clear that a key factor influencing the motivational
climate in their field is the teachers' motivation for professional growth. It enhances these behaviors anddirects them in their academic and professional endeavors.
Therefore, it is crucial to identify the elements that influence primary school teachers' motivation for
professional development and their degree of motivation for teaching. This article aims to study thecurrent situation of primary school teachers' professional development motivation. Using the interview
method to understand the current situation and existing problems of primary school teachers' careerdevelopment motivation to analyze and summarize the main influencing factors of primary school
teachers' career development motivation, thereby obtaining the main influencing factors of primaryschool teachers' career development motivation and proposing improvements some suggestions on
motivations for career development of primary school teachers.
Materials and Methods:
The semi-structured interview method applied in this study. The study group in the research
consists of 4 teachers teaching in various subjects in an international primary school in Chengdu. In theinterview form, three questions were asked to the teachers.
1. Based on your own experience, what factors do you think affect the professional growth motivationof primary school teachers?
2. Under what circumstances do you have sufficient professional growth motivation?
3. Under what circumstances do you have insufficient professional growth motivation?
Through the analysis of the results of in-depth interviews on these questions, based on the frequencyof words appearing in the interviews, it was found through statistics that the words with the highest
frequency appeared.

94

Table 1. Motivational Elements that Affect Teachers' development motivations
Results and Discussion
This study believes that to enhance the motivation for primary school teachers' professional growth,
we should optimize school management concepts and behaviors, build learning-oriented primaryschools, and strengthen teachers' educational beliefs.
The following are the suggestions made in this article.
1. Improve the post-service training mechanism to ensure the quality of teacher training.
Through the above research, teachers' post-service training affects teachers' professional self-regulationlevel, and post-service training is an important way to improve teachers' professional capabilities.
Therefore, schools should pay attention to and improve the post-service training mechanism for teachers.
2. Establish a reasonable and appropriate evaluation and incentive system.
Through the above research, the evaluation and incentive system in the school affects the professional
self-experience of teachers' professional self-awareness. Therefore, schools, as teachers' workplaces,
should provide various ways to motivate teachers and promote their professional development.
3. Encourage teachers to participate in school democratic management.
In the traditional authoritative school organization has a distinct hierarchical system, adopts a top-down
management model, and lacks emotional support for teachers. Schools should involve teachers indemocratic management and mobilize teachers' initiative.
4. Strengthen primary school teachers' educational beliefs.
Educational beliefs are primary school teachers' expressions of primary education concepts and primaryeducation practices in practical activities.
REFERENCES
Din, M. N. U., Tufail, H., Shereen, S., Nawaz, A., & Shahbaz, A. (2012). Factor affecting teacher
motivation at secondary school level in Kohat City. Interdisciplinary journal of contemporary researchin business, 3(10), 442-449.
Kayuni, H., & Tambulasi, R. (2007). Teacher Turnover in Malawi's Ministry of Education: Realities
and Challenges. International Education Journal, 8(1), 89-99.

95

A Study on the Web Stress Check System Using Tablet Device
in Elementary School
Ayako Tsuchiya 1, 2, Miyuki Furukawa 1, 2, Yurika Namihira 2, Seiichiro Hori 1 , 2 ,Kohei Kurita 1, 2,Jun Nomura 3, Eiji Shimizu 1, 2
1.Research Center for Child Mental Development, Chiba University, Japan
2.United Graduate School of Child Development, Osaka University, Kanazawa University,
Hamamatsu University School of Medicine, Chiba University, and University of Fukui, Japan
3.Chiba University, Japan
Purpose and BackgroundThe number of long-term absentees is increasing in elementary and junior high schools in Japan.
Therefore, we have started to provide mental health support through a “Web-based Stress Check System"
utilizing tablet devices in order to grasp and respond to students' concerns and stress situations at an earlystage. This study aims to examine the feasibility of a web-based stress check system to screen high-stressstudents and to respond to students' concerns and requests for consultation.
Methods
Study design: Questionnaires survey, 2 times a year
Target: 261 students from three public
elementary schools
The questionnaire: The questionnaire was based on the 30-item PSI (Public Health Research Center
version of the Elementary School Stress Inventory) 1), which consists of the Stress Reaction (SR) (12items), Stressor (ST) (9 items), and Social Support (SS) (9 items) subscales. A score of 20 or more out of
36 was defined as "high stress".
Results
In the first survey, 237 of the 261 current students participated, excluding 24 students whose parents
declined to participate; in the second survey, 238 of the 261 current students participated, excluding 23
students whose parents declined to participate.
Number of students with high Number of students with highstress levels（percentages）
stress levels（percentages）
Overall, 31 (13.1%) and 35 (14.7%) were high-stressed in theat the first survey
at the second survey
7 students（8.3%）
10 students（12.0%）
first and second surveys, respectively. In the 4th graders, the 4 grade／84／83
15 students（21.1%）
number of high-stressed students was 7 in the first survey and 10 5 grade 11 students（16.2%）／68／71
in the second survey.In the 5th graders, 11 were in the first survey 6 grade 13 students（15.3%） 10 students（11.9%）／85／84
and 15 were in the second survey. Of the 6th graders, 13 were in Total number 31 students（13.1%） 35 students（14.7%）
／237
／238
the first survey and 10 were in the second survey (Table 1).
Table 1. The number of High-stress groups of students
Then the number of students who were in a high-stress situation
during those study periods was analyzed. 17 students were high-stressed during both surveys. 14 students
were high-stressed only during the first survey, and 18 were high-stressed only during the second survey.
The results of the survey were fed back to the students using paper advice sheets. Interviews with their
homeroom teachers or Yogo teacher (School nurse) were conducted with students with high stress whorequested educational consultation.The homeroom teachers, school nurses, and teachers in charge ofeducational counseling supported high-stress students and observed their conditions carefully.
th

th

th

Discussion and Conclusions
The results entered were immediately converted to data and could be viewed on the administrator's
screen.We were able to confirm the presence of high-stress children and interview requests.Early supportand early response led to educational consultation interviews. But, In the 4th graders is difficult to change
password for system,Needed support.
This feasibility study suggests that a web-based stress check system can be useful for students to be
immediately fed back to themselves and their teachers and lead to early detection and early response tohigh-stress students.
Reference
1) Sakano et al., PSI (Public health research foundation type stress inventory), Jitsumukyoiku-Shuppan,
2007.

96

Exploring the Science Teaching and Technology Beliefs of
Pre-Service Science Teachers in a Philippine State University
Lowell M. Gabunilas1,2, Rolando V. Obiedo1
1. University of San Carlos, Cebu City, Philippines
2. University of Science and Technology of Southern Philippines, Cagayan de Oro City,
Philippines

Purpose and Background
Digital technologies have become integral to furthering science education that accomplishingeducational goals without them seems implausible. As evidenced by the inclusion of the mandatory
Technology for Teaching and Learning (TTL) courses in the science teacher education curriculum, thePhilippine education aims to prepare the future science teacher to be leaders in promoting technology
integration in the classrooms (CHED, 2017). In this context, understanding pre-service science teachers'
technology use and exploring related teacher factors is needed.
Although knowledge of and access to technology are necessary prerequisites, research indicatesthat intrinsic factors primarily determine whether teachers will integrate technology into their practice(Kim, Kim, Lee, Spector, & DeMeester, 2013; Sang, Valcke, Braak, & Tondeur, 2010). Science teachingself-efficacy is a significant teacher-intrinsic factor which refers to science teachers’ beliefs about theirabilities to facilitate students’ learning of science (Bleicher, 2004), and it is associated with teachingeffectiveness, students’ academic achievement, instructional practices, and achieving institutional goals(Barni, Danioni, & Benevene, 2019). Science teachers also hold beliefs regarding the nature of scienceand science teaching (Aldridge, Taylor, & Chen, 1994). Moreover, teachers’ attitudes about using
technology are strongly related to their decisions to put technology to use in the classroom (Eickelmann& Vennemann, 2017; Sang et al., 2010).
Based on the preceding arguments, this study intended to investigate the science teaching selfefficacy, science teaching beliefs, and attitude towards use of technology of the pre-service scienceteachers in a state university in the Philippines. Furthermore, the relationships among them were also
determined. The findings offer insights for interventions, mentoring plans, program reviews, and otheractions contributing to the enhancement of the science teacher training.
Materials and Methods
This study employed a non-experimental cross-sectional explanatory design (Johnson, 2001).
The respondents were 46 graduating pre-service science teachers in a science teacher education programof a state university in Cagayan de Oro City, Philippines. They were asked to respond to three survey
instruments designed to assess their science teaching self-efficacies, science teaching beliefs, and attitude
towards use of technology. The instruments used are Science Teaching Efficacy Belief Instrument(STEBI-B) (Bleicher, 2004), Beliefs About Science and School Science Questionnaire (BASSSQ)(Aldridge et al., 1994), and Attitude Towards Technology (ATT) (Yavuz, 2005). The responses wereorganized and analysed using appropriate statistical tools.
Results and Discussion
Results of the descriptive analysis are shown in Table 1. The respondents exhibited generallyhigh levels of self-efficacy (M = 90.22, SD = 6.28) which implies confidence in their selves to facilitate
science learning. Their views on science teaching lean mostly towards postmodernism (M = 141.11, SD= 10.08) suggesting that, in the context of science education, the respondents acknowledged the influenceof socio-cultural factors in building scientific knowledge and the on-going re-evaluation of the validityof scientific knowledge as well. Moreover, the respondents also showed favourable attitudes towards
using technology in teaching whenever possible (M = 83.46, SD = 6.12).

97

Table 1. Descriptive statistics of respondents’ survey scores
Survey (N = 46)
STEBI-B (science teaching self-efficacy)
BASSSQ (science teaching beliefs)
ATT (attitude towards use of technology)

Mean
90.22
141.11
83.46

SD
6.28
10.08
6.12

Min
70
107
72

Max
102
158
95

Remarkgenerally high self-efficacy
mostly postmodern views
mostly positive

Examining the relationships among the science teaching self-efficacy, science teaching beliefs,
and attitude towards use of technology using regression analysis found significant relationship only
between science teaching beliefs and attitude towards use of technology (R2 = .203, p = .002), as shownin Table 2. This implies that the respondents’ views about science and science education influence theirtechnology use in teaching. Fostering science teaching beliefs towards postmodern approaches may
promote the effective utilization of technology in the teaching and learning setting.
Table 2. Regression Results – Science Teaching Beliefs and Attitude towards Use of Technology
Change Statistics
R
Adjusted R Std. Error of theR
SquareSquareEstimate
R Square Change F Change df1 df2
.451a
.203
.185
5.520
.203
11.2391 44
a. Predictors: (Constant), science teaching beliefs

Sig. F Change.002

This study elucidates the self-efficacy, science teaching beliefs, and attitude towards technology
of pre-service science teachers in a Philippine state university under the current teacher education
curriculum (CHED, 2017). The findings of this study were then utilized as bases for the development ofa mentoring action plan for the state university’s pre-service science teachers and their teacher-mentors.
Furthermore, the study findings offer valuable insights to other teacher education institutions having
similar programs and goals, particularly with regards to planning and implementing actions aimed toaddress issues related to teacher-intrinsic factors. This study may be replicated with comparable groups
in order provide a broader understanding of the beliefs and technology use of future teachers, and theirinterplay. Lastly, future investigations may employ qualitative methods for a deeper analysis of preservice science teachers' experiences, perceptions, and motivations in technology integration.
REFERENCES
Aldridge, J., Taylor, P., & Chen, C. (1994). Development, validation and use of the beleifs about
science and school science questionnaire (BASSSQ). NARST.
Barni, D., Danioni, F., & Benevene, P. (2019). Teachers’ self-efficacy: The role of personal values andmotivations for teaching. Frontiers in Psychology, 10(JULY), 1–7.
https://doi.org/10.3389/fpsyg.2019.01645
Bleicher, R. E. (2004). Revisiting the STEBI-B: measuring self-efficacy in preservice elementaryteachers. School Science and Mathematics, 104(8), 383–391. https://doi.org/10.1111/j.19498594.2004.tb18004.x
CHED. (2017). Policies, standards and guidelines for bachelor of secondary education (BSEd).
Retrieved from http://ched.gov.ph/wp-content/uploads/2017/11/CMO-No.-75-s.-2017.pdf
Eickelmann, B., & Vennemann, M. (2017). Teachers‘ attitudes and beliefs regarding ICT in teaching
and learning in European countries. In European Educational Research Journal (Vol. 16, pp.
733–761). https://doi.org/10.1177/1474904117725899
Johnson, B. (2001). Toward a New Classification of Nonexperimental Quantitative Research.
Educational Researcher, 30(2), 3–13. https://doi.org/10.3102/0013189X030002003
Kim, C. M., Kim, M. K., Lee, C. J., Spector, J. M., & DeMeester, K. (2013). Teacher beliefs andtechnology integration. Teaching and Teacher Education, 29(1), 76–85.
https://doi.org/10.1016/j.tate.2012.08.005
Sang, G., Valcke, M., Braak, J. van, & Tondeur, J. (2010). Student teachers’ thinking processes and
ICT integration: Predictors of prospective teaching behaviors with educational technology.
Computers and Education, 54(1), 103–112. https://doi.org/10.1016/j.compedu.2009.07.010
Yavuz, S. (2005). Developing a technology attitude scale for pre-service chemistry teachers. The
Turkish Online Journal of Educational Technology, 4(1), 17–25.

98

Teaching Innovation in Science Class for Secondary Students byintegrated Small Scale Experiment
Surangkana Srisawat
Ph.D. Student in Faculty of Education, Chiangmai University, Thailand
Purpose and Background
PISA defines scientific literacy as the ability to engage with science-related issues, and with theideas of science, as a reflective citizen, so students can explain phenomena scientifically, evaluate anddesign scientific inquiry, and interpret data and evidence scientifically (OECD,2023). However, theevident from the PISA results shows that Thailand’s average score in Science Literacy has been lower
than the OECD average, and Thailand is the bottom country of the score table for 22 years (IPST,2023).
Secondary students are prepared for future citizens and the job market, and scientific literacy isimportant for develop 21st century competencies, such as problem solving, critical thinking, creativity,and logical thinking skills etc.
To improve secondary students’ scientific literacy, Office of Basic Educational Officecooperated with The Dow Company together with Chemical Society of Thailand for implementing thescience teaching by integrating small-scale experiment in teaching science class for secondary sector
students as a new model of teaching (OBEC,2022). This corroboration project benefits the school’s costsaving, overcoming shortages of laboratories and experiment kits, and providing safety experiment.
Moreover, students have a chance to experiment based on the reality learning situation which can
improve their scientific literacy. Especially, at the secondary school level, science education emphasizes
learning through experiments and scientific procedures. Small scale experiments offer students
additional chances to improve their scientific literacy.This study aims to create teaching innovation forleveling up scientific literacy of secondary students by designing small-scale experiments and inquirybased learning which is an active learning style.
Materials and Methods
The study project was organized 2 steps:
1.Creating teaching innovation in science class for secondary students as 6Es inquiry teachingmodel. The theory of teaching was based on inquiry-based learning integrated with small scale
experimental activity. The teaching step was comprising into six steps: Engagement, Exploration,
Explanation, Elaboration, Exchange, and Evaluation as a light bulb. In each step of teaching, theprogress was lighted up when it was done.

Figure 1 : 6Es inquiry process in science99

2. Designing small-scale experimental based on safety instruction, then the materials are easily
available in daily life or reusable materials, as well as cheaper and smaller compared to general glass
equipment. For instance, an experiment could focus on the components of a pure substance ordemonstrate reactions, such as the water electrolysis cell as shown in this picture.

Figure 2. The water electrolysis cell of small scale experimental
The sample group used in the study project was Grade 7 students at Suanboonyopatham School,
Lamphun, enrolling in the academic year 2023. This group consisted of 104 students from threeclassrooms. The selection was random sampling as a volunteer. The trial period spanned one semester.
Data collection involved assessing academic achievement, observing students' behavior during study
sessions, and evaluating their satisfaction with the learning process facilitated by small-scale
experiments.
Result
The results of implementing teaching innovation were show that:
1. Academic achievement among students who underwent 6Es inquiry-based learning model
integrating with Small Scale Experimental methods resulted in an overall average score of 8.23 out of
10, indicating a very good performance level. The satisfaction rate was 72.3 percent of students.
The achievement scores were higher than 67 percent, aligning well with the school's predefined goals.
2. Regarding student satisfaction with active learning management using Small Scale Experiments,
the overall average score at 4.32, reflecting the highest level of satisfaction.
The 6Es inquiry learning process, employing diverse inquiry methods adaptable to each learner's
developmental stage, empowers students throughout their learning journey. Students actively engage inexperimentation and leverage technology suited to the content and learning activities, ultimately boosting
academic achievements beyond predefined criteria. Moreover, collaborative knowledge exchange steps foster
teamwork, stimulating self-development and collaboration.
The use of Small-Scale Experiments proves to be a cost-effective and efficient method,significantly cheaper compared to general glassware experiment sets (with this sample being 15 times
more cost-efficient). This approach mitigates financial constraints, encompassing equipment, chemical
procurement, and disposal costs. Additionally, students can engage in these exercises in smaller groups,
ensuring comprehensive involvement and understanding by all participants.
References
OECD.(2023).PISA Results 2022.Paris:OECD publishing
The Institute for the Promotion of Teaching Science and Technology(IPST). (2023). Report of Thailand
PISA 2023. From https://pisathailand.ipst.ac.th/news-21
Office of Basic Education Office (OBEC).(2022). The corroboration of small-scale learning. Fromhttps://www.obec.go.th/archives/618519

100

THE DIFFERENCES OF GENDER ON COMMUNICATION STYLES OFLEADERS
Ning Ma
University of Mahidol, Thailand
Purpose and Background:This study aims to analyze gender-based differences in leadership communication within theworkplace. It seeks to discern specific communication patterns of male and female leaders and examine
their effects on team collaboration, employee motivation, and overall organizational efficacy. This study
provides a comprehensive overview of the historical development of gender roles in leadership,discussing how societal and cultural norms have shaped leadership stereotypes. It also considers theimpact of gender diversity on leadership effectiveness and highlights the importance of fostering agender-inclusive approach to leadership development and organizational culture in the contemporary
workplace.
Materials and Methods:
This study employed multi-method research for both qualitative research using documentaryresearch ; and quantitative research using questionnaire. Content analysis used to analyze the qualitative
data; and descriptive statistics used to analyze the quantitative data.
Results and Discussion
This study comprehensively investigated the impact of gender on leadership communicationstyles and identified strategies to address the challenges associated with these differences. The main
conclusions drawn from this study are as follows:

Figure 1 Gender and the leadership communication styles
Unique communication styles based on gender: The study ultimately found that gendersignificantly different leadership communication styles. Male leaders typically adopt a moreauthoritative and directive style, while female leaders typically adopt a more collaborative andempathetic approach. This stylistic dichotomy is deeply rooted in the social and cultural norms
surrounding gender.
Perception and Effectiveness Bias: A key finding of this study is that there is a bias in perceptionsof effectiveness based on communication style. Traditional leadership paradigms typically favor theassertive style usually associated with male leaders. In contrast, the collaborative style common amongfemale leaders, while equally effective, tends to be under-appreciated in certain leadership contexts.
The Challenge of Gender Dynamics: Female leaders often face a double-bind paradox where
they must balance assertiveness with empathy to be considered effective. This challenge symbolizes abroader societal bias. Conversely, male leaders sometimes struggle in environments that prioritize
emotional intelligence, suggesting a broader range of challenges in crossing gender boundaries.

101

REFERENCES
Netchaeva, E., Sheppard, L.D., Balushkina, T. (2022) A meta-analytic review of thegenderdifference in leadership aspirations. Journal of Vocational Behavior, 137,103744. doi:
https://doi.org/10.1016/j.jvb.2022.103744
Wolniak, G. C., Chen-Bendle, E. C., & Tackett, J. L. (2023). Exploring GenderDifferences in Leadership Aspirations: A Four-Year Longitudinal Study of College
Students From Adverse Backgrounds. AERA Open, 9. doi:
https://doi.org/10.1177/23328584231183665
Winny Shen, Dana L. Joseph.(2021)Gender and leadership: A criterion-focused review
and research agenda, Human Resource Management Review, Volume 31, Issue 2,100765, ISSN 1053-4822. doi:
https://doi.org/10.1016/j.hrmr.2020.100765
ÖZTUNÇ, M., & YILDIRIM, G. (2021). Gender Communication and Leadership: A
Qualitative Research in Managerial Level. Türkiye İletişim Araştırmaları Dergisi(38),477-496. doi:
https://doi.org/10.17829/turcom.930886
Sule Alan, Seda Ertac, Elif Kubilay, Gyongyi Loranth, Understanding GenderDifferences in Leadership, The Economic Journal, Volume 130, Issue 626, February
2020, Pages 263–289, https://doi.org/10.1093/ej/uez050
Kevin Kruse.(2023), Women More Effective Than Men In All Leadership (Forbes).
Women's Effectiveness in Leadership Roles: A 2023 Perspective. Forbs:
https://www.forbes.com/sites/kevinkruse/2023/03/31/new-research-women-moreeffective-than-men-in-all-leadership-measures/?sh=14bdbefd577a
Barriers Widening the Gap for Women in Leadership (World Economic Forum, 2023).
"Identifying Barriers That Widen the Gender Gap in Leadership."https://www.weforum.org/agenda/2023/11/stubborn-barrier-widening-gender-gapwomenleadership/?DAG=3&gad_source=1&gclid=Cj0KCQiA1rSsBhDHARIsANB4EJbh0zs
Vz69juNr08aypVxmjJdaAraWiu3AppL4d8FpzhMwNqyesxVoaAuJ6EALw_wcB
JULIANA MENASCE HOROWITZ .(2023) How Americans see the state of genderand leadership in business (Pew Research Center)
https://www.pewresearch.org/short-reads/2023/09/27/how-americans-see-the-state-ofgender-and-leadership-in-business/
Angelos Angelakis, Petra Inwinkl, Adele Berndt.(2023) Gender Differences in
Leaders’ Crisis Communication: A Study of Gender Differences in Crisis
Communication by Leaders. doi:
https://doi.org/10.1080/03075079.2023.2246505
Cindy Barth.(2023), New study disputes gender stereotypes about entrepreneurial
confidence (Bizjournals, Recent)https://www.bizjournals.com/bizwomen/news/latest-news/2023/11/gender-stereotypesentrepreneurial-confidence.html?page=all

102

In-Service Science Teachers' Formative Assessment
Practices in Science Classroom
Panya Jangsawang1 and Akarat Tanak2,
1. Ph.D. student, Faculty of Education, Kasetsart University, Thailand
2. Associate Professor, Faculty of Education, Kasetsart University, Thailand
Purpose and Background:
Then this study aims to study the formative assessment practices of teachers in the scienceclassroom. Formative assessment has the potential to support classroom teaching and learning. All
activities undertaken by teachers and/or their students that generate information could be used as
feedback to adjust the teaching and learning activities in which they are participating (Bell, B., andCowie, B., 2001). Science teaching management system component: objectives, learning process, andevaluation (IPST, 2014) This research is all about evaluation. The assessment can be done in one ofthree ways, which are as follows: Assessment for learning, assessment as learning, and assessment oflearning (Black, P., & Wiliam, D., 1998). The assessment for learning and assessment as learning is themain topic of this study. However, Prior studies concentrated on techniques and tools for formative
assessment for measuring and assessing students’ learning. There are no specific guidelines on howteachers conduct formative assessments that involve eliciting, interpreting, and responding to student
ideas. Therefore, the purpose of this research was to examine science teachers' formative assessment
practices, which included three main components: eliciting information about the learners, interpreting
students' views, and responding (EIR) (Alicia C. Alonzo, 2018; Bell, B., and Cowie, B., 2001; Black,P., & Wiliam, D., 1998) to those ideas
Materials and Methods:
Research Design : Survey research/ Paradigm: interpretivism/constructivism. research
participants : A science teacher who teaches science at the elementary level. Under the office of one
primary education area, six people by purposive sampling must be qualified as regular teachers teachelementary science and have 1–10 years of teaching experience in the academic year 2022. Study
context: A primary education service area office that the participant and the researcher belong to Teacher
development program, first phase (part of the thesis) and Thematic analysis were used it as a framework
for analyzing qualitative data (Lincoln, Y. S. and Guba, E. G., 1985)
Results and Discussion:
The findings of this study could be summarized into three themes: 1) science teachers focusedmore on eliciting students’ prior knowledge than on interpreting students' views and responding to thoseideas to provide feedback that promotes their learning and adjusts teachers' instruction; 2) questioning
was used to assess students' knowledge with the purpose of merely evaluating whether students "get it"or not the targeted ideas. And 3) The majority of assessments are used to elicit prior knowledge fromstudents to recall their factual knowledge rather than identify preconceptions, promote students’
thinking, and provide feedback to adjust ongoing teaching and learning. Therefore that the formative
assessment practice of science teachers focused more on eliciting information about the learners thanon interpreting students' views and responding to those ideas. Rather than diagnosing levels of student
concepts in order to provide feedback that promotes their learning and adjust teachers' instruction, thequestioning was used to assess students' knowledge with the purpose of merely evaluating whether
students "get it" or not the targeted ideas. Furthermore, the identification of students' ideas that are"correct or wrong" was interpreted and delivered to them, rather than identifying normal patterns ofstudent thinking and providing feedback to enable students to make their own improvements.

103

REFERENCES
Alicia C. Alonzo (2018). An argument for formative assessment with science learning progressions,Applied Measurement in Education, 31:2, 104-112.
Bell, B., and Cowie, B. (2001). The characteristics of formative assessment in science education.
Science Education 85(5): 536–553.
Black, P., & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education:
Principles, Policy and Practice, 5, 7–74.
Lincoln, Y. S. and Guba, E. G. (1985). Naturalistic Inquiry. California: Sage Publication.
Institute for the Promotion of Teaching Science and Technology (IPST). (2014). The concept ofscience evaluation. Bangkok:Teachers Council of Thailand Printing House.

104THE ADVANTAGES AND VALUES OF FEMALE LEADERSHIP
Xinyu Zhang
Mahidol University,Bangkok, Thailand
Purpose and Background:
The purpose of the study is to understand the characteristics and advantages of female leaders
in terms of leadership style, decision-making ability, and communication skills, as well as to analyze
the influence of female leadership on organizational performance, employee satisfaction, andinnovation ability. The background of the study is the increasing attention and recognition of the status
and role of women in the workplace, despite the relatively low proportion of women in leadership
positions, especially in top leadership positions. Therefore, it is important to explore the advantages andvalues of female leadership for promoting women's development and progress in the workplace.

Materials and Methods:
The materials and methods used in the study included a literature review and quantitative
research. The literature review involved a systematic review of relevant research literature to collectand sort out the definition, characteristics, and related theories of female leadership (Theoreticalsignificance: enrich leadership theory, promote gender research, and provide new skills).
Quantitative research was conducted through a questionnaire survey to collect data for analyzing
the performance of female leaders in teamwork, decision-making, communication skills, and otheraspects (Practical significance: to provide guidance for the selection, training, and promotion of female
leaders, and to improve organizational efficiency and innovation ability ).

Results and Discussion:

Figure 1 Advantage of Female Leadership in Team Collaboration

105

The results of the study indicated that female leaders have unique advantages in leadership style,communication skills, emotional wisdom, and respect for diversity. The study also found that female
leaders are perceived to be more inclusive, resilient, and have strong communication skills, which areconsidered their biggest advantages. Additionally, the study revealed that the biggest barriers to womenleaders' advancement include marriage and childbirth, lack of influencing decision-making and policies.
The discussion highlighted the need to provide training and development opportunities forfemale leaders, break down gender stereotypes, and establish a support network through mentorshipprograms to promote female leadership development. Furthermore, the study emphasized the theoretical,
practical, and social significance of promoting female leadership, including enriching leadership theory,
promoting gender research, providing new skills, improving organizational efficiency and innovation
ability, and promoting gender equality and breaking gender stereotypes.
Overall, the study's results and discussion underscore the importance of recognizing andpromoting the unique advantages and values of female leadership in the workplace and society.

REFERENCES
Deng, W. (2021,May 7). Re:56 years old Gates ex-wife Melinda: 27 years of clean stream rich, in thebones of a workplace female. [Web log message].Retrieved fromhttps://zhuanlan.zhihu.com/p/370410283
U.S. election: Vice President-elect Kamala Harris, who has a mixed Indian background and a Chinese
name.(2020, November 8).[Clipping from BBC News.]. Copy in possession of Soutik Biswas.

106

ARTIFICIAL INTELLIGENCE (AI) IN HIGHER EDUCATION OF VIETNAM
Tran Thai LongVNU University of Education, Hanoi, Vietnam
Abstract: In the current era, artificial intelligence (AI) plays an increasingly important role in shaping
technological revolutions and changing dynamics in the production and education sectors. Furthermore,
Artificial Intelligence in Education (AIEd) stands out as a field that focuses primarily on applying advancesin artificial intelligence to capture and optimize the performance of the learning process; at the same time,
it makes an essential contribution to creating an effective and progressive learning environment. Researchon the application of artificial intelligence in higher education in Vietnam has detailed an analysis of thecontext of information technology use and digital transformation, focusing on directions, difficulties, andpotential prospects. The research paper also introduces artificial intelligence products in education based on
the experience of the University of Education - Vietnam National University, concludes and proposes
specific recommendations.
Keywords: artificial intelligence (AI), artificial intelligence in education (AIEd), higher education.
Background of applying information technology and digital transformation in education and training
in Vietnam
The Prime Minister of Vietnam has approved the project "Increasing the Application of Information
Technology and Digital Transformation in Education in the Period 2022 - 2025" to promote innovation andbuild digital education. The national strategy for 2025 aims at digital transformation in higher education tochallenge and expand flexible learning opportunities using advanced technology. The development of
Artificial Intelligence in Education (AIEd) began in the 1970s, focusing on research and development ofcomputer software to improve the teaching and learning process. AIEd is a blend of AI and educational
research and an independent field to personalize education, use AI techniques to deepen understanding ofteaching theories, increase interaction, and be competent in learning. The AIEd (Artificial Intelligence in
Education) system focuses on learning content and creates a comprehensive ecosystem. This ecosystem
includes many elements such as personalized learning content, continuous feedback, interaction withstudents, and also elements such as social and mental skill building. AIEd System is experiencing notable
trends at both Macro, Meso, and Micro levels. On the Macro level, global planning, standardization, andinter-organizational cooperation become essential. At the Meso level, AI integration into the teachingprocess and the development of intelligent learning platforms are being focused on. For Micro, the trend
toward personalized learning and the emergence of virtual tutors is growing, while personal data
management becomes a priority with increased security and privacy.

Fig1. Two alternative conceptions of the combination of AI and Ed
Difficulties and challenges of applying artificial intelligence (AI) to university teaching in Vietnam
Adopting artificial intelligence (AI) in education (AIEd) poses ethical challenges, damaging perceptions,a lack of technology skills, personalized learning resources, and widening technical gaps. Digital. Ethical107concerns include the accuracy of learning pathways and issues of equity. Negative perceptions of AI havejob losses and privacy concerns. Both students and faculty may also need more technological skills, creatinga gap. In addition, the personalization of education with AI also faces challenges. AIEd's main benefits go
to the group of capable students, increasing the gap with the group that needs more support.
Orientation for artificial intelligence (AI) application in higher education- Artificial intelligence (AI) through educational chatbots can interact with students, collect information,and provide personalized support, especially in tracking learning progress, customized feedback, andSubject suggestions. - Personalize the learning process using "machine learning" methods to understand
student emotions and optimize individual teaching content, enhancing learning performance. - Automating
educational activities helps lecturers reduce repetitive work, such as classifying exercises and marking
papers, thereby optimizing time and creative capacity in teaching. - "Virtual" lecturers integrating AI
provide effective online learning methods, embedding AI into teaching applications to collect and analyze
data, create prediction models, give suggestions, and open up possibilities—the ability to replace lecturers
sometimes.
The product line of artificial intelligence (AI) applications in the education of the University of
Education - Vietnam National University
The CAT (Computerized Adaptive Testing) system creates personalized tests for each student byselecting questions based on the Item Response Theory (IRT) principle. Developed in the 1960s, CAT has
the advantages of accuracy, savings, security, and personalization. Compared to traditional testing, CAT
accurately estimates the ability of every test taker, reducing test length while maintaining performance. This
creates variation between tests, increasing security. UEd-CAT is also integrated into adaptive teaching andhelps identify when candidates need to make an effort. Developments in artificial intelligence and machinelearning are increasingly improving the accuracy and security of CAT.
Conclusion and recommendation
Artificial Intelligence (AI) technology actively participates in education, promising to enhance national
development and competitiveness. The robust application of AI in education significantly improves higher
education, reduces administrative procedures, and automates many lecturers' jobs. AI brings personalizationof learning programs and the emergence of "virtual tutors," creating a distinctive feature in the education
system with flexible support from technology. In addition, AI also stimulates learners' excitement throughreal-time feedback, promoting dialogue interaction. However, the article emphasizes the difficulties andchallenges of integrating AI into education, requiring comprehensive research to ensure fair and consistentpolicies and improve lecturers' capacity. Research results are an essential basis and guidance for the effective
development of AI in university teaching.
REFERENCES
Prime Minister (2022). Decision 131, Approving the project " Strengthening the application of
information technology and digital transformation in education and training in 2022 - 2025, with a vision
to 2030."
Ministry of Education and Training (2018). Issue a set of indicators to evaluate the level of digitaltransformation of general and continuing education institutions (Circular No. 4725/QD-BGDDT).
George Mehaffy, “Challenge and Change,” Educ. Rev., vol. 47, pp. 25–42, 2012, [Online]. Available:
HH Nam, “Digital transformation in education and training: Current status and solutions,” Information
and Communication Magazine, vol. No. 2, 2020, [Online]. Available:
Stuart Russell, Peter Norvig, “Artificial Intelligence A Modern Approach,” 3rd Global Edition, Pearson,
2016.
John McCarthy, ML Minsky, N. Rochester, CEShannon, “A Proposal for the Dartmouth summer
conference on artificial intelligence,” AI Magazine, 31 Aug. 1955.
Judy Kay, “Whither or wither AI and education?”, Seventeenth International Conference on Artificial
Intelligence in Education (AIED 2015 Workshop Proceedings), Vol 4, 2015, 85 (1-10),
http://users.sussex .ac.uk/~bend/aied2015/
Beverly Park Woolf, “AI and Education: Celebrating 30 years of Marriage”, Seventeenth International
Conference on Artificial Intelligence in Education (AIED 2015 Workshop Proceedings), Vol 4, 2015, 85(38-45), http:// users.Sussex.ac.uk/~bend/aied2015/

108

The New City of Maja Situation
Benaya Valentino Ginting1 and Lintang Nur Fadlillah2
1. Master Student of Geography, Gadjah Mada University, Indonesia
2. Lecturer of Faculty of Geography, Gadjah Mada University, Indonesia
Purpose and Background:In 1978, Indonesia only had an urbanization rate of 20% or low-level urbanization (Bintarto, 1983).
However, over time, Java Island in 2020 will not have areas with an urbanization rate below 50% (BPS,2023). This rapid urbanization process and constant population increase resulted in an increased need forsettlements (Acheampong, 2018). This situation pushed the government to create a new city toaccommodate this problem by implementing Perpres No.2 Tahun 2015. This regulation designated 10
new cities, one of them Maja. The new city of Maja has built 70.000 housing units and some public
facilities, but has this development fulfilled the initial purpose of the new city? This research aims to show
the current situation of the new city Maja development through SWOT analysis.
Materials and Methods:
This research uses secondary data provided by the Indonesia Statistical Bureau (BPS) and by
the local government. The analysis is based on in-depth interviews with the current resident and expert
interviews with the Disperkimtan (Housing and Settlement Bureau) Lebak Regency. The SWOT
Analysis will show how the new city of Maja can be developed more so can fulfill the initial reason
for building the new city Maja.
Results and Discussion
The objective of creating Maja, a new city, was to provide affordable housing for low-income
families in the region. However, after conducting interviews with local officials and residents, itappears that the objective has yet to be fully accomplished. While the collaboration between theprivate sector and government has resulted in the construction of 70,000 housing units since 2015,less than 30% of these units have been occupied, despite 95% being sold. This indicates that the houses
in Maja are being used for investment purposes rather than as actual homes. This is problematic
because, despite there being 117,220 people living in poverty in the area (BPS Lebak Regency, 2023),
the government has only managed to build or renovate 8,648 houses (Disperkimtan Lebak Regency,2022). During an interview with Disperkimtan, they also highlighted that the new city project has notbeen of much benefit to local residents due to a lack of affordable housing options.
The new city of Maja places significant emphasis on Transit Oriented Development (TOD), as
outlined by the Maja local government in 2022. This approach relies on commuter lines, or railway
transport, to connect residents with key destinations. While the commuter line station offers various
amenities, its capacity is quite limited. Currently, all residents of the city express frustration with thestation's limitations, including train capacity and parking availability. Additionally, residents havevoiced concerns about the lack of intercity and microtransport options, which can make navigating
the city challenging.
Lastly, one issue that should be addressed is the lack of involvement of local residents in the
new city Maja development project. Many locals have been relocated, but the new location often lacks
accessibility and necessary facilities, resulting in visible disparities within the city. Please refer toTable 1 for the complete SWOT analysis.

109

Table 1. SWOT Analysis for New City Maja

REFERENCES
Acheampong, R.A. (2018). Spatial Planning in Ghana: Origins, Contemporary Reforms andPractices, and New Perspectives. Springer: Ghana.
Badan Pusat Statistik. (2023). Hasil Long Form Sensus Penduduk 2020. Jakarta: Badan Pusat Statistik.
Badan Pusat Statistik. (2023). Kabupaten Lebak Dalam Angka 2022. Lebak: Badan Pusat Statistik.
Bintarto, R. (1983). Urbanisasi dan Permasalahannya. Ghalia Indonesia: Jakarta
Disperkimtan Kabupaten Lebak. (2022). Rekapitulasi Daftar Perumahan Pada Dinas Perumahan
Rakyat Dan Kawasan Permukiman Serta Pertanahan Kabupaten Lebak. Disperkimtan
Kabupaten Lebak: Lebak.
Pemerintah Kecamatan Maja. (2022). Pembangunan Kota Baru Maja. Pemerintah Kecamatan Maja:
Lebak

110

DISTRIBUTION OF MACRO MARINE DEBRIS IN COASTAL AREAS
OF CIREBON AND INDRAMAYU, WEST JAVA, INDONESIA
Syahandra Ramadhan1), Ivonne Milichristi Radjawane1,2), Faruq Khadami2)
1)

Earth Science Study Program, Bandung Institute of Technology, Bandung, Indonesia
Oseanographic Research Group, Bandung Institute of Technology, Bandung, Indonesia

2)

1) Purpose and BackgroundAny nation with a coastline, including Indonesia, has to deal with the serious problem of marine
litter. According to the Ministry of Environment and Foresty Indonesia (KLHK) in 2015, Indonesia
produced 175,000 tons of waste per day, or 64 million tons annually. Of this, 7% is composted andrecycled, 5% is burned, 10% is buried, 69% is gathered and kept in landfills, and 7% is left unmanaged.
Waste that is not properly managed could contaminate the ocean. Tourism, river flow, urban drainage,and marine activities are ways that waste can end up in the ocean. Variations in tides, waves, andcurrents can all impact the movement of marine litter from one place to another (Lippiatt et al., 2013).
Several aspects can influence the increase in waste volume, one of which is population density andrapid development which can cause an abundance of by-products such as waste (Syafi'I et al., 2001).
This is prone to happen in Indonesia, especially on the island of Java. With high population density anddevelopment, the island of Java has the potential to generate a lot of waste. Based on these problems, 2
areas on the island of Java were chosen, namely the Cirebon Coast and Indramayu, for research to be
carried out to determine the distribution of waste on these two coasts.

2. Material and Method
This study was conducted in November 2022. In this study, 7 location points were selected in
the Cirebon and Indramayu Coastal Areas with different anthropogenic activities. Among others; aretourism areas, settlements, non-settlements, fish auction sites, harbor, and mangroves. In sampling
marine debris, a marine debris monitoring method was used based on guidelines from KLHK (2020).
The samples studied were macro debris. This method begins with determining the transect area along
100 m parallel to the coastline and 20 m wide. The transect area is then divided into 5 lanes. then ineach lane, a 5x5 m transect is spread. Waste collection was carried out on the 5x5 transect for macro
waste. Then the collected waste is sorted into each type which is divided into 9 types and 77 types basedon KLHK guidelines (2020). And calculated the density and composition of waste using the following
formula:Density =(1)composition (%)=
x 100%
Description:
X= weight of waste per type(2)

= total weight of waste
3. Result and discussion
In Figure 1 on the left side, it can be seen that 9 types of waste were found in 7 sampling locations
with the percentage of the most dominant type of waste being plastic waste with an average percentage
of 42.74%. with the highest total weight of waste found at Baro Gebang Beach with a total weight of
6.14 kg. As for the variety of waste, the most is found in Pelindo with a variation of 9 types of waste
found. Meanwhile, the density of waste shows that Baro Gebang Beach and West Cimanis Beach havea high111

density of waste, East Cimanis, Rembat Beach, and Tiris Beach have a medium density of waste and,
Pelindo and Karangsong Beach have a low density of waste in the second transitional season.

Figure 1 Transitional season II macro waste distribution map. The left image shows macro waste density andcomposition (circles indicate the percentage of waste weight per type, star color indicates waste density, circle
color indicates total waste weight and symbol indicates anthropogenic activity). The right image shows a macro
waste comparison of each location and each type in transitional season II. (The star indicates the lowest and highest
weight and total plastic weight and the color of the bar chart indicates location)

Figure 1 on the right side shows the distribution of waste in each type, and overall it can be seenthat the most dominant waste distribution is plastic-type waste. plastic waste is found in all samplingareas. so we tried to mark the distribution of the most and heaviest waste found in the 7 sampling areas.
and it was found that the most and heaviest plastic waste was in Baro Gebang Beach while the lightest
and least plastic waste was found in East Cimanis. Baro Gebang beach is a sampling point that represents
a residential area and the area also has high anthropogenic activity which is adjacent to the market. besides
that, this area is close to the river which can easily carry the waste.
Acknowledgment
The author would like to thank Mrs. Ivonne M. Radjawanne S.Si., M.Si., Ph.D. who has funded thisresearch.
The author also would like to thank the Ganesha Talent Assistantship Scholarship (GTA-100) which
has helped me continue my studies.
References
Lippiatt, S., Opfer, S., dan Arthur, C. (2013): Marine debris monitoring and assessment:
recommendations for monitoring debris trends in the marine environment.
Syafi’I, B.I.E., Bengen, D., dan Gunawan, I. (2001): Analisis pemanfaatan ruang kawasan pesisir Teluk
Manado, Sulawesi Utara, Jurnal Pesisir dan Lautan, 4, 14.
Kementerian Lingkungan Hidup dan Kehutanan. (2020): Pedoman Pemantauan Sampah Pantai.
Jakarta: Dirjen Pengendalian Pencemaran dan Kerusakan Pesisir dan Laut, Kementerian Lingkungan
Hidup dan Kehutanan
Kementerian Lingkungan Hidup. (2015, June 10). Rangkaian HLH 2015 – Dialog Penanganan Sampah
Plastik.
https://kanalkomunikasi.pskl.menlhk.go.id/rangkaian-hlh-2015-dialog-penanganansampahplastik/112

WHAT SHOULD AN ETHICAL LEADER LOOK LIKE：HOW
ELEMENTARY AND MIDDLE SCHOOL PRINCIPALS SHAPEETHICAL LEADERSHIP
Xiaotong Zhou
Master of Education Program in Educational Management (International Program),
Department of Education, Faculty of Social Sciences and Humanities, Mahidol
University, Nakhon Pathom, Thailand
Purpose and Background
Liu Bin(1995) pointed out that a good principal is a good school. The principal plays a
key role in the daily work of the school, leading the development of the school and teachers,
and promoting the comprehensive and individual development of students. Today, as theeducational environment becomes increasingly diverse and complex, society has higher andhigher requirements for the ethical leadership of education and education workers. The role ofprincipals of primary and secondary schools is no longer just a manager, but also an ethicalleader. Ethical leadership occupies a vital position in the responsibilities of the principal. It not
only affects the atmosphere and culture of the entire school, but also profoundly shapes students'
ethical character and future social roles.
This research explores a range of issues in ethical leadership and provides corr
esponding strategies to primary and secondary principals based on the existing problem
s for principals to re-examine and reshape their own ethical leadership. We hope to pr
omote the development of education and trigger society’s profound thinking and understanding of the role of educational leaders.
Materials and Methods
Literature research and case studies. Research materials mainly comes from Mahidol
Database, China National Knowledge Infrastructure, and Google Scholar.
Results and Discussion
Judging from the current research status, domestic and foreign scholars have been
paying attention to the leadership role of principals and the role orientation of principals,
exploring and studying the role of principals in school management, teaching management andother aspects ect.. For example, Zeinabadi, H.(2023) believes that principals can make asignificant contribution to promoting knowledge sharing among teachers through theirleadership role. Mestry, R., & Govindasamy, V. (2021) pointed out that if principals canestablish a strong cooperative culture among faculty and staff, they can ensure the effective
implementation of curriculum reforms. Thomas J. Sergiovanni(1992), for example, points outthat principals have greater potential than any other position in schools to maintain and improve
school quality.
Research on ethical leadership in primary and secondary schools mostly focuses onschool leaders or teachers’ perceptions of ethical leadership, and the impact of ethical leadershipon organizations and work. For example, research by Özgenel, M., & Aksu, T.(2020) foundthe principal's preferred ethical behavior in the management process is critical to a high levelof organizational health in the school. The study of Tabancali, E., & Çakiroğlu, Z. K. (2017)113

showed that the general level of ethical leadership behaviors of principals will increase the levelof teachers’ organizational citizenship behaviors. However, researchers have paid relatively
little attention to how to better shape the ethical leadership of primary and secondary school
principals.
This research found that primary and secondary school principals who want to enhanceand shape ethical leadership should work on four areas: personal ethics, fairness and justice inmanagement, value of caring and reflection. This research hopes to promote the effective
development of ethical leadership among primary and secondary school principals. In this way,principals can better meet the challenges faced by education, create a warm and responsible
school environment, and lay a solid foundation for cultivating a new generation of citizens withgood ethical character and social responsibility.

Figure1: Ethical Leadership Model for Primary and Secondary School Principals

REFERENCES
Zeinabadi, H. (2023). Breaking down the Walls of Weak Knowledge-Sharing among Iranian
Teachers: Investigating a Less-Considered Leadership Role of Principals. Educational
Management Administration & Leadership, 51(1), 176–197.
Mestry, R., & Govindasamy, V. (2021). The Perceptions of School Management Teams andTeachers of the Principal’s Instructional Leadership Role in Managing Curriculum Changes.
Interchange: A Quarterly Review of Education, 52(4), 545–560. doi : https://doiorg.ejournal.mahidol.ac.th/10.1007/s10780-021-09425-5
Özgenel, M., & Aksu, T. (2020). The power of school principals’ ethical leadership behavior
to predict organizational health. International Journal of Evaluation and Research in
Education,9(4),816–825. doi https://doi-org.ejournal.mahidol.ac.th/10.11591/ijere.v9i4.20658
Tabancali, E., & Çakiroğlu, Z. K. (2017). Okul Müdürlerinin Etik Liderlik Davranışları İleÖğretmenlerin Örgütsel Vatandaşlık Davranışları Arasındaki İlişki. Mersin University Journalof the Faculty of Education/Mersin ÜniversitesiEğitim Fakültesi Dergisi,13(1),392–417. doi :https://doi-org.ejournal.mahidol.ac.th/10.17860/mersinefd.296254

114

IDENTIFYING AND BRIDGING THE GAP: A COMPREHENSIVEANALYSIS OF LEADERSHIP STYLES FROM BOTH TEACHERS'AND PROFESSORS' PERSPECTIVES AT PUBLIC UNIVERSITYIN MYANMAR
Phu Khet Naing
Doctor of Education in Educational Management (International Program)
Mahidol University, Thailand
Purpose and Background:
Leadership is important in Myanmar's higher education sector, as shown in "Identifying andBridging the Gap: A Comprehensive Analysis of Leadership Styles from Both Teachers' and Professors'
Perspectives at a Public University in Myanmar." A leader organizes, dedicates, and achieves
challenging goals through effective decision-making and performance. Leadership is crucial in
Myanmar's changing education landscape, where the university needs strong leadership to succeed in
education and research. The study emphasizes leadership's role in shaping the academic environment,
fostering innovation, and adapting to global educational trends beyond administrative functions. The
goal is to improve education and research at a public university in Myanmar and Myanmar's public
higher education sector.
The study examines the university teachers' views on professors' transformational, transactional,
and laissez-faire leadership styles. It also seeks to understand professors' leadership styles and thecauses of teacher-professor leadership style differences. The study investigates these gaps and theirinfluences on a public university in Myanmar. It also proposes ways to close these gaps to improve
leadership and foster a collaborative, supportive academic environment.
The literature review discusses leadership as essential to any organization's success, including
schools. Leadership motivates and guides people or groups towards common goals using different styles
and approaches for different situations and group dynamics. The study examines transformational,transactional, and laissez-faire leadership. Each style has its own methods for managing teams andsucceeding. The review explains how these leadership styles work and their relevance to the university.
Materials and Methods
The study used a mixed-method approach, combining quantitative and qualitative methods. Thismethod examines leadership styles and teacher-professor differences.
1. Research Philosophy and Approach: The study applied positivist and interpretivist paradigms.
The positivist quantitative component collects perceptions using structured data. In contrast, thequalitative aspect emphasizes in-depth, subjective insights from professors using an interpretivist
approach.
2. Research Design and Methods: This study used mixed-method for both quantitative andqualitative research. The quantitative part employed five-point Likert scale questionnaire to assess
leadership styles via online survey. The qualitative part employed in-depth interview
3. Sampling Methodology: The sample in quantitative part are 122 university teachers in
Myanmar; which have been selected by simple random sampling to gain a comprehensive
understanding of leadership styles. Response rate: 81.3%. The key informants in qualitative part are
five professors; who have expertise and experiences, can provide rich, detailed information about
academic leadership styles.
4. Data collection : This study collected quantitative data via an online questionnaire andqualitative data via professor interviews in person and online. This study also used the secondary data
comes from higher education leadership research journals, websites, and papers to fulfil the results.
5. Data analysis : Descriptive statistics and content analysis were used to analyze data.
In conclusion, this study employed mixed-method to study leadership styles and performance;by combining quantitative data from university teachers and qualitative insights from professors.

115

Results and Discussion
This section presents the summarized results of the study conducted at a Public University in
Myanmar. The focus is on evaluating the leadership styles of professors through the perceptions ofteachers. This summary includes the average scores for different leadership styles – Transformational,
Transactional, and Laissez-Faire – and compares these with the self-assessments of the professors. The
following discussion analyzes these results, highlighting the similarities and differences in perceptions
between the teachers and professors. This examination aims to provide insights into the current
leadership environment at the university and suggests ways to enhance leadership effectiveness andcollaboration.
Table 1 A Comprehensive Analysis of Leadership Styles from Both Teachers' and Professors'
Perspectives at Public University in Myanmar
Leadership
Style
Transformational

Mean Score(Teachers'
Perception)
3.55 (High)

Transactional

3.53 (High)Laissez-Faire

3.14 (Average)

Professors'
Perspective

Identified Gap

Mentorship,
innovation, leading by
exampleGoal-setting,performance-based
rewards
Autonomy granting,hands-off approach

Alignment: Both teachers and professors
acknowledge
thepresenceoftransformational qualities
Alignment:
Consistentviews
onperformance-based management and goal
orientation
Gap: Professors view their approach as
empowering but some teachers perceive it
as a lack of guidance

The results from the University show a significant alignment in perceptions of transformational
and transactional leadership styles, with both teachers and professors acknowledging these attributes.
Teachers perceive a high level of transformational and transactional leadership qualities in theirprofessors, indicated by mean scores of 3.55 and 3.53 respectively. This suggests that the faculty
appreciates leaders who are inspirational and innovative, as well as those who are clear in their
expectations and reward-based. However, the discrepancy in the perception of laissez-faire leadership,with a mean score of 3.14, points to a gap. While professors believe that their hands-off approachempowers teachers, some faculty members view this as a lack of clear guidance and decision-making.
This highlights a need for balance in leadership styles, ensuring that while autonomy is promoted, it iscollaborated with adequate support and direction to meet the varied expectations and needs of the staff.
Addressing this gap is essential for improving a more cohesive and effective leadership environment
within the university.
References
Iqbal, Z.A, Abid, G., Arshad, M., Ashfaq, F., Athar, M.A., & Hassan Q. (2021). Impact ofauthoritative and laissez-faire leadership on thriving at work: The moderating role of conscientiousness.
European Journal of Investigation in Health, Psychology and Education, 11(3), 667-685. doi:
10.3390/ejihpe11030048.
Gurr, D. & Drysdale, L., (2020). Leadership for challenging times. International Studies in Educational
Administration, 48 (1), 24-30.
Khan, M. J. & Saleem, K., (2021). Laissez-faire leadership style in universities faculty while adopting
the creating style to assess the employee performance. Journal of Managerial Sciences, 15,157-169.

116

Supplements

1172023 ESD Activity Report
NAKA Rion
Ichihara Chuo High School, Japan
Purpose and Background
Ichihara Chuo High School (Chiba, Japan) has been working on many volunteer activities andinternational understanding events as a UNESCO School (authenticated in July 2010). We tackled problems
around the world with teachers and local people, discussing active plans all the time. We’d like to report what
we did in 2023.
Volunteer works
Everyone got together to clean up the area around theschool. Members of the Rotary Club of Ichihara, who are always
involved in the Interact Club, also participated in the cleanup.
Also, the volunteer activities of collecting disposable body
warmers were unique. The disposable body warmers can bechanged into a “Go Green Cube”, which can clean dirty rivers. We
visited the Southern Ichihara City Health and Welfare Center andvolunteered to read stories and play for small kids and theirparents. This year, for the first time, we made our own key chainsand other small items and exhibited them at the Marché. They wereso popular that many people bought them, and they were sold out
Figure 1
in no time. Profits were donated to UNICEF to support refugees in
Ukraine. We are actively involved in UNICEF fundraising. We
have held a poster exhibition at the Cultural Festival and have also called for cooperation in fund-raising at theentrance to the school during lunch breaks. We have received the "We Support UNICEF Award" every year
in recognition of our daily activities (Figure 1). We keep doing exchange activities with Kumamoto Kokufu
High School. We continued support activities with each other after 2016, when Kumamoto was hit by a huge
earthquake. Furthermore, we worked on the “Clothes Power Project” sponsored by UNIQLO. We collectedlots of children clothes, which we put into more than 15 cardboard boxes.
International Understanding
We had many chances to learn practical English andunderstand different cultures. In the programs we could learn not
only English but ideas about SDGs through various group
activities. Especially, the students in the Global Leader Course(GLC) were very active in variety of things. The second-year
students of GLC finally got their long-awaited trip abroad after
the Corona disaster had settled in. The course was held at the
National University of Singapore (NUS), where the students
learned about cross-cultural understanding and environmental
protection based on the SDGs. Also, we resumed our exchangewith our sister school in Australia, Faith Lutheran College,
Redlands, for the first time in four years. Every year, GLC
conducts online exchanges with high school students from Asian
countries, and this year we took on the challenge of an online
Figure 2exchange with Indonesian high school students (Figure 2). Also,
The Makuhari Asia Academy project was held under the theme"Japan in Asia" ~Experience new 'awareness' through cross-cultural exchange. We welcomed two trainees
from the Institute of Developing Economies in Asia (IDEAS).
Consideration
In Ichihara Chuo High School, there are many opportunities for each student to think about what theyshould do to achieve the 17 goals of the SDGs in various situations and to make presentations. As the next
step, we hope to plan projects and events that will unite the entire school and all students. Through the various
activities, we were able to encounter many people, exchange words, notice and learn many things.

118

DESIGN OF WEB-BASED APPLICATION TO INCREASECORPORATE INCOME TAX PLANNING KNOWLEDGE OF SMALL
AND MEDIUM ENTERPRISES’ ENTREPRENEURS IN THAILAND
Chanyanut Atjanapotjanee
Chulalongkorn University, Thailand

Purpose and Background
According to Section 39 of the Revenue Code, small and medium enterprises are stated ascorporate income taxpayers and are required to submit the income tax return for companies or juristic
partnerships form (P.N.D.50) under Sections 68 and 69 of the Revenue Code. As the knowledge of thecorporate income tax of entrepreneurs is important for operating the business without issues with tax
payment, it was found that tax planning knowledge on deductible expenses, tax calculation, and filingtax channels has a positive impact on overall tax planning efficiency.
For education, awareness means knowledge from the social environment without directteaching, which implies that people with more knowledge are people with greater awareness. The webbased application, defined as a web system, provides high reliability, high usability, security, better
technologies, and continuous maintenance. Moreover, web-based learning is able to get attention fromusers, provide the joy of learning, and access it anywhere.
Therefore, this research aims to design a web-based application to increase the corporate
income tax planning knowledge of entrepreneurs, to come up with factors that impact awareness ofcorporate income tax planning, and to test the efficiency of the web-based application in terms of theenhancement of corporate income tax planning knowledge for entrepreneurs of small and medium
enterprises in Thailand.
Materials and Methods
The population in this research is Thai owners of small and medium enterprises, and thesampling is small and medium enterprises’ Thai owners who are located in the Bangkok metropolitan
area because of the indifference and ease of data collection. The procedures are separated into 3 mains
parts which are user requirement gathering, web-based application and hypothesis testing.
1. User requirement gathering
The user requirements are gathered before developing the web-based application in order tofind out the entrepreneurs’ needs. It is conducted as interviews to the entrepreneurs who own andoperate small and medium enterprises which are mostly the service company and merchandisecompany, respectively.
2. Web-based application
Before engaging in web-based application, participants are required to take a questionnaire asa pre-test to collect the data of entrepreneurs’ knowledge. Then, they are allowed to explore a webbased application that is designed based on the user requirements. After that, the questionnaire will be
conducted to the users as a post-test. For the questionnaire part, the pre-test questionnaire is to evaluate
the corporate income tax planning knowledge of users. On the other hand, the post-test questionnaireand Likert scale will be conducted to measure the awareness increase of users. There are three parts tobe considered: deductible expenses, tax calculation, and filing tax channels.
3. Hypothesis testing
The pre-test and post-test data are used for the hypothesis testing that will be performed as
ANOVA test, in order to come up with the results whether the web-based application is able to play asignificant role on the increase of corporate income tax planning knowledge.

119Results and Discussion
Since the research is in progress on web design, it is expected that the design of web-based
application can increase the corporate income tax planning knowledge of SMEs’ entrepreneurs.
Moreover, the factors that impact the awareness of corporate income tax planning knowledge can beobtained.

REFERENCES
Permpanitnukul, W. (2018). The Effect of Tax Planning Knowledge on Tax Planning Efficiency of
SMEs’ Accounting Executives in Thailand. Journal of Modern Management Science. 11(1).

120DEVELOPMENT REPORT OF
FIXED WING AIRPLANE AUTO-LAUNCHER
Rahardito Pandu Wicaksono, Steven Jones Hadhisaputra
University of Indonesia, Indonesia
Purpose and BackgroundIn recent years, the demand for small-scale remote-controlled (RC) fixed wing aircraft has
surged, driven by their versatility and efficiency in performing a variety of functions. These compact
aircraft are increasingly utilized in tasks ranging from geographic mapping and surveying, air quality
monitoring, to search and rescue operations. Their agility, manoeuvrability and huge coverage makethem particularly suitable for covering challenging terrains or conducting detailed aerial observations.
However, the effectiveness of these RC fixed wing planes are contingent upon a reliable and safe
deployment method. The consistent launching of these aircraft is essential to ensure they can effectively
execute their intended functions and minimize losses from failed take-offs.
To support the deployment of these small-scale RC aircraft, a specialized launching mechanism
is essential. This need is addressed by the development of a portable, efficient Fixed Wing Airplane
Auto-Launcher. The goals of this auto-launcher are portability and ease of assembly, usage of bungee
cord as launch driving mechanism, and incorporation of an automatic launch setup, enabling users to
prepare the launch mechanism and initiate the aircraft's deployment remotely via a control unit. Thisfeature not only adds a layer of safety by allowing for distance during launch but also ensures aconsistent and controlled deployment. The development of this auto-launcher represents a significant
step in optimizing the use of small-scale RC planes, ensuring they can be deployed quickly, safely, andreliably.
Materials and Methods
This project was done as part of the Autonomous Unmanned Aerial Vehicle (AUAV) groupof the University of Indonesia's Robotic Team, with a specific focus on addressing the requirementsof a competition in which our team actively participated. The primary materials used included
standard PVC pipes and connectors, known for their durability and ease of assembly, which formed
the structural framework without added adhesives. Bungee cord, selected for their elasticity andstrength, were crucial in providing the necessary tension to drive the launch mechanism. Fiber ropes,
utilising their high tensile strength and minimal stretch, were used to connect the bungee cord to theplane and auto-launcher system. Connection with the bungee cord was done via a carabiner attachedto the bungee cord, and connection with the plane was done via a hook installed on the underside of
the plane’s fuselage. Ground anchoring was achieved using metal pegs and concrete weights whichwere essential for holding the structural integrity of the setup and anchoring the bungee cord.
The initial design of our launcher involved a manual holding method using a wooden plank,
which required stepping on to maintain bungee cord tension. This approach had notable drawbacks: it
could be physically taxing for the operator, and posed a risk of accidental launches due to inconsistentpressure applied to the plank. These issues underscored the need for a more reliable and safer
launching mechanism. This led to the development of our auto-launch device, comprised of a remotecontrolled retraction system.

Figure 1. Initial launcher design without auto-launch mechanism in use

121

Our auto-launch device consists of two main parts, the actuator and the control remote. The
casing of the actuator was 3D-printed using PLA filament, it houses an Arduino Uno, nrf24 module,
pneumatic actuator, motor driver, speaker, powered by 18650 Li-Ion battery. The device was placedin a concrete mold to increase its weight. The casing of the control remote was also 3D-printed using
PLA filament, housing an Arduino Uno, nrf24 module, lcd 1602, analog control stick, speaker,
buttons, and also powered by 18650 Li-Ion battery. The main working principle involves extending
and retracting the actuator’s rod using the control remote, which utilises radio frequency wirelesscommunication.
. After the bungee cord is pulled, the end of the rope, formed into a loop, is securely fastened
around the actuator's rod. This rod can then be extended outward from the actuator, with the end
touching the device’s casing, which locks the rope in place. When the aircraft is ready to be launched,
the operator can retract the rod, releasing the rope, thereby launching the aircraft. This mechanism
ensures a controlled, reliable, and safe launch, essential for the smooth operation of our heavier-thanaverage aircraft model.

Figure 2. Main part of auto-launch device, housing the pneumatic actuator
Results and Discussion
To be launched ideally, our 8-kilogram plane, which is heavy for its size, needed a force 4-5
times its weight, which means 32-40 kilogram-force (kgf) of force to achieve stall speed (minimum
speed needed for an airplane to produce lift) post-launch. The current launcher effectively generates
the necessary force, exerting up to 40-50 kgf, approximately 392.4-490.5 newtons (N) depending on
how far the bungee cord is pulled. Upon multiple tests, the launcher is capable of propelling the plane
to its stall speed, before the plane’s rotor can take over and generate lift.
However, there are areas identified for improvement in the launcher system. Firstly, during
the launch process, the airfoils of the plane experiences frictional contact with the PVC pipe structure,
while the impact of mechanical erosion is minimal, this still works against the direction of the launch,leading to a decrease in the aircraft's launch speed. This method also requires a hook to be installed on
the plane’s fuselage, which might affect its aerodynamics. Hence, we are exploring the developmentof a new model where the plane is positioned on a cart. The cart would then be moved linearly during
the launch, thereby minimizing friction and potentially enhancing the smoothness of the launchsequence. Secondly, while the bungee cord has been effective, its usage does come with inherent
risks, such as potential accidents due to snapping or uncontrolled release. Alternatives to the bungee
cord are being considered, with pneumatic or gas-powered pressure tubes in our minds.
This first model of launcher has proven to be successful. With ongoing research anddevelopment, through addressing existing challenges and pioneering new solutions, and catering todifferent aircraft models we aim to improve the efficiency and safety of launching for various types ofsmall scale fixed-wing aircraft.

122

A PORTABLE DUAL-SCREEN COMMUNICATION DEVICE FOR
DEAF INDIVUDUALS, INTEGRATING OBJECT DETECTION AND
SPEECH-TO- TEXT CAPABILITIES
Dodi Sudiana, Tomy Abuzari,Daffa Fairuzaufa Athallah Raharjo, Mia Rizkinia
Universitas Indonesia, Indonesia
Purpose and Background:This research introduces an innovative communication device tailored for the deaf community,
enhancing interaction through real-time object detection and speech-to-text conversion displayed ondual screens. Utilizing YOLOv8 for object identification and Google's API for speech translation, thedevice offers a breakthrough in accessibility technology. It transcends traditional communication
barriers, facilitating understanding and engagement in diverse environments. Preliminary results
demonstrate high accuracy and speed in object detection (mean accuracy of 0.80 for letters and 0.60 forwords) and speech conversion (average time of 3.21 seconds with a word error rate of 0.08), showing
the device's potential for wide-scale application and significant quality of life improvements forindividuals with hearing impairments.
Material and Methods:
The device features a dual-screen interface powered by a laptop with dedicated software. One
screen displays real-time object detection using the YOLOv8 algorithm, while the other shows speechto-text conversion results via Google's API. The object detection module utilizes a camera for visual
input, and the speech-to-text function employs an integrated microphone for audio input. For object
detection, a dataset with labeled images of commonly used Indonesian words and the English alphabet
was curated. Training involved numerous iterations with a focus on improving precision and recall.
For speech-to-text, Google's API was trained on Indonesian language samples to ensure accuratetranscription.

Fig. 1. Overview of The Prototype

123

Results and Discussion:
The effectiveness of both functionalities was measured using standard evaluation metrics, withthe results indicating a promising integration of the technologies for aiding communication in the deaf
community.

Fig. 2. Object Detection Output

Fig. 3. Speech-to-Text Output

The YOLOv8 algorithm demonstrated robust object detection capabilities, achieving a mean
average precision (mAP) of 0.80 for letters and a slightly lower accuracy for words. The speech- to-text
conversion, powered by Google's API, performed with high accuracy, having a word error rate (WER) of
just 0.08 on average, showcasing its potential for real-world application. Experimental data also revealed
that the device operates efficiently, with object detection completed in under 0.3 seconds and speech-totext conversion in approximately 3 seconds. These results highlight the device's potential to enhancesituational awareness and facilitate communication for deaf individuals. The analysis suggests that
continuous improvements and dataset expansion could further enhance the system's accuracy and reliability,
making it a valuable tool for the target user group.

Fig. 4. Train Metrics of The Object Detection

Fig. 5. Word error rate (WER)

The study's findings underscore the significant impact that such assistive technology can have on
the daily lives of deaf individuals, providing them with greater independence and the ability to engage
more fully in various aspects of society.

124

SDGs Workshop

125

Purpose of the SDGs workshop
SDGs (Sustainable Development Goals) are important actions to improveand set up a sustainable world. All the seventeen goals raised in the SDGs
are critical and urgent issues. We should collaborate to find the direction tosolve those issues, especially since their causes are diverse even in the local
areas. Therefore, mutual understanding of the causes of the SDGs matters
is vital to reach a starting point for cooperation. This workshop is one way
to establish comprehension of SDGs among people in Asia.
We hope you, the workshop attendants, will discuss with students fromother countries, and make friends with each other. Human network isessential to solving global issues, and this is the opportunity to startbuilding the network.

126

SDGs Workshop
Room 2111
Group A
1
2
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Name
POSCHANAN NIRAMITCHAINONTFATMASARI SIREGAR
LIN,CHUNHAONAGAMATU Hisano
SATO Shota
SAGAMI Shiori
FUKUSHIMA Tsumugi

University / School
Mahidol University
IPB University
National Taiwan Normal University
Chiba Prefectural Sakura High School
Shibaura Institute of Technology Kashiwa Senior High School
Chiba University
Chiba University

Name
SOVARITTHON CHANSAENGSEEBAMBANG SULISTYANTARA
VIBOL BUNNAVIT
SEKI Yuri
YAMAJI Takumi
KAMEI Tomoro
MIURA Takeru

University / School
Mahidol University
IPB University
Royal University of Phnom Penh
Chiba Prefectural Sakura High School
Shibaura Institute of Technology Kashiwa Senior High School
Chiba University
Chiba University

Name
RITA MAY PATIÑO TAGALOGYAN NIDO PHUONG NHIORITA Nana
NEMOTO Etsu
FUKUDA Kotaro
HOSONO Mao
YOKOZAWA Yuna

University / School
University of San Carlos
Mahidol University
VNU University of Education
Chiba Prefectural Funabashi High School
Shibaura Institute of Technology Kashiwa Senior High School
Chiba Prefectural Sakura High School
Chiba University
Chiba University

Name
Rizvon Suleimanov
WANDEE KASEMSUKPIPATTRAN THI THANH HUYEN
TSURUMAKI Shunpei
NAKA Rion
YOKOGAWA Manami
MATUMOTO Koume

University / School
Chiba University
Kasetsart University
VNU Univerisity of Education
Chiba Prefectural Funabashi High School
Ichihara Chuo High School
Chiba University
Chiba University

Name
Fajriah Sulaiman
PANCHIT LONGPRADITPHU KHET NAING
FUJII Kanade
AIKAWA Yuzuha
ISHII Tatsuya
HOSHI Hinata

University / School
Chiba University
Mahidol University
Mahidol University
Chiba Prefectural Funabashi High School
Shumei Yachiyo High School
Chiba University
Chiba University

Name
Iago Carvalho Silva
ARISARA LEKSANSERNNI MADE NIA BUNGA SURYA DEWIWATANABE Chika
TAKAGI ShunOBA Eimi
ODA Misaki

University / School
Chiba University
Mahidol University
Udayana University
Chiba Prefectural Funabashi High School
Shumei Yachiyo High School
Chiba University
Chiba University

127

Country
ThailandIndonesia
Taiwan
Japan
Japan
Japan
Japan
Country
ThailandIndonesia
Cambodia
Japan
Japan
Japan
Japan
Country
Philippines
China
Vietnam
Japan
Japan
Japan
Japan
Japan
Country
Tajikistan
Thailand
Vietnam
Japan
Japan
Japan
Japan
Country
Indonesia
ThailandMyanmar
Japan
Japan
Japan
Japan
Country
BrazilThailandIndonesia
Japan
Japan
Japan
Japan

SDGs Workshop
Room 2208
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Learner
Learner
LearnerName
UDOMLUK KOOLSRIROJ
PHAPHOUNGEUN CHITPASEUTH
YASMINA ASHFA ZAHIDAH
KATO Yuna
NAKAYAMA Mizuki
SUGIYAMA Yukino
NAKAZATO Yuka

University / School
Kasetsart University
National University of Laos
University of Indonesia
Chiba Municipal Chiba High School
Shumei Yachiyo High School
Chiba University
Chiba University

Name
YEH, YI-FEN
PHATTHARAMANAT SRITRAKULTAO JIN
MATSUZAKI Sakurako
HARADA Yoshino
HOSHI Ayano
MIYAMOTO Kaoru

University / School
National Taiwan Normal University
Chiang Mai University
Mahidol University
Chiba Municipal Chiba High School
Shumei Yachiyo High School
Chiba University
Chiba University

Name
IVONNE MILICHRISTI RADJAWANE
ROLANDO VELARDE OBIEDO
LI PEIYUNEGAMI Yuma
MORIYAMA Shuta
SHIMAKOSHI Kaori
SAKATA Kanji

University / School
Bandung Institute of Technology
University of San Carlos
Mahidol University
Chiba Municipal Chiba High School
Shumei Yachiyo High School
Chiba University
Chiba University

Name
Joceline Theda KadarmanZOU YING
RAHARDITO PANDU WICAKSONO
Oomura Jinya
INOUE Sara
TOCHIGI Miyu
KOSHIBA Serina

University / School
Chiba University
Mahidol University
University of Indonesia
Chiba Municipal Chiba High School
Shibuya Kyoiku Gakuen Makuhari Senior High School
Chiba University
Chiba University

Name
Lilian Bepura
TANAWAN SAWATDIPHAP
MA NING
ARAI Miyuu
AOKI Mikoto
NAKAMURA Toranosuke
MISAWA Maki

University / School
Chiba University
Mahidol University
Mahidol University
Tokyo Metropolitan High School of Science and Technology
Shibuya Kyoiku Gakuen Makuhari Senior High School
Chiba University
Chiba University

Name
Marvin Gilberto Escobar Leiva
ZHANG XINYURIZKI AWANTA JORDHIE
SUGIYAMA Misora
KATAKO Yuko
MATSUMOTO KarinSUSUKI Shinsuke
FUJIMARU Sakurako

University / School
Chiba University
Mahidol University
University of Indonesia
Joshigakuin Senior High School
Tokyo Metropolitan High School of Science and Technology
Shibuya Kyoiku Gakuen Makuhari Senior High School
Chiba University
Chiba University

128

Country
ThailandLaos
Indonesia
Japan
Japan
Japan
Japan
Country
TaiwanThailand
China
Japan
Japan
Japan
Japan
Country
Indonesia
Philippines
China
Japan
Japan
Japan
Japan
Country
Indonesia
China
Indonesia
Japan
Japan
Japan
Japan

Country
Zimbabwe
Thailand
China
Japan
Japan
Japan
Japan
Country
El Salvador
China
Indonesia
Japan
Japan
Japan
Japan
Japan

SDGs Workshop
Room 2207
Group M
1
2
3
4
5
6
7
8

Facilitator
Learner
Learner
Learner
Learner
Learner
Learner
LearnerGroup N

1
2
3
4
5
6
7
8

Facilitator
Learner
Learner
Learner
Learner
Learner
Learner
LearnerGroup O
1
2
3
4
5
6
7
8

Facilitator
Learner
Learner
Learner
Learner
Learner
Learner
LearnerGroup P

1
2
3
4
5
6
7
8

Facilitator
Learner
Learner
Learner
Learner
Learner
Learner
LearnerGroup Q

1
2
3
4
5
6
7
8

Facilitator
Learner
Learner
Learner
Learner
Learner
Learner
LearnerGroup R

1
2
3
4
5
6
7
8

Facilitator
Learner
Learner
Learner
Learner
Learner
Learner
Learner

Name
REAINTHIPPAYASAKUL WUTTICHAIXIAOTONG ZHOUATHALLAH, DAFFA FAIRUZAUFAMIYAMOTO Atsushi
SUGIMOTO Chiaki
KOJIMA Shiho
HOSHINA Moto
SATO Hayate

University / School
Chulalongkorn University
Mahidol University
University of Indonesia
Chiba Prefectural Chiba Higashi High School
Chiba Municipal Chiba High School
Shibuya Kyoiku Gakuen Makuhari Senior High School
Chiba University
Chiba University

Name
TOCH PHEAKDEYHE YANYIPANYA JANGSAWANGSHIMAZAKI Riku
ODA Saria
OCHI Misaki
OE Yukiji
KATAOKA Haru

University / School
Royal University of Phnom Penh
Mahidol University
Kasetsart University
Chiba Prefectural Chiba Higashi High School
Chiba Municipal Chiba High School
Ferris Girls’ Senior High School
Chiba University
Chiba University

Name
HO THU HAYINGPIN LI
BOOTSOM NARADOLMINE Rintaro
INABA Chisato
AMANO Haruto
TOSA Miyu
SUGIMOTO Yuta

University / School
VNU University of Education
Mahidol University
Chulalongkorn University
Chiba Prefectural Chiba Higashi High School
Tokyo Metropolitan High School of Science and Technology
Azabu Senior High School
Chiba University
Chiba University

Name
Patrick Onyelukachukwu Nwaokocha
CHANYANUT ATJANAPOTJANEETRAN THAI LONG
NAKANO Koutarou
AOYAMA Yuki
ISHIKAWA Mayu
OOKI Moka
ARAI Futo

University / School
Chiba University
Chulalongkorn University
VNU University of Education
Chiba Prefectural Chiba Higashi High School
Chiba Municipal Chiba High School
Tokyo Metropolitan High School of Science and Technology
Chiba University
Chiba University

Name
Muriithi Oscar Mugendi
FAIZAL MAULANARYFYMA SOPYISEMOTO Chika
TERASHITA Keishu
SAKUMA Ayako
KAINUMA Yuki
MIYAKE Mayuko

University / School
Chiba University
IPB University
National University of Laos
Chiba Prefectural Kisarazu High School
Chiba Municipal Chiba High School
Chiba Prefectural Higashi Katsushika High School
Chiba University
Chiba University

Name
INTARAPASAN BUDSAKAYTWIN MIN ZAWSYAHANDRA RAMADHANKISO Koharu
MASUDA Kei
KATO Ouki
YOSHINUMA Asaka
HIRANO Kotone

University / School
King Mongkut’s University of Technology Thonburi
Mahidol University
Bandung Institute of Technology
Chiba Prefectural Kisarazu High School
Tokyo Metropolitan High School of Science and Technology
Musashi High School
Chiba University
Chiba University

129

Country
ThailandChina
Indonesia
Japan
Japan
Japan
Japan
Japan
Country
Cambodia
China
Thailand
Japan
Japan
Japan
Japan
Japan

Country
Vietnam
China
Thailand
Japan
Japan
Japan
Japan
Japan
Country
Nigeria
Thailand
Vietnam
Japan
Japan
Japan
Japan
Japan
Country
Kenya
Indonesia
Laos
Japan
Japan
Japan
Japan
Japan
Country
ThailandMyanmarIndonesia
Japan
Japan
Japan
Japan
Japan

SDGs Workshop
Room 2203
Group S
1
2
3
4
5
6
7

Facilitator
Learner
Learner
Learner
Learner
Learner
LearnerGroup T

1
2
3
4
5
6
7

Facilitator
Advisor
Learner
Learner
Learner
Learner
LearnerGroup U

1
2
3
4
5
6
7

Facilitator
Advisor
Learner
Learner
Learner
Learner
Learner

Name
TITI CANDRA SUNARTIZHANG GENLIANG
SURANGKANA SRISAWAT
MATSUSHITA Ayaka
KODAMA Yua
NOJIRI DaikiOTANI Hayate

University / School
IPB University
Mahidol University
Chiang Mai University
Chiba Prefectural Kisarazu High School
Tokyo Metropolitan High School of Science and Technology
Chiba University
Chiba University

Name
Can Huang
LINTANG NUR FADLILLAHNONTACHA SRIVILAINISHIKAWA Hina
OOKUBO Naoyuki
TAKAOKA Yuri
HARA Koshiro

University / School
Chiba University
Universitas Gadjah Mada
Mahidol University
Chiba Prefectural Kisarazu High School
Tokyo Metropolitan High School of Science and Technology
Chiba Prefectural Chosei High School
Chiba University

Name
Siti Hajar Binti Sharudin Sabri
Chaina Chutima
BENAYA VALENTINO GINTINGSAITO Kanato
TSUSHIMA Kazuhiro
TAKEMOTO Maya
KANEKO Yugo

University / School
Chiba University
Chiba University
Universitas Gadjah Mada
Tokyo Gakugei University International Secondary School
Tokyo Metropolitan High School of Science and Technology
Fujimigaoka High School for Girls
Chiba University

Country
Indonesia
China
Thailand
Japan
Japan
Japan
Japan
Country
China
Indonesia
Thailand
Japan
Japan
Japan
Japan
Country
Malaysia
ThailandIndonesia
Japan
Japan
Japan
Japan

Room 2205
Group V
1
2
3
4
5
6
7

Facilitator
Advisor
Learner
Learner
Learner
Learner
LearnerGroup W

1
2
3
4
5
6
7

Facilitator
Advisor
Learner
Learner
Learner
Learner
LearnerGroup X

1
2
3
4
5
6
7

Facilitator
Advisor
Learner
Learner
Learner
Learner
Learner

Name
TUSZIE WIDHIYANTIPeter Nkachukwu Chukwurah
SRISUPORNWICHAI WISSHAKORNIWANAMI Haruyuki
TSUCHIYA Yoshiki
UCHIYAMA Yuki
NOGUCHI Hanako

University / School
Universitas Pendidikan Indonesia
Chiba University
King Mongkut’s University of Technology Thonburi
Tokyo Gakugei University International Secondary School
Tokyo Metropolitan High School of Science and Technology
Friends Girls Senior High School
Chiba University

Name
Victor Ibrahim Mbeya
PATTAMAVADI LEHMONGKOLNAILI AFWILLAH
ISHIKAWA Rara
UCHIBORI Kanon
MORIGUCHI Yota
MURAKAMI Chihiro

University / School
Chiba University
Kasetsart University
Universitas Pendidikan Indonesia
Chiba Prefectural Sakura High School
Shibaura Institute of Technology Kashiwa Senior High School
Tokyo Tech High school of Science and Technology
Chiba University

Name
Wasana Karunarathna
DODI SUDIANALOWELL MOTIOS GABUNILASSEKINE Shuma
SAKAMOTO Miran
NARITA Momoka
KOMATSU Mako

University / School
Chiba University
Universitas Indonesia
University of San Carlos
Kaichi High School
Shibaura Institute of Technology Kashiwa Senior High School
Chiba Prefectural Funabashi High School
Chiba University

130

Country
Indonesia
Nigeria
Thailand
Japan
Japan
Japan
Japan
Country
Kenya
ThailandIndonesia
Japan
Japan
Japan
Japan
Country
Sri Lanka
Indonesia
Philippines
Japan
Japan
Japan
Japan

Poster<Group A><Group B><Group C><Group D>
131<Group E>

<Group F><Group I><Group G><Group J><Group H>
132

<Group K><Group M><Group L><Group N><Group O>
133

<Group P><Group R><Group Q><Group T><Group S>
134

<Group U><Group V><Group W><Group X>

135