Chiba University AP
International Research Session
For Next Generation
2020.02.16

ScheduleTime / 時間

08:30-08:50

20min

09:00-09:40

40min

Place / 会場

Detail / 詳細Keyaki Kaikan 1F

Reception

けやき会館1階

受付

Opening Ceremony
Keyaki Kaikan 1F Hole
けやき会館1階大ホール

09:40-10:40

60min

10:40-11:00

20分

開会式

Oral presentation
AP高校生・留学生 30秒間口頭発表

Keyaki Kaikan 2F/ 3F

Break

1階ホール→ポスター会場

移動・準備・小休憩
Poster presentation

11:00-12:15

12:15-12:30

75分

15分

12:30-13:15

45分

13:15-15:00

105分

15:00-15:20

20分

15:20-16:00

40分

16:00

Keyaki Kaikan 2F・3F
けやき会館2階・3階

ポスター発表even numbers 11:00-11:30
all numbers

11:30-11:45

odd numbers

11:45-12:15

Faculty of Education

Break (Move to lunch room)※Lunch room : Faculty of Education

けやき会館→教育学部

移動

Faculty of Education

Lunch Time

教育学部

昼食

Faculty of Education

Group discussion

教育学部

英語アクティビティーKeyaki Kaikan

Break (Move to Keyaki Kaikan)

教育学部→けやき会館

移動

Keyaki Kaikan 1F Hole

Closing Ceremony

けやき会館1階

閉会式

Keyaki Kaikan 1F HolePhoto

けやき会館1階

写真撮影

Poster Presentation Map
2nd floor

Venue1
Poster number
1~13

3rd floor

Venue3
Poster number
54~76

Venue2
Poster number
14~53

Lunch & Discussion Room Map

Lunch & Discussion

Opening・Closing Ceremony
Oral・Poster Presentation

Faculty of Education Building2 (2nd floor) / 教育学部２号館２階

Room 2202

Room 2204

Room 2201

Room 2203

2206

The venue for lunch activities is listed on the back of the nameplate.
ランチ・アクティビティーの会場は名札の裏に記載しています。

Room 2205

ESD Posters(No.01- 13)
01. ESD of SAKURAGAOKA 2nd floor, hole
Chiba Prefectural Sakuragaoka School for special need education
02. ESD of Shimofusa High school , Manufacturing , Personality Education
Chiba Prefectural Shimofusa High School

2nd floor, hole

03. KAMAGAYA NISHI HIGH SCHOOL‘S Activities For A Better World 2019
Chiba Prefectural Kamagaya Nishi High School

2nd floor, hole

04. Kokubun High School Think grobally , Act locally
Chiba Prefectural Kokubun High School

2nd floor, hole

05. ESD of Sakura Minami High school , Exchange activities and Volunteer
Chiba Prefectural Sakuraminami High School

2nd floor, hole

(Sugano, Nishimoto, Uemura, Uchiyama, Hayashi, Fukahori, Takahashi, Kataoka, Noguchi, Ishii)

06. Activity Report Educational for Sustainable Development
Ichihara Chuo High School

2nd floor, hole

07. Matsukoku SDGs!! 2nd floor, hole
Chiba Prefectural Matusdo Kokusai High School
08. Cambodia Study Tour សួសតី ! 2nd floor, hole
Chiba Prefectural Chiba Higashi High School(Matsuura Chisa)
09. Host Family Clarkston high school 2nd floor, hole
Chiba Prefectural Chiba Higashi High School(OKA Rinka)
10. Reimei Green Project 2019
Chiba Reimei High School

2nd floor, hole

11. Welcome to Chiba blind school
2nd floor, hole
Chiba Prefectural Chiba Blind School
12. Nagareyama Otakanomori High School ESD Initiative
Chiba Prefectural Nagareyama Otakanomori High School
13. The First International Interaction
2nd floor, hole
Chiba Prefectural Nagareyama High School

2nd floor, hole

Biology(No.14-24) / Agriculture(No.14-24) / Earth Science(No.14-24)
14. Comparison of Soil between Malaysia and Japan
Chiba Prefectural Kisarazu High School

3rd Floor – Room 2(HATANAKA Eita, WATANABE Nagisa, ABE Yuuki, KOIZUMI Aoi, YAHARA Kanna)

15. The Current Situation and Future on Organic Farming
Chiba Prefectural Kisarazu High School

3rd Floor – Room 2(ISHIKAWA Kaede, KOCHA Anri, ARAI Natsuki, MATSUSHITA Masaharu)

16. What Is Biomass Plastics ? 3rd Floor – Room 2
Chiba Prefectural Kisarazu High School(SHIINA Erika, SATO Nonoka, HARUKAWA Kai)

17. How to Recycle Food Waste Efficiently
Chiba Prefectural Kisarazu High School

3rd Floor – Room 2(UNOKI Yusuke, TAKAURA Haruka, ITOU Riko, KASORI Takuma)

18. What Can We Do to Achieve SDGs? 3rd Floor – Room 2
Chiba Prefectural Kisarazu High School(TANAKA Moka, SATOMI Neneka, ISOBE Kotoha)

19. What Should We Do to Protect Satoyama?
Chiba Prefectural Kisarazu High School

3rd Floor – Room 2(IWAMOTO Yui, YOSHIDA Saki, HAGA Azusa, WATANABE Shiho, YASUDA Akane)

20. Color Blindness 3rd Floor – Room 2
Chiba Prefectural Higashi-Katsushika High School(SUZUKI Ayaka)

21. Cerebral Abscess 3rd Floor – Room 2
Chiba Prefectural Higashi-Katsushika High School(ARAKI Haruka)

22. Surpress myopia progress with sunlight 3rd Floor – Room 2
Chiba Prefectural Higashi-Katsushika High School(SATO Akemi)

23. Save Borneo from deforestation - Palm Oil and RSPO 3rd Floor – Room 2
Tokyo Metropolitan High School of Science and Technology(YAMAUCHI Mikoto, SHISHIDO Yu, TANAKA Hinata)

24. Iriomote island - A Good and Bad sides 3rd Floor – Room 2
Tokyo Metropolitan High School of Science and Technology(ASAKAWA Hana, ICHIKAWA Haruna, TAKAO Satsuki)

25. The Effect on The Different Extraction Time of Kawa Daun Beverage (Coffea cannephora) Which Use
Ultrasonic Bath Towards Components of Bioactive Extract
3rd Floor – Room 2
Bogor Agricultural University (IPB), Indonesia(Ifwarisan Defri)

26. EVALUATION OF LINEAR MODELS AND LINEAR MIXED MODELS TO PREDICT THE EFFECTS OF
ANTIMICROBIAL PEPTIDES ON BROILER PERFORMANCE
3rd Floor – Room 2
Bogor Agricultural University (IPB), Indonesia(Mohammad Miftakhus Sholikin)

27. Principle mechanism of A strolabe 3rd Floor – Room 2
Chiba Prefectural Yakuendai High school(SAKAMOTO Marina)

Chemistry(No.28-37) / Math(No.38) / Physics・Engineering (No.39-40)
28. Creating of Biodegradable fiber reinforced plastic
3rd Floor – Room 2
Tokyo Metropolitan Tama High School of Science and Technology(WADA Momoka, IMAMICHI Teru)

29. Inspection of the Mupemba Effect
3rd Floor – Room 2
Chiba Prefectural Chiba Higashi High School(TAKAHASHI Gen, FUJISHIRO Kouki)

30. Study about Bismuth crystal
3rd Floor – Room 2
Chiba Prefectural Higashi-Katsushika High School(YOSHIDA Hana)

31. Verification of Desalting Effect of Seawater Using Synthetic Zeolites
Tokyo Metropolitan High School of Science and Technology

3rd Floor – Room 2(NITTA Honoka)

32. Effect of Additive Differences in Bromine-Based Plastic Pyrolysis Treatment
Tokyo Metropolitan High School of Science and Technology

3rd Floor – Room 2(TORITSUKA Moemi, HANAZAWA Kimi)

33. Fabrication of Superhydrophobic Bamboo Based on ZnO Nanosheet Networks
Universitas Pendidikan Indonesia, Indonesia

3rd Floor – Room 2(Adinda Saraswati, Tri Suhartono)

34. In search of beautiful chemical lights ～ concentration and me～
Chiba Municipal Chiba High school

3rd Floor – Room 2(KIKUCHI Miyuki, YASHIMA Toa,)

35. Luminol Reaction ～ Looking for the Reason of Faint Lights～
Chiba Municipal Chiba High school

3rd Floor – Room 2(TANAKA Yusuke, SUGIYAMA Shota)

36. To dye with gentian Color
3rd Floor – Room 2
Chiba Prefectural Yakuendai High school(YOSHIMURA Haruna)

37. Make delicious Onsen Manjyu
3rd Floor – Room 2
Chiba Prefectural Yakuendai High school(MIYASHITA Tomoaki)

38. Math on the clock
3rd Floor – Room 2
Chiba Prefectural Yakuendai High school(KIMIJIMA Kenta, SAKAMOTO Takuto)

39. Simulation of TERAHERTZ FREQUENCY metal detection in airport security system
Universitas Indonesia(HENDRY STEVEN JOSHUA MARBUN, IRFAN BUDI SATRIA, GITA AYU SALSABILA)

40. ICT usages in Yogyakarta's tourist villages
Universitas Gadjah Mada,Indonesia(ULFAH CHOIRUNNISA, RAHMA AULIA ZAHRA)

3rd Floor – Room 2

3rd Floor – Room 2

Environment・Meteorology・Others (No.41-47) / Education (No.48-51)
41. Absorption Experiment of Radioactive Material by Soil 3rd Floor – Room 2
Tokyo Metropolitan Tama High School of Science and Technology(MIYAKE Rina)

42. Power of the waste～Recycle of banana peels 3rd Floor – Room 2
Tokyo Metropolitan Tama High School of Science and Technology(OISHI Kana, TSUDA Hikaru)

43. Thermal decomposition of peanut 3rd Floor – Room 2
Tokyo Metropolitan Tama High School of Science and Technology(MINAMIKAWA Haruka, SAITO Moe)

44. Research on microplastics on the beach in Chiba
Chiba Prefectural Chiba Higashi High School

3rd Floor – Room 2(MACHIDA Akira, MIIKE Yuuki)

45. Variability Analysis of Sea Surface Temperature and Chlorophyll-A Concentration In South Javaand West Sumatra During Period 2005 - 2014 3rd Floor – Room 2
Institute of Technology Bandung, Indonesia(Erlin Beliyana , Purwanti Lelly Sabrina)

46. Indoor air quality: Carbon Dioxide (CO2) Concentrations in Classrooms
Chulalongkorn University, Thailand

3rd Floor – Room 2(Supitcha Sukprasert )47. Comparison of Muay-Thai training programfor increasing of MuayThai athletes’ muscle strength
Mahidol University, Thailand

3rd Floor – Room 2(Khomkrit Muadmai)

48. The development of learning material using Arduino to investigate the gas law
Chiang Mai university, Thailand

3rd Floor – Room 2(Kansuda Mayer)

49. Autonomy Support, Competence and Motivation in Science as Predictors of Students' Intention
to Pursue the Science, Technology, Engineering and Mathematics (STEM) STRAND
in K to 12 Senior High School 3rd Floor – Room 2
University of San Carlos, Philippine(DELIGERO VIRGIE LEE ESCASINAS)

50. COMMON STUDENTS’ MISCONCEPTIONS IN THERMODYNAMICS
Pangasinan State University, Philippine

3rd Floor – Room 2(Frienzky B. Macayana)

51. The Effects of Ionizing Radiation on Human Physiology
Royal University of Phnom Penh , Cambodia(Vong Chenda , Thong Sivmey )3rd Floor – Room 2

Humanities/Social Science (No.52-76)
52. TWINCLE PROGRAM IN THAILAND_UNIT A
Chiba University

3rd Floor – Room 2(SUGIYAMA KeKentaro, CHIBA Akari, MATSUMOTO Chihori, ITO Kimika)

53. TWINCLE PROGRAM IN THAILAND_UNIT B
Chiba University

3rd Floor – Room 2(KAMATA Enami , ENDO Kaho, TANABE Airi, SHIMAZAKI Ryushi )54. TWINCLE PROGRAM IN THAILAND_UNIT C
Chiba University

3rd Floor – Room 3(ASHITOMI MAO, MASHIKO NANA, MIZUI AMON, DOI Taketo)55. TWINCLE PROGRAM IN THAILAND_UNIT D
Chiba University

3rd Floor – Room 3(ARAI Sakura, KAGA Taisei, YAMAMOTO Shotaro, MATSUMOTO Karen)

56. KYUSU PROJECT 3rd Floor – Room 3
Chiba Prefectural Sakura High School(TAKANO Mizuka, NUKAYA Nodoka, HAMADA Mona, MYOJIN Hitomi, WATANABE Mizuki)

57. Increasing Muslim Tourism by Halal Ramen
Chiba Prefectural Sakura High School

3rd Floor – Room 3(IMANISHI Yuto, KASHIWABARA Natsuki, SAKANO Azu, SANBE Momoka)

58. Eliminating the Education Gap Between Rural and Urban Areas in Vietnam
Saitama Prefectural Urawa Girls' Upper Secondary School(SHIBATA Hana, FUJISAWA Kotoha, HOSOBA Miho, MURAKAMI Nozomi)

59. Improving Labor Productivity in Vietnam
Before the Economic System is Established. 3rd Floor – Room 3
Saitama Prefectural Urawa Girls' Upper Secondary School(OTSUKA Atsuko, ONO Nozomi, KUBOTA Riko, SUZUKI Futaba, YAMAGUCHI Yumeko)

60. Change of 'Village of Negishi in Tokyo' 3rd Floor – Room 3
Shibaura Institute of Technology Kashiwa High School(SHIBA Risako)

61. The Relationship Modern Japan and old proverbs 3rd Floor – Room 3
Shibaura Institute of Technology Kashiwa High School(KANEDA Aruto)

62. Why do Japanese use Chopsticks 3rd Floor – Room 3
Shibaura Institute of Technology Kashiwa High School(NISHIKAWA Yunosuke, HANAOKA Ayumu)

63. Chronic hunger and aid 3rd Floor – Room 3
Shibaura Institute of Technology Kashiwa High School(TAMAO Yuko)

64. Male discomfort with women-only car 3rd Floor – Room 3
Shibaura Institute of Technology Kashiwa High School(TANIBUCHI Haruya, YONEDA Eisuke)

65. Responsibility of Automatic Vehicle accident 3rd Floor – Room 3
Shibaura Institute of Technology Kashiwa High School(MACHIDA Kazuma, YAMAZAKI Junki)

3rd Floor – Room 3

Humanities/Social Science (No.52-76)
66. Process of Juvenile Criminals 3rd Floor – Room 3
Chiba Prefectural Higashi-Katsushika High School(YAMAMOTO Airi)

67. A Japanese Fantasy 「MORIBITO」 3rd Floor – Room 3
Chiba Prefectural Higashi-Katsushika High School(MURAMOTO Koharu)

68. Atami's tourism and economy 3rd Floor – Room 3
Chiba Prefectural Higashi-Katsushika High School(SUGITA Haruka)

69. Shinsengumi 3rd Floor – Room 3
Chiba Prefectural Higashi-Katsushika High School(KUBOTA Moe)

70. The progress of Japanese women in society as seen through "Asadora"
Chiba Prefectural Higashi-Katsushika High School

3rd Floor – Room 3(KURATA Rei)

71. Effects of Letter Colors for Word Memorization 3rd Floor – Room 3
Shibaura Institute of Technology Kashiwa High School(TOYOSHIMA Nagi)

72. The name of Balinese 3rd Floor – Room 3
Udayana University Bali, Indonesia(WAYAN GALANG ADING ARDIKA, YOSHE STEPHANIE)

73. Traditonal Thai Ghosts 3rd Floor – Room 3
Kasetsart University, Thailand(TAOTONG NATCHA , BENJERD SINEWADEE, JIRAPOTE KRITTABOON , KETHIRUN JIPATCHAYA )74. Naga Fireball Festival (“Bung Fai Paya Nak”) 3rd Floor – Room 3
King Mongkut's University of Technology Thonburi,Thailand(PURWANTI LELLY SABRINA, ERLIN BELIYANA)

75. The soul of Vetnamese Cuisine 3rd Floor – Room 3
University of Education, Vietnam National University,Hanoi, Vietnam(NGUYEN XUAN DUNG, VU MINH HIEU)

76. Laos Cultures 3rd Floor – Room 3
National University of Laos, Laos(XAIYAVONGSA SOMCHAI, XAIYAKET SENGPHET )EŽ͘Ϭϭ

௧࿴ඖᖺᗘ༓ⴥ┴❧ᱜࡀୣ≉ูᨭ᥼Ꮫᰯ㧗➼㒊㹃㹑㹂ࡢྲྀ⤌ 㹃㹑㹂㹭㹤㹑㸿㹉㹓㹐㸿㹅㸿㹍㹉㸿EŽ͘ϬϮᱜࡀୣࡢ㹃㹑㹂ࡣࠕࠕࡘ࡞ࡀࡾࠖࢆ࣮࣮࢟࣡ࢻ࡜ࡋࠊᑠ୰㧗ࡢྛᏛ㒊࡛ᵝࠎ࡞άື࡟ྲྀࡾ⤌ࢇ࡛࠸ࡲࡍࠋᮏᰯ࡛ࡢྲྀࡾ⤌ࡳࢆᆅᇦ࡟ࠊ
ࡑࡋ࡚♫఍࡟▱ࡗ࡚ࡶࡽ࠺ࡇ࡜࡛ࠊ⚾ࡓࡕࡢ┠ᣦࡍࠊ㞀ᐖࡢ᭷↓࡟㛵ಀ࡞ࡃࠊே࡜ேࡀຓࡅྜ࠸ㄆࡵྜ࠸࡞ࡀࡽ⏕άࡍࡿࡇ࡜ࡢ࡛ࡁࡿ
ࠕඹ⏕♫఍ࡢᵓ⠏ࠖ࡟㏆࡙ࡃ࡜⪃࠼ࠊⓎಙࡋ⥆ࡅ࡚࠸ࡲࡍࠋ
͆Our school aims to build an inclusive society.͇ ௒ᖺᗘ㧗➼㒊࡛ࡣࠊ㹑㹑㹂㹅㹱࢜ࣜࣃࣛࢆࢸ࣮࣐࡟ࠊᵝࠎ࡞άື࡟ྲྀࡾ⤌ࡳࡲࡋࡓࠋ͆Our
 theme is SDGs and Olympic Paralympic Games.͇

Xjoe!Qpxfs!Dpnqfujujpo!
!

ᣢ⥆ྍ⬟࡞࢜ࣜࣃࣛ㹼ඹ⏕♫఍ࡢᵓ⠏ࢆ┠ᣦࡋ࡚㹼
Susta
ainable Tokyo 2020. Aimss to build an inclusive society.
⚾㐩ࡀ⪃࠼ࡿᣢ⥆ྍ⬟࡞࢜ࣜࣃࣛ
We think about Sustainable Olympic and Paralympic Games.௒ᖺࡢᩥ໬⚍࡛ࡣࠊࠗ⚾㐩ࡀ⪃࠼ࡿᣢ⥆ྍ⬟࡞࢜ࣜࣃࣛ࠘࡟ࡘ࠸࡚ㄪ࡭ࠊ⪃࠼ࢆࡲ࡜ࡵࡲࡋࡓࠋࠕ࢜ࣜ
ࣃࣛࡀ㛤ദࡉࢀࡿࡇ࡜࡛ேࡀ㞟୰ࡍࡿࡇ࡜࠿ࡽ⏕ࡌࡿ⎔ቃၥ㢟ࠖࠕ㣗ရࣟࢫࠖ
ࠕ㞴Ẹ㑅ᡭᅋࠖ࡞࡝ࠊ⏕ᚐࡑࢀࡒࢀࡀ⯆࿡ࡢ࠶ࡿ஦᯶࡟ࡘ࠸࡚࣏ࢫࢱ࣮࡟ࡲ࡜ࡵࠊᥖ♧ࡋࠊ᮶ሙࡋࡓ᪉ࠎ࡟ㄝ᫂ࡋࡲࡋࡓࠋWWe
announced what we examined at the school festival. For example, environmental issues, refugeesand food loss etc.

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!

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SDGs ࡢ࢔࢖ࢥࣥࡸ࢜ࣜࣃࣛࡢ࢚ࣥ
࢜ࣜࢪࢼࣝࡢ➇ᢏ࢝ࣝࢱࢆసᡂࠋ SDGs ࡢ࢔࢖ࢥࣥࢆⓗ ᣢ⥆ྍ⬟࡞࢜ࣜࣃࣛࢆᐇ⌧ࡉࡏࡿࡓࣈ࣒ࣞࢆ౑ࡗࡓࣃࢬࣝࢤ࣮࣒ࢆసᡂ
ࡵࡢ࢔࢖ࢹ࢔ࢆ㞟ࡵࡲࡋࡓࠋ
ᑠᏛ⏕࠿ࡽ኱ேࡲ୍࡛⥴࡟ᑐᡓࠋ࡟࣎ࢵࢳࣕࢤ࣮࣒
Weplayed in handmade carta..
Play with Boccia game. We have gathered sustainable ideas. We played in handmade pazzle.

ࣃࣛࢫ࣏࣮ࢶࡢ
ࡢ㑅ᡭ࡜஺ὶ Interact with Para athletes.

ᕷཎඵᖭ㧗ᰯ࡜ࡢ஺ὶᏛ⩦ In
nteract with Ichiharayawata

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Tqfdjbmuz!Qspevdut!

య⫱ࡢᤵᴗ࡟㑅ᡭࢆᣍࡁࠊࣅ࣮࣒ࣛ࢖ࣇࣝ࡟ᣮᡓࠋ⚄⤒ࢆ◊ࡂ⃈ࡲࡋ࡚㞟୰ࡋࠊ10m ඛࡢⓗࢆ≺࠸ࡲࡋࡓࠋࣛ࢖ࣇࣝ㖠ࡢ㔜ࡉ࡟ࡧࡗࡃࡾ㸟We experienced a beam rifle.

ᣢ⥆ྍ⬟࡞࢜ࣜࣃࣛࢆᐇ⌧ࡉࡏࡿࡓࡵࡢᵝࠎ࡞࢔࢖ࢹ࢔ࢆฟ
ࡋྜ࠸ࠊࢢ࣮ࣝࣉࡈ࡜࡟Ⓨ⾲ࠊඹ᭷ࡋࡲࡋࡓࠋ
We had various ideas for realizing sustainable of the Tokyo
2020 and presented and shared them for each group.

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!

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! !
!
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̢Uif!3oe!jo!Kbqbo""̣

㞴Ẹ㑅ᡭᅋ࡟ࡘ࠸࡚Ꮫ⩦ࡋࡲࡋࡓࠋࢢ࣮ࣝࣉ࣮࣡ࢡ࡛ࡣ㞴Ẹࡢᐙ᪘ࢆ᝿ᐃࡋࠊⲴ≀ࢆཝ㑅ࡍࡿࡓࡵࡢヰࡋྜ࠸ࢆࡋࡲࡋࡓࠋ
ୡ⏺࡛㉳ࡇࡿၥ㢟ࢆ⮬ศ࡟⨨ࡁ᥮࠼࡚⪃࠼ࠊពぢࢆ஺ࡍࡇ࡜ࡀ
࡛ࡁࡲࡋࡓࠋWe learned about
the refugee team.

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࢘࢕ࣝࢳ࢙࢔ࣛࢢࣅ࣮ࡢ㑅ᡭ࡜஺ὶࠋࢺࣛ࢖ࢆ┠ᣦࡋ࡚ᯝᩒ
࡟࢔ࢱࢵࢡࠋⓑ⇕ࡋࡓࢤ࣮࣒ࢆ⧞ࡾᗈࡆ࡚࠸ࡲࡋࡓࠋWe played
wheelchair rugby very exciting with the pllayers.

Gppe!Fevdbujpo!
! Tvqqpsu!

Tbmft!Usbjojoh!bu!Mpdbm!Fwfout!

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ࡘ࡞ࡀࡾࡣど㔝ࢆᗈࡆࠊከࡃࡢᏛࡧࡀ࠶ࡗࡓࠋConnecting with people broadens the way of thinking. We have learned a lot.
‫ۑ‬᪥ᮏࡸୡ⏺ࡢㄢ㢟࡟╔┠ࡋࠊ⚾㐩㧗ᰯ⏕ࡀ⮬ศࡓࡕࡢ⪃࠼ࢆ♫఍࡟Ⓨಙࡋࠊཧ⏬ࡋ࡚࠸ࡃࡇ࡜ࡀࠊඹ⏕♫఍ࡢᵓ⠏࡟ࡘ࡞ࡀࡿ࡜ᐇឤࡋࡓࠋ ࠕ㹑㹂㹅㹱ࠖ࡜ࠕ࢜ࣜࣃࣛࠖ࡜࠸࠺どⅬ࡛ࠊୡ⏺ࡢㄢ㢟ࢆゎỴࡍࡿࡓࡵࡢ⮬ศࡢ⪃࠼ࢆᣢࡕࠊ௚ᰯࡢ⏕ᚐ࡜ࡶᏛࡧྜ࠺ࡇ࡜ࡀ࡛ࡁࡓࠋ
We realized that sharing our hope would build an inclusive society. From view point of SDGs and Olympic Paralympic Games,
we came up with ideas for solving global issues with other school students.
‫ࠕە‬ᣢ⥆ྍ⬟࡞࢜ࣜࣃࣛࠖࡢᐇ⌧࡟ྥࡅࠊᏛ⩦ࡋࡓࡇ࡜ࢆ᪥ࠎࡢ⮬ศࡢ⏕ά࡟⨨ࡁ᥮࠼ࠊ⮬ศ࡟࡛ࡁࡿࡇ࡜࠿ࡽᐇ⾜࡟⛣ࡋ࡚࠸ࡁࡓ࠸ࠋ
We want to put into practice what we had learned to realize Sustainable Olympic Paralympic Games..

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International Understanding

The candle night

Internship
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The Paralympic game[ Boccia]$FFHSWLQJ,QWHUQDWLRQDO6WXGHQWV.RNXEXQKDVPRUHWKDQ\HDUVRIH[SHULHQFHLQRYHUVHDVVFKRROWULSV'HHSHQRXUXQGHUVWDQGLQJRIGLIIHUHQWFXOWXUHVLPSURYHRXULQWHUQDWLRQDOFRPPXQLFDWLRQVNLOOVE\ZRUNLQJRQSRVLWLYHJURXSDFWLYLWLHVDQGE\LQWHUDFWLQJZLWKORFDOSHRSOHLQFOXGLQJVFKRROYLVLWV7KLV\HDUbbVVFKHGXOHGYLVLWLVLQ7DLZDQ

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Volunteer activities

International exchange

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Childcare experience

Donation activities

Presentation of
our activities.RNXEXQSOD\VDUROHLQYLWDOL]LQJWKHORFDOFRPPXQLW\-RLQLQJLQYDULRXVFRPPXQLW\HYHQWVVXFKDV
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Chorus and ensemble withhigh school students in Shanghai

Independence and Self-Relianceᐯɼȷᐯࢷ

EŽ͘Ϭϲ

No.05

Sakura Minami High School(*(-%$&()($#!$&)'(#!*!$%"#(&)$ $$!

Name Sugano.Nishimoto.Uemura.Uchiyama.Hayashi
Fukahori.Takahashi.Kataoka.Noguchi.Ishii

Exchange activity
Tokyo University

Inba dependent school$!)#(& (*('
$!!(.(%'%&$(/(,)4.2=Information Science

Our school cooperates with a Tokyo university information science.
Interaction between Sakura Minami High School and Inba dependent
The first grader students go to the information University for a visit and
School several times a year.

are shown a program and a short animation video by university students.

For example,Inba dependent School opens shop at a school festival held byOnly the students of the information course visits the university, and the

Sakura Minami High School, competes a sport fastivals.

second grader students do give a

presentation of the school excursion and!#.)%(*(-/ #=gets an evaluation from university students.

0 $ (($#International Exchange
An international exchange with the student of the sister school in Taiwan in December.

#(&#+( )""$($/ $= .-$)&.)()&.$!$&)!%&$(/*95;=At a reception, the brass band club of our school played "paprika" or "Love so sweet",and the Taiwanese students showed us the traditional dance of Taiwan.

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In addition, I taught the art to a Taiwanese student and had lunch after that.

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Finally we exchanged presents with each other and we took a ceremonial photograph and saw them off.

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Volunteer
Exchange with elementary school students#(&($#+( 
/ &'=

Giving some instructions such as reading and writing of Chinese characters, a calculation and the feelings such as way of reading, centimeter or the liter of the##!'#!"#(&-$$!/$%!'=clock which did biennial students and study session of Negou Elementary School in a public hall on August 27.
We did drawing in break time and I enjoyed a story and deepened interchange.

Clean the school road
The student cleaned the school road while sorting garbage. We cleaned assigned places around school and stations.
Members of beautification committee and a volunteer committee meeting collect the garbage
which we collected and separate it again. We clean the places we use so that we feel comfortable.

'(($!$$"&/18<30<+ =Experience of a sports Paralympics
Playing Boccia with the instruction Tokyo Juntendo University teachers and students.

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=

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In november 20, the student of Juntendo university visited our high school. The student of theInba dependent school interchanged together on this occasion, too. The boccia is famous as sports of)'(&!

the Paralympics.
Having obstacles or not, it is the sports that everybody can enjoy. About a disability sports, I wasable to deepen understanding. Furthermore,our school adds boccia in a competition to perform by
an athletic meet and faces not only we student but also the student of the branch school and getsclose to the Paralympics sports while enjoying it and thinks that I was able to feel closer by()- $)&# )'(&!
/ ! =$&#()#('         

EŽ͘Ϭϳ

No.08

Cambodia Study Tour ƕƕǻ !ǩĺ
Chiba Higashi high school Matsuura Chisa

PurposeInteraction with the people living abroad‫ ٴ‬Interaction with Indian teachers

We gave paper cranes and dorayaki
to Indian teachers.

• To experience Cambodian lives• To communicate with Cambodianstudents• To learn ways to support developing
countries

We took Indian teacher’s classes of mathematics,
International relations and philosophy.

We can find one thing we know well in thisCambodian bill. This shows a strong
relationship between Cambodia and Japan.

High School, which is our sister school.
We discussed each culture, fashion,school life and so on…
We visited somehistorical structuresand old temples.

Communication Learning CenterWe went to USA and Australia.
We stayed at our host-family’s houses and went to the local school with our baddies.

Club activities
Cooking• Social
polarization• Literacy
rate…78%

Cambodia and Japan‫ ٴ‬School Trip to Taiwan We visited Taipei Municipal Zhonglun‫ ٴ‬Studying abroad

Current situation

Club activities
Volunteer

Main activities• Literacy education• Education for people who
dropped out of usual schools• Teaching professional skills
They support the local people invarious ways

Interaction at CLC• Observation of class• Communication with
Cambodian students…introducing Japanese comedy,
origami, and singing a
Cambodian folk song

Matsukoku Collaboration Dorayaki with “Matsuhisa”!!
We study sustainable cooking,such as “Chinese dishes madefrom familiar ingredients”, “Therecipe that eliminates wasted
ingredients”, and “The dessert
made from fair trade chocolate”.

We participated in
the donation
organized by
Ashinaga, which
provideseducational andemotional support
for orphans.

Visiting a student’s house
Green Fund-raising at
the school festival!!

She wanted to be adoctor
We visited a CLC student’s house, and communicatedwith her and her family. She was making an effort tomake her dream come true.

She sometimes thought
to quit CLC

The first step to be an internationally-minded person
We learnChinese, Korean
and French.
Some Students
haveparticipated in
the contests.

Things I want to do
We learn about Japanese culture
to know about Japanese sprits.
‫ٮ‬Tea-ceremony‫ٮ‬Kabuki

First grade students
participated in the
English camp held at
British-Hills inFukushima.

I want to study more about Asia and Japan…culture, politics, languages, and historiesƨŸçǵĴEŽ͘ϭϬ

EŽ͘Ϭϵ

Chiba Higashi high school

Host Family

Clarkston high school
OKA Rinka

We accepted foreign students from Michigan,USA
DATE
PROGRAM
July.7th Pick them up at Nishichiba Sta.
8th

Stroll around Tokyo(Shibuya, Harajuku, Akihabara)

9th

Stroll around Tokyo(Asakusa,Skytree,TeamLab)

10th-12th Take classes together
Presentation
13th
14th

Farewell Party
See them off at Narita Airport

I discovered various things through this program. I learned about characteristics andadvantages of Americans which I couldn’t know from books and the internet alone.
In addition, I comprehended American culture and reconsidered Japanese culture bycommunicating with them. In order to deepen International understanding, I think it isnecessary to accept different cultures and disseminate our own culture.

EŽ͘ϭϮ

EŽ͘ϭϭ

Nagareyama Otakanomori HighSchool ESD Initiative

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 International Understanding Activity
ty
ty

˙

A. The National Tseng-Wen Home Economics & Commerce Vocational
School Visit to Nagareyama Otakanomori HS 2019
TIME
8:40 –
8:40 –

9:05

PROGRAMTIMETWVS arrival

12:45 – 13:30

Lunch with Host Siblings

PROGRAM

Orientation

13:30 – 14:20

PE Class

9:05 – 10:45

Welcome Ceremony

14:30 – 15:20

English Class with Class 1-9

10:55 – 12:45

Home Economics Class

15:25 – 16:20

Music Class

We will introduce about Chiba Blind School.
Chiba Blind School is a school which built for people who has visual imppairment.This school has more than 100 years history.
In this school,
there are kindergarten which has 13 students, elementary school which has 12 stundents,middle school which has 8 stundents,highschool which has 17 stundents and department of medicine which has 24 stundents.                                         About sports      ỳỸἉἀἆἌἊ  ẏẠẏẘẞẝ         Goal Ball
Ώ
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Ώ
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Assembly

Sports day

Cultural festival

Japanese drum

Visit to Murata coach

Nagareyama Otakanomori students and National Tseng-Wen high school students cook boiled dumplings in home
economics class and then enjoy interview games in English Class to get to know each other.

 Local Area Volunteer Activitieses ˙
es
A. “Students as Teachers” at a Local Elementary School

ΏA

Nagareyama Otakanomori international class students visit a nearby elementary school and help out with their
Ώ
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vocabulary and communication skills through fun games. This activity was broadcast in two NHK news programs.

B. JRC Exchange Program with Kashiwa Special Education School

1st semester

2nd semester

3rd semester

Nagareyama Otakanomori students visit a special education school, building and maintaining a mutual relationship.
AIM: Students give support to people with special needs, but also to get to know each other as people of th esame generation living in the same area.

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EŽ͘ϭϱ

No.ϭϲ

TheCurrentSituaƟon and FutureonOrganicFarming
Diīerent point

KaedeIshikawaKochaAnriArai Natsuki Masaharu MatsushitaKisarazu high schoolĮgure 1㼕㼚㼛㼞㼓㼍㼚㼕㼏㻌 㼛㼞㼓㼍㼚㼕㼏1Organic farming is the producƟon of crops using natural soil.
Figure1, Chemicals are used aŌer DNA of crops are modiĮed.
It’s not organic. Figure2, microorganisms are used in natural
 soil without chemicals. It’s organic.

Graph 1

Graph 2
Number of water bird individual

Number of water bird species

PaddyĮeldarea (੍)&RPSDULVRQRIFXOWLYDWLRQPHWKRG

,QsXHQFHRILQGLYLGXDOFRQWURO

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-$6FHUWLrFDWLRQ -$6FHUWLrFDWLRQFrom Ministry of Agriculturecom

From independent survey

Diagram 4

Diagram 5Įgure 3

Figure 4

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GLR[LGHGRHVQRWFKDQJH

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my Organic mark in Malaysia Organic JAS mark in Japan

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Japan price

Table 3 

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1RHíHFWrHOGVDUHPRUHFRPPRQ/DQGELUG

Malaysia price(íHFW$UHDVZLWKPRUHRUJDQLFDOO\JURZQSDGG\:DWHUELUG

From NARO data

3%HFDXVHWKHUHLVDPHFKDQLVPFDOOHG&DUERQQHXWUDO/LYLQJWKLQJ

Organic paddy Įeld area within a radius of 200m(%)

Table2

: K \ LV ELRPDVV SODVWLF (FR"/RQJOHJVVSLGHUJHQXV/RDFKIDPLO\PaddyILHOGDUHD ੍ 

KisarazuHigh School Erika Shina Nonoka Sato KaiHarukawaĮgure 2Eĸcacy

Table 1

2

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 + R Z WRXVHWKHSODVWLF

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Graph 3QuesƟonnaire result about organic culƟvaƟon system

Should government revise JAS system ?

8%Graph 4

Our opinion

9%

83%

Yes

No

I don't know

H23 Įscal year organic agriculture customers quesƟonnaire

Graph 5

From men and women in their 20s and 60s randomly selectedon the web

H30 Įscal year organic agriculture customers quesƟonnaire
From men and women in their 20s and 60s randomly selected on the web

H30 Įscal year organic agriculture customers quesƟonnaire

Graph 6

From men and women in their 20s and 60s randomly selected on
the web

H30 Įscal year organic agriculture customers quesƟonnaire
From men and women in their 20s and 60s randomly selected on the web

Customers can choose what they want to buy.
Accordingtothe graphs No. 3-6 People
hadn’t understood organic systems in 9 years
ago but half people could understand and buy it
in 2years ago. Why the other people didn’t buy
organic crops? 65% people said “No place tosell” and 25% people said “High price”.
The situaƟon don’t enough protect customers
rights about choice so Japanese government
must make a new system about organic andspread another choice to choose organic crops.

Graph 3-6 data quote from Ministry of Agriculture Forestry and Fisheries.

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EŽ͘ϭϳ

EŽ͘ϭϴ

ᵦᶍᶕᴾᶒᶍᴾᵰᶃᶁᶗᶁᶊᶃᴾᵤᶍᶍᶂᴾᵵᵿᶑᶒᶃᴾᵣᶄᶄᶇᶁᶇᶃᶌᶒᶊᶗ
Japan and Malaysia Were Recycling Food Waste in an Efficient Way
Kasori Takuma Unoki Yuusuke Takaura Haruka Ito Riko

Kisarazu High School㻹㼍㼘㼍㼥㼟㼕㼍

Breakdown of waste volume(ten thousand ton)
Food manufacturing
Ordinary homes

Supply and demand of rice

Food service industry

Population and foodproduction continue toincrease

Food sales and Retail business䞉 㼀㼔㼑㻌㼒㼛㼛㼐㻌㼘㼛㼟㼟㻌㼟㼏㼞㼍㼜㼟㻌㼒㼛㼞㻌㻝㻘㻣㻣㻜㻌㼘㼍㼞㼓㼑㻌㼠㼞㼡㼏㼗㼟㻔㻝㻜㻌㼠㼛㼚㼟㻕㻌㼑㼢㼑㼞㼥㼐㼍㼥䞉㼀㼔㼑㻌㼝㼡㼍㼚㼠㼕㼠㼥㻌㼛㼒㻌㼒㼛㼛㼐㻌㼘㼛㼟㼟㻌㼜㼑㼞㻌㼥㼑㼍㼞㻌㼕㼟㻌㻡㻝㻌㼗㼓䞉㻭㼎㼛㼡㼠㻌㼔㼍㼘㼒 㼛㼒㻌㼠㼔㼑㻌㼒㼛㼛㼐㻌㼘㼛㼟㼟㻌㼏㼛㼙㼑㼟㻌㼒㼞㼛㼙
㼔㼛㼙㼑㻚

154

194

Food waste from home

is easier to reduce

822

1606

Food waste has also
increased!

㻱㼒㼒㼛㼞㼠㼟

䞉㻰㼑㼢㼑㼘㼛㼜㼙㼑㼚㼠㻌㼛㼒㻌㻴㻰㻹㻌㼟㼥㼟㼠㼑㼙
Ensure㻭㼎㼟㼛㼞㼜㼠㼕㼛㼚㻰㼕㼟㼏㼔㼍㼞㼓㼑㻼㼛㼣㼑㼞㻌㼓㼑㼚㼑㼞㼍㼠㼛㼞㻼㼘㼍㼚㼠

We need a system to collectand reduce household
garbage!

https://www.env.go.jp/press/105322.html

䞉㻲㼛㼛㼐㻌㼣㼍㼟㼠㼑㻌㼍㼞㼑㻌㼞㼑㼡㼟㼑㼐㻌㼠㼛㻌㼙㼍㼗㼑㻌㼎㼕㼛㼓㼍㼟㻚䞉㻮㼕㼛㼐㼕㼑㼟㼑㼘㻌㼐㼛㼑㼟㻌㼚㼛㼠㻌㼑㼙㼕㼠㻌㻯㻻㻞㻌㼍㼟㻌㼎㼕㼛㼒㼡㼑㼘㼟㻚

Kotoha Isobe , Neneka Satomi , Moka Tanaka ( Kisarazu High School )Introduction | What is SDGs?

㻶㼍㼜㼍㼚㻼㼞㼑㼟㼑㼚㼠

This red soil is Ratsol.
The nourishment in the soil is lostwhen microorganism works too
actively. Plants are difficult to grow inthe soil.

Almostodorless

HDM
system

Less
work

Low
cost

Naturefriendly

United Nation Information Centre㼂㼑㼓㼑㼠㼍㼎㼘㼑㻌㼣㼍㼟㼠㼑㻌㼛㼕㼘

Mangroves area changes (in Asia)
7.8 (Mha)
6.7䞉㼁㼟㼕㼚㼓㻌㼡㼟㼑㼐㻌㼏㼛㼛㼗㼕㼚㼓㻌㼛㼕㼘㻌㼏㼛㼘㼘㼑㼏㼠㼑㼐㻌㼒㼞㼛㼙㻌㼞㼑㼟㼕㼐㼑㼚㼠㼕㼍㼘㻌㼏㼛㼙㼙㼡㼚㼕㼠㼥䞉㻯㼛㼚㼢㼑㼞㼠㻌㼡㼟㼑㼐㻌㼏㼛㼛㼗㼕㼚㼓㻌㼛㼕㼘㻌㼕㼚㼠㼛㻌㼎㼕㼛㼐㼕㼑㼟㼑㼘䞉㻮㼕㼛㼐㼕㼑㼟㼑㼘㻌㼠㼛㻌㼎㼑㻌㼡㼟㼑㼐㻌㼍㼟㻌㼒㼡㼑㼘㻌㼒㼛㼞㻌㼙㼍㼏㼔㼕㼚㼑㼞㼥㻌㼛㼜㼑㼞㼍㼠㼕㼛㼚㻌㼍㼠㻌㼎㼕㼛㼞㼑㼒㼕㼚㼑㼞㼥 㼠㼔㼍㼠㻌㻌㻌㼜㼘㼍㼚㼠㼟㻌㼍㼚㼐㻌㼠㼑㼏㼔㼚㼛㼘㼛㼓㼕㼑㼟㻌㼠㼔㼍㼠㻌㼜㼞㼛㼐㼡㼏㼑㻌㼎㼕㼛㼒㼡㼑㼘㼟㻌㼍㼚㼐㻌㼒㼞㼛㼙㻌㼎㼕㼛㼙㼍㼟㼟㻘㻌㼍㻌㼞㼑㼚㼑㼣㼍㼎㼘㼑㻌㼞㼑㼟㼛㼡㼞㼏㼑㻌㼏㼛㼙㼜㼘㼑㼤㻌㼍㼚㼐㻌㼠㼛㻌㼎㼑㻌㼟㼛㼘㼐䞉㻾㼍㼕㼟㼕㼚㼓㻌㼍㼣㼍㼞㼑㼚㼑㼟㼟㻌㼒㼛㼞㻌㼏㼛㼙㼙㼡㼚㼕㼠㼥㻌㼛㼚㻌㼠㼔㼑㻌㼓㼛㼛㼐㻌㼛㼒㻌㼏㼛㼘㼘㼑㼏㼠㼕㼚㼓㻌㼡㼟㼑㼐㻌㼏㼛㼛㼗㼕㼚㼓㻌㼛㼕㼘

6.2 5.9

1980 1990 2000 2005

Mangroves are now
decreasing. Cutting down
to make shrimp farms is amajor cause of reduced
mangrove forests.

If mangroves become a tourist spot,
we can hire a lot of poor people.

㻵㼠㻌㼕㼟㻌㼍㼚㻌㼑㼚㼢㼕㼞㼛㼚㼙㼑㼚㼠㼍㼘㼘㼥㻌㼒㼞㼕㼑㼚㼐㼘㼥㻌㼠㼑㼏㼔㼚㼛㼘㼛㼓㼥㻌㼎㼑㼏㼍㼡㼟㼑㻌㼠㼔㼑㼞㼑㻌㼕㼟㻌㼚㼛㻌㼚㼑㼑㼐㻌㼠㼛㻌㼕㼚㼏㼕㼚㼑㼞㼍㼠㼑㻌㼛㼞㻌㼘㼍㼚㼐㼒㼕㼘㼘㻍㻍

Future generations can understandthe importance of nature.

㼀㼔㼑㻌㻴㻰㻹㻌㼟㼥㼟㼠㼑㼙㻌㼏㼍㼚㻌㼟㼛㼘㼢㼑㻌㼠㼔㼑㻌㼒㼛㼛㼐㻌㼣㼍㼟㼠㼑㻌㼜㼞㼛㼎㼘㼑㼙㻌㼕㼚㻌㻹㼍㼘㼍㼥㼟㼕㼍㻚㻌㻭㼘㼟㼛㻘㻌㼎㼥㻌㼡㼟㼕㼚㼓㻌㼠㼔㼑㻌㼒㼑㼞㼠㼕㼘㼕㼦㼑㼞㻌㼙㼍㼐㼑㻌㼔㼑㼞㼑㻌㼣㼕㼠㼔㼛㼡㼠㻌㼡㼟㼕㼚㼓㻌㼏㼔㼑㼙㼕㼏㼍㼘㻌㼒㼑㼞㼠㼕㼘㼕㼦㼑㼞㻘㻌㼥㼛㼡㻌㼏㼍㼚㻌㼜㼞㼑㼢㼑㼚㼠㻌㼠㼔㼑㻌㼘㼍㼚㼐㻌㼒㼞㼛㼙㻌㼓㼑㼠㼠㼕㼚㼓㻌㼠㼔㼕㼚㼚㼑㼞㻚In the mangrove forests, “EcoShrimp”, which corresponds to fairtrade is produced.

䞉How it works

Mangroves absorb more carbon
dioxide than other forests.

㼑㼠㼏㻫Mangrove forests are home to
many fish, plankton and crabs.

http://forest-yt.co.jp/ors_hdm1.html

㻯㼛㼚㼏㼘㼡㼟㼕㼛㼚HDM systems and biofuels are not popular. It isnecessary to recycle food waste in a manner suitablefor each location, and to improve the global
environment.

:KDW6KRXOG:H'R
WR3URWHFW6DWR\DPD".LVDUD]X+LJK6FKRRO

Those who don’t know
SDGs at all or who havebasic knowledge canlearn SDGs and we
could simulate our imaginary world by using theknowledge based on the game.

Tree planting
It was hard for us to plant
trees in the mud. However,
we realized that each
person’s actions could
restore mangrove forests,
which results in rich nature.

Action | What can we do?
Fair trade mark“Fair trade” is a system where a
producer will get enough moneyas they work for their lives.

Rain forest alliance mark“Rain forest alliance” is made forprotecting creature’s diversity andsustainable life for people.

Sea eco label“Sea eco label” ispromoting ecologicalfishing.

OthersMangrove forests are home to
many fish, plankton and crabs.

䠝䠖㻱㼍㼏㼔㻌㼔㼛㼙㼑㻌㼡㼟㼑㼟㻌㼏㼛㼙㼜㼛㼟㼠㻌㼠㼛EŽ͘ϭϵ

SDGs card game

Mangrove forest soil contains a lotof biomass, which is sustainableenergy.

䞉㻽㼡㼑㼟㼠㼕㼛㼚㼟㻌㼣㼑㻌㼍㼟㼗㼑㼐㻌㼕㼚㻌㻹㼍㼘㼍㼥㼟㼕㼍䈈㻽䠍䠖㻭㼞㼑㻌㼥㼛㼡㻌㼐㼛㼕㼚㼓㻌㼞㼑㼏㼥㼏㼘㼕㼚㼓㻌㼛㼒㻌㼒㼛㼛㼐㻌㼣㼍㼟㼠㼑㻘㼔㼍㼢㼑㻌㼍㻌㼞㼑㼏㼥㼏㼘㼑㻚㻌㻵㼚㻌㼍㼐㼐㼕㼠㼕㼛㼚㻘㻌㼣㼑䇻㼞㼑㻌㻌㼙㼍㼗㼕㼚㼓㻌㼟㼛㼙㼑㻌㼎㼕㼛㼓㼍㼟㻘㻌㼎㼕㼛㼐㼕㼑㼟㼑㼘㻌㼑㼠㼏㻚㻌㻽䠎䠖㼃㼔㼑㼞㼑㻌㼏㼍㼚㻌㼥㼛㼡㻌㼡㼟㼑㻌㼠㼔㼑㻌㻴㻰㻹㻌㼟㼥㼟㼠㼑㼙㻫㻵㼟㻌㼕㼠㻌㼕㼚㻌㻹㼍㼘㼍㼥㼟㼕㼍㻫㻭䠖㻭㼘㼠㼔㼛㼡㼓㼔㻌㼠㼔㼑㼞㼑㻌㼍㼞㼑㻌㼎㼍㼏㼠㼑㼞㼕㼍㻌㼠㼔㼍㼠㻌㼙㼍㼗㼑㻌㼎㼕㼛㼓㼍㼟㻘㻌 㻵㻌㼐㼛㼚㻓㼠㻌㼗㼚㼛㼣㻌㼕㼒㻌㼕㼠㻌㼏㼍㼚㻌㼎㼑㻌㼡㼟㼑㼐㻌㼕㼚㻌㻴㻰㻹㻌㼟㼥㼟㼠㼑㼙㻚

Action | Our school’s efforts

Food and Agriculture Organization

Relationships between mangroves and SDGs

㻮㼕㼛㼐㼕㼑㼟㼑㼘https://www.yanmar.com/ltc/jp/energy/renewable_energy/bio_diesel/img/888e35f226/img_index_02.jpg

SDGs is a common
goal agreed withby the United
Nation in 2015 andshould be achievedby 2030.

Survey results | Mangroves and SDGs㻴㻰㻹 㼟㼥㼟㼠㼑㼙㼟㻌㼍㼞㼑㻌㼡㼟㼑㼐㻌㼕㼚㻌㼏㼛㼛㼜㼑㼞㼍㼠㼕㼛㼚㻌㼣㼕㼠㼔㻌㼟㼛㼙㼑㻌㼘㼛㼏㼍㼘 㼓㼛㼢㼑㼞㼚㼙㼑㼚㼠㼟 㼕㼚㻌㻶㼍㼜㼍㼚㻚㼂㼑㼓㼑㼠㼍㼎㼘㼑㻌㼛㼕㼘

What Can We Do to Achieve SDGs?

The importance of mangroves

Protecting mangroves forests can help protect theenvironment, develop the economy, solve energy
problems, and improve education. Mangrovesplay an important role in realizing a sustainable
society.

etc.…
Buying products with these marks is one way toachieve SDGs goals!

Conclusion | To achieve the SDGs

To achieve SDGs, we have three steps :y To know ity To spread ity To take an action on it
How about trying to start with what we can do to
make our society sustainable?

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No.21EŽ͘ϮϮ

Cerebral Abscess

SUPPRESS MYOPIA PROGRESS WITH SUNLIGHT

Higashikatsushika Highschool

Akemi SATO

Har uka Araki

Higashi Katsushika High School
1.Motivation

Motivation
My 7-year-old b r o t h e r c a u s e d cereb r al

How t o c u r e ?
Administration of antibiotics of bacter i aa b s c e s s last June. I w a n t e d t o knowa b o u t it m o r e .

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2.How myopia works

is a way t o c u r e cereb r a l a b s c e s s . If t h e:HVKRXOGFRQVFLRXVO\JRRXWGRRUV˔&ORXG\RUVKDGHGFRQGLWLRQVDUHDOVRHIIHFWLYH

d i s e a s e a r e big, s u rge r y t o d r a i n a ge t h e
p u s is p e r f o r m e d . From this s u rge r y wec a n identify t h e n a m e of bacteria.
Hospitalization peri od is a b o u t 8 weeks.

W hat is it?
C erebral a b s c e s s is o n e of t h e rarely

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di sease. The mortality of this d i s e a s e isa b o u t 25%. The bact e ri a e n t e r t h e braina n d f o r m pus. It c a n b e divided into two
types. Direct a n d hemato gen ous. Yo u c a n
s e e f r o m t h e graph, my brother ’s o n e
w a s f r o m h e m a t o g e n o u s . The s ym p t o m s
a r e fever, n a u s e a , h e a d a c h e , a n d
convulsion.

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S e q u e l a e d e p e n d s o n t h e location oft h e di sease. Epilepsy c a u s e highly

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possible.

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)LJXVHFRQYH[OHQGVMy brother’s o n e

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Place of myis a t t e mp oral

brothers diseaselobe. It a ﬀ e c t s o n$OWKRXJKLWLVQRWFOHDU\HWP\RSLDLVWKRXJKWWREHFDXVHGE\DFRPSOH[PL[RI

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auditory stimulus

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3.Causes of myopia,QSDUWLFXODUʞ

4.Treatment of myopia with sunlight

Conclusion
Cerebral abscess can curebyantibiotics of bacteria. Evena f t e r healing, a f t e r e ﬀ e c t s will
rem ai n highly possible.

The diagnosis
The diﬀerentiation of cerebr a l a b s c e s s
It is diﬃcult t o c o n fir m t h e cereb r a l
a b s c e s s . It is b e c a u s e cereb r a l a b s c e s s
is similar t o o t h e r brain d i s e a s e s like

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brain t u m o r a n d Glioma.
A big d i ﬀ e r e n c e is b e c a u s e o f biologicalreaction, cereb r a l a b s c e s s c a u s e heat.

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5.Consideration

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CerebralgliomaBrain t u m o r

abscess

No.24

EŽ͘Ϯϯ
༓ⴥ኱Ꮫḟୡ௦ᡯ⬟䝇䜻䝑䝥䜰䝑䝥䝥䝻䜾䝷䝮 2019ᖺᗘ➨2ᅇᅜ㝿◊✲Ⓨ⾲఍ 2020.2.16

Ҙᓶ‫ܖٻ‬ഏɭˊৗᏡἋỿἕἩỴἕἩἩἿἂἻἲ ᵐᵎᵏᵗ࠰ࡇᇹᵐ‫׎ׅ‬ᨥᄂᆮႆᘙ˟ ᵐᵎᵐᵎᵌᵐᵌᵏᵔ

6DYH %RUQHR IURP WKH GHIRUHVWDWLRQ

Iriomote island‫ع‬3DOP 2LO DQG 5632‫ع‬ᵷᵟᵫᵟᵳᵡᵦᵧ ᵫᶇᶉᶍᶒᶍᵊᴾᵱᵦᵧᵱᵦᵧᵢᵭᴾᵷᶓᵊᴾᵲᵟᵬᵟᵩᵟᴾᵦᶇᶌᵿᶒᵿ

Ɇ A Good
d and
d Bad
d sideeῂ Ɇᵲᶍᶉᶗᶍ ᵫᶃᶒᶐᶍᶎᶍᶊᶇᶒᵿᶌᴾᵦᶇᶅᶆᴾᵱᶁᶆᶍᶍᶊᴾᶍᶄᴾᵱᶁᶇᶃᶌᶁᶃᴾᵿᶌᶂᴾᵲᶃᶁᶆᶌᶍᶊᶍᶅᶗᴾ

TAKAO Satsuki, ICHIKAWA Haruna, ASAKAWA Hana

ὼOverviewὼὼObservationὼ

We visited Malaysian Borneo from March 26 to 31 to do fieldwork. The
purposes of this fieldwork are as follows.

We could see wild Proboscis monkeys
and Rafflesias.

1. To observe unique creatures living in tropical.
2. To understand that Borneo's severe environment issues.
3. To inform the present condition of Borneo to many people in Japan.

In mangrove forest, we were able to see
many wild proboscis monkeys on from ourboat . They have large nose and stomach andlive only in Borneo .
In high altitude mountains, we were able
to see Rafflesias. It is a plant that parasites on
grape roots and it blooms only three days in
two years.
In Lok Kawi Wildlife Park, we saw
Orangutans. They only lives in the rich tropicalrainforest of Borneo and Sumatra. But now, as
deforestation progressed , the number oforangutans has diminished .

ὼWhat is Borneo like?ὼ
Borneo is the third largest island in theworld lies near the equator. It is said to be
the place where the biggest tropicalrainforest remains in the world. That‘sbecause Borneo escaped development.
Thus , more than 4,000 species of plants
and creatures have been living there.
However, Borneo's nature have been
decreasing over the past few years due to:Borneo:Sumatraadvancing deforestation.
䠄By Google Map䠅

ὼEnvironmental problems in Borneo and their solutionsὼ
Cutting tropical rainforest to produce palm oil
Borneo has many oil palm plantations. Vegetable oil is made from palm oil and it is used all over theworld. Many products such as cosmetics, snacks and cup noodles contain palm oil. In japan, it is known
as 䇾Vegetable Oil䇿, therefore many people don’t know about palm oil . This is a big problem.
85% of palm oil is made in Malaysia and Indonesia and more than half of the Borneo’s
forest are cut down for palm tree plantation. It is said that Orangutans have lost 80% of theirhomes .

Palm oil plantation made by
cutting tropical rainforest

Tokyo Metropolitan High School of Science and Technology

Purposeᵵᶃ ᶕᶃᶌᶒ ᶒᶍ ᵧᶐᶇᶍᶋᶍᶒᶃ
ᵧᶐ
ᵧᶑᶊᵿᶌᶂ ᶄᶐᶍᶋ ᵨᶓᶊᶗ ᵐᵓ ᶒᶍ ᵐᵗ ᶇᶌ ᵐᵎᵏᵗᵌ ᵵᶃ ᶕᶃᶐᶃ ᶑᶓᶎᶎᶍᶐᶒᶃᶂᶀᶗ ᶒᶆᶃ ᵲᶐᶍᶎᶇᶁᵿᶊ ᵠᶇᶍᶑᶎᶆᶃᶐᶃ ᵰᶃᶑᶃᵿᶐᶁᶆ ᵡᶃᶌᶒᶃᶐ ᵳᶌᶇᶔᶃᶐᶑᶇᶒᶗ ᶍᶄ ᶒᶆᶃ ᵰᶗᶓᶉᶗᶓᶑᵌ ᵵᶃ ᶕᶃᶌᶒᶒᶍ ᶊᶃᵿᶐᶌ ᵿᶀᶍᶓᶒ ᶒᶆᶃ ᶃᶁᶍᶑᶗᶑᶒᶃᶋ ᶍᶄ ᵧᶐᶇᶍᶋᶍᶒᶃ ᵧᶑᶊᵿᶌᶂᵌ ᵤᶍᶐ ᶃᶖᵿᶋᶎᶊᶃ ᵘ ᶀᶇᶍᶂᶇᶔᶃᶐᶑᶇᶒᶗᵊ
ᵿᶌᶇᶋᵿᶊ ᶒᶐᵿᶄᶄᶇᶁᶉᶇᶌᶅᵊ ᵿᶌᶂ ᵿᶀᶍᶓᶒ ᶒᶆᶃ ᶅᵿᶐᶀᵿᶅᶃ ᶇᶑᶑᶓᶃᵌ ᵵᶃ ᶇᶌᶒᶐᶍᶂᶓᶁᶃ ᶒᶆᶃᶑᶃ ᶇᶑᶑᶓᶃᶑᵌ

Uniquee Ecology
y of Mangroveᵣᶁᶍᶑᶗᶑᶒᶃᶋᶑᴾᶅᶐᶍᶕᶌᴾᶀᶗᴾᶋᵿᶌᶅᶐᶍᶔᶃᴾᶄᶍᶐᶃᶑᶒᶑ

ᵱᶃᶔᶃᶌ ᶉᶇᶌᶂᶑ ᶍᶄ ᶋᵿᶌᶅᶐᶍᶔᶃᶑ ᶅᶐᶍᶕ ᶇᶌ ᵧᶐᶇᶍᶋᶍᶒᶃ ᵧᶑᶊᵿᶌᶂ
ᵫᵿᶌᶅᶐᶍᶔᶃᶑ ᵿᶐᶃ ᶎᶊᵿᶌᶒᶑ ᶕᶆᶇᶁᶆ ᶁᵿᶌᶇᶌᶆᵿᶀᶇᶒ ᶀᶐᵿᶁᶉᶇᶑᶆ ᶕᵿᶒᶃᶐᵌ ᵟᶊᶊ ᶉᶇᶌᶂᶑ ᶍᶄᵨᵿᶎᵿᶌᶃᶑᶃ ᶋᵿᶌᶅᶐᶍᶔᶃᶑ ᶅᶐᶍᶕ ᶇᶌᵧᶐᶇᶍᶋᶍᶒᶃ ᵧᶑᶊᵿᶌᶂᵌ ᵫᵿᶌᶅᶐᶍᶔᶃᶑ ᶆᵿᶔᶃᶂᶇᶄᶄᶃᶐᶃᶌᶒ ᶆᵿᶀᶇᶒᵿᶒᶑ ᶂᶃᶎᶃᶌᶂᶇᶌᶅ ᶍᶌᶒᶆᶃᶇᶐ ᶑᵿᶊᶇᶌᶇᶒᶗ ᵆᵰᶇᶅᶆᶒ ᶄᶇᶅᶓᶐᶃᵇᵌᵲᶆᶃ ᶑᶍᶇᶊ ᶍᶄ ᶋᵿᶌᶅᶐᶍᶔᶃ ᶄᶍᶐᶃᶑᶒᶑ ᵿᶐᶃᶑᶍᶄᶒᵌ ᵫᵿᶌᶅᶐᶍᶔᶃᶑ ᶆᵿᶔᶃ ᶓᶌᶇᶏᶓᶃ ᶐᶍᶍᶒᶑᵊ
ᶀᶃᶁᵿᶓᶑᶃ ᶋᵿᶌᶅᶐᶍᶔᶃᶑ ᶌᶃᶃᶂ ᶒᶍ ᶑᶒᵿᶌᶂᶍᶌ ᶓᶌᶑᶒᵿᶀᶊᶃ ᶑᶍᶇᶊ ᵆᵤᶇᶅᶓᶐᶃ ᶀᶃᶊᶍᶕᵇᵌ
Distribution of Mangroves and associate mangroves

ᵲᶆᶃᴾᶐᶍᶍᶒᶑᴾᵿᶐᶃᴾᶇᶌᶒᶐᶇᶁᵿᶒᶃᴾᵿᶌᶂᴾᶀᶃᶁᶍᶋᶃᴾᶆᶍᶋᶃᴾ
ᶒᶍᴾᶋᵿᶌᶗᴾᵿᶌᶇᶋᵿᶊᶑᵌᴾᵤᶍᶐᴾᶒᶆᶇᶑᴾᶐᶃᵿᶑᶍᶌᵊᴾᶋᵿᶌᶗᴾᶁᶐᶃᵿᶒᶓᶐᶃᶑᴾᶇᶌᶆᵿᶀᶇᶒᵌᴾ
ᵵᶃᴾᶁᶍᶓᶊᶂᴾᶍᶀᶑᶃᶐᶔᶃᴾᶒᶆᶃᴾᵳᶁᵿ ᵿᶐᶁᶓᵿᶒᵿᵊ
ᵲᶃᶐᶃᶀᶐᵿᶊᶇᵿ ᶎᵿᶊᶓᶑᶒᶐᶇᶑᵊᴾᵿᶌᶂᴾᶒᶆᶃᴾᵥᶃᶊᶍᶇᶌᵿ ᶃᶐᶍᶑᵿᵌ

ᵫᵿᶌᶅᶐᶍᶔᶃᴾᶄᶍᶐᶃᶑᶒᶑᴾᵿᶐᶃᴾᶆᶇᶅᶆᴾᶇᶌᴾᶍᶐᶅᵿᶌᶇᶁᴾᶋᵿᶒᶒᶃᶐᵤᵿᶊᶊᶃᶌᴾᶊᶃᵿᶔᶃᶑᴾᵿᶐᶃᴾᶌᶍᶒᴾᶃᵿᶑᶇᶊᶗᴾᶍᶖᶇᶂᶇᶘᶃᶂᴾᶀᶗᴾ
ᶀᶐᵿᶁᶉᶇᶑᶆᴾᶕᵿᶒᶃᶐᵌᴾᵲᶆᶓᶑᵊᴾᶒᶆᶃᶐᶃᴾᶇᶑᴾᵿᶀᶓᶌᶂᵿᶌᶒᴾᶄᶍᶍᶂᴾ
ᶄᶍᶐᴾᶊᶇᶔᶇᶌᶅᴾᶒᶆᶇᶌᶅᶑᵌᴾᵧᶄᴾᶋᵿᶌᶅᶐᶍᶔᶃᴾᶄᶍᶐᶃᶑᶒᶑᴾᵿᶐᶃᴾᶁᶓᶒᴾᶂᶍᶕᶌᵊᴾᶊᵿᶐᶅᶃᴾᵿᶋᶍᶓᶌᶒᶑᴾᶍᶄᴾᶁᵿᶐᶀᶍᶌᴾᶂᶇᶍᶖᶇᶂᶃᴾᶕᶍᶓᶊᶂᴾ
ᶀᶃᴾᶐᶃᶊᶃᵿᶑᶃᶂᴾᶇᶌᴾᶒᶆᶃᴾᵿᶇᶐᵌ

Fruits of oil palm
Prop root(Rhizophora stylosa)

Aerial root
(Avicennia marina)

Knee root(Bruguiera gymnorrhiza)

Buttress root
(Heritiera littoralis)

Uca arcuata

Terebralia palustris

Geloina erosa

We planted 300 mangrovesᵫᵿᶌᶅᶐᶍᶔᶃḚᶑ ᶐᶍᶍᶒᶑ ᵿᶐᶃ ᶂᶃᶔᶃᶊᶍᶎᶃᶂ ᶄᶍᶐ ᶀᶐᶃᵿᶒᶆᶇᶌᶅ

We took part in “Mangrove Rehabilitation Project” projected by Sabah Forestry
Department (SFD) in Malaysia and International Society for Mangrove
Ecosystems (ISME). Then we planted 300 mangroves for mangrove revival.

ᵧᶌ ᶀᶐᵿᶁᶉᶇᶑᶆ ᶕᵿᶒᶃᶐᶑᵊ ᵿᶒ ᶆᶇᶅᶆ ᶒᶇᶂᶃᵊ ᶕᶆᶍᶊᶃ ᶒᶐᶃᶃᶑ ᶑᶇᶌᶉ ᶇᶌ ᶒᶆᶃ ᶕᵿᶒᶃᶐ ᵿᶌᶂ ᶀᶃᶁᶍᶋᶃ ᶑᶒᵿᶐᶔᶃᶂ ᶍᶄ ᶍᶖᶗᶅᶃᶌᵌ ᵦᶍᶕᶃᶔᶃᶐᵊ
ᶋᵿᶌᶅᶐᶍᶔᶃᶑ ᶆᵿᶔᶃ ᵿᶂᵿᶎᶒᶃᶂ ᶇᶒᶑ ᶐᶍᶍᶒᶑᵌ ᵱᶍᶋᶃ ᶒᶗᶎᶃᶑ ᶍᶄ ᶐᶍᶍᶒᶑ ᶈᶓᶋᶎ ᶍᶓᶒ ᶍᶄ ᶒᶆᶃ ᶅᶐᶍᶓᶌᶂ ᵿᶌᶂ ᵿᶀᶑᶍᶐᶀ ᶍᶖᶗᶅᶃᶌᵌ ᵵᶃ ᶑᵿᶕᶁᶐᶍᶑᶑ ᶑᶃᶁᶒᶇᶍᶌ ᶍᶄ ᶐᶍᶍᶒᶑ ᶆᵿᶔᶃ ᶋᵿᶌᶗ ᶁᶐᵿᶁᶉᶑ ᵆᵰᶇᶅᶆᶒ ᶄᶇᶅᶓᶐᶃᵇᵌ ᵲᶆᶃᶑᶃ ᶆᶍᶊᶃᶑ ᵿᶐᶃ ᶒᶆᶍᶓᶅᶆᶒ ᵿᶑ ᶑᶎᵿᶁᶃᶑ ᶒᶍ ᶑᶒᶍᶐᶃ ᵿᶇᶐᵌ ᵵᶃᶁᶍᶓᶊᶂ ᶑᶃᶃ ᶒᶆᶃ ᶓᶌᶇᶏᶓᶃ ᶑᶒᶐᶓᶁᶒᶓᶐᶃᶑ ᶍᶄ ᶒᶆᶃ ᶎᶊᵿᶌᶒᶑ ᶇᶌ ᶀᶐᵿᶁᶉᶇᶑᶆ ᶕᵿᶒᶃᶐ ᵿᶐᶃᵿᵌ
cross section of root

Mangroves planting activities

Eco-friendly mark ḛRSPOḜ

2005

2010

2015

Changes in Borneo’s forests
䠄Borneo Forest Coverage Graph in 1985䠅

In 2004, 䛂RSPO䛃䠄Roundtable on Sustainable Palm Oil) was established by nonprofit organization,
in response to the world’s needs for sustainable palm oil. Some products have “RSPO certification mark” on it. These products
were made with consideration for the environment and society. If you buy these products, you can stop deforestation and childlabor. However many Japanese people don’t know about RSPO and products with RSPO certification mark. Also,
there are fewer RSPO products sold in Japan compared to western countries.
RSPO certification markὼActivities after coming back to Japanὼ

Survey about RSPOAnnounced environmental issues for children
139

Edogawa Environment Fair
We delivered the present environment issue at the environmental fair.
Children learned about Borneo with fun through our presentation and quizzes. Edogawa Environment Fair
All children actively participated.

Ueno Zoo Event
We took part in the event sponsored by WWF JAPAN and Ueno Zoo. We could
talk about Borneo and palm oil to many people who visited Ueno Zoo.
So many people were able to learn about palm oil.

Ueno Zoo Event

18

Unknown
Known

We took the questionnaire at therecital about how well known the
RSPO. Then we knew many people
don’t know about RSPO and little
known in Japan.

ὼConclusion Ὁ ProspectὼOur casual life have been damaging our earth
Through this fieldwork , we good word choice severe deforestation in Borneo. We learned that cause is also in Japanese people too.If we continue
current life, not only local people but also people around the world will have adverse effects. We think that people have to change their life
consciousness to solve environment issues. For example, to choose eco-friendly products. We are giving presentations so that many people canknow about this issues. Let's review our lives together for the future.
ὼAcknowledgmentsὼ
We would like to thank the following contributors Baba Shigeyuki, Kezuka Mio from International
Society for Mangrove Ecosystems (ISME), Joseph Tangah from Sabah Forestry Department.

ὼReferencesὼ
[1] Ministry of the Environment in Japan (2011), Consideration of sustainability of verification and richness[2] Malaysia National Tourism Organization official web site, http://www.tourismmalaysia.or.jp/[3] World Wide Fund for Nature (WWF), What is the Vegetable Oil? : palm_opl.pdf

Environmentt Issues

Attemptss for protecting environmentᵦᶓᶋᵿᶌᴾᵿᶁᶒᶇᶔᶇᶒᶗᴾᶆᵿᶑᴾᶐᶃᶂᶓᶁᶃᶂᴾᶒᶆᶃᴾᶌᶓᶋᶀᶃᶐᴾᶍᶄᴾᵿᶌᶇᶋᵿᶊᶑᵌᵲᶆᶃ ᶌᶓᶋᶀᶃᶐ ᶍᶄ ᵧᶐᶇᶍᶋᶍᶒᶃ ᶕᶇᶊᶂ ᶁᵿᶒᶑ ᵿᶌᶂ ᵡᶐᶃᶑᶒᶃᶂ ᶑᶃᶐᶎᶃᶌᶒ ᶃᵿᶅᶊᶃᶑ ᵿᶐᶃᶂᶃᶁᶐᶃᵿᶑᶇᶌᶅ ᶂᶓᶃ ᶒᶍ ᶐᶍᵿᶂᶉᶇᶊᶊ ᵆᵲᵿᶀᶊᶃ ᵏᵇᵌ
ᵧᶐᶇᶍᶋᶍᶒᶃ ᵧᶑᶊᵿᶌᶂ ᶇᶑ ᶑᶒᶐᶇᶁᶒ ᶍᶌ ᶑᶃᶎᵿᶐᵿᶒᶇᶌᶅ
ᶅᵿᶐᶀᵿᶅᶃᵊ ᶀᶓᶒ ᶑᶍ ᶋᵿᶌᶗ ᶉᶇᶌᶂᶑ ᶍᶄ ᶅᵿᶐᶀᵿᶅᶃᵿᶐᶃ ᶊᶃᶄᶒ ᶍᶌ ᶒᶆᶃ ᶀᶃᵿᶁᶆᶃᶑ ᶕᶇᶒᶆᶍᶓᶒ ᶀᶃᶇᶌᶅ
ᶑᶃᶎᵿᶐᵿᶒᶃᶂ ᵆᵤᶇᶅᵌᵏᵇᵌ ᵧᶐᶇᶍᶋᶍᶒᶃ ᵧᶑᶊᵿᶌᶂ ᶋᵿᶗ ᶀᶃᶐᶃᶅᶇᶑᶒᶃᶐᶃᶂ ᵿᶑ ᵿ ᵵᶍᶐᶊᶂ ᵦᶃᶐᶇᶒᵿᶅᶃ ᵱᶇᶒᶃᵌ ᵧᶒᶌᶃᶃᶂᶑ ᶒᶍ ᶁᶓᶊᶒᶇᶔᵿᶒᶃ ᶌᵿᶒᶓᶐᶃ ᶄᶍᶐ ᶀᶓᶇᶊᶂᶇᶌᶅ Table 1. Number of Iriomote wildcat accidentsᶄᵿᶁᶇᶊᶇᶒᶇᶃᶑ ᶄᶍᶐ ᶔᶇᶑᶇᶒᶍᶐᶑ ᵆᵤᶇᶅᵌᵐᵇᵌ ᵦᶍᶕᶃᶔᶃᶐᵊ
ᶒᶆᶃᶐᶃ ᵿᶐᶃ ᶑᶍᶋᶃ ᶇᶑᶊᵿᶌᶂᶃᶐᶑ ᶕᶆᶍ ᶕᵿᶌᶒ ᶒᶍᶎᶐᶍᶒᶃᶁᶒ ᶌᵿᶒᶓᶐᶃᵌ ᵲᶆᶃᶐᶃ ᵿᶐᶃ ᶋᵿᶌᶗ ᶎᶐᶍᶀᶊᶃᶋᶑᶒᶍ ᶑᶍᶊᶔᶃ ᶒᶍ ᶉᶃᶃᶎ ᶎᶐᶍᶒᶃᶁᶒᶇᶌᶅ ᶌᵿᶒᶓᶐᶃᵌ
Fig.1. drifting garbagesᵤᶇᶅᵌᵐᵌᴾupstream ᶕᵿᶒᶃᶐᴾᶇᶌᶒᵿᶉᶃ

ᵲᶆᶃᶐᶃ ᵿᶐᶃ ᶑᶍᶋᶃ ᶃᶄᶄᶍᶐᶒᶑ
ᵲᶆ
ᶄᶄ
ᶊᶇᶉ
ᶊᶇᶉᶃᵊ ᶎᶓᶊᶊᶇᶌᶅᶊᶊᶇ ᶓᶎ ᶒᶆᶃᶆᶕᶃᶃᶂᶑ ᶒᶍ ᶌᶍᶒᶇᶁᶃ ᵿᶌᶇᶋᵿᶊᶑ ᶃᵿᶑᶇᶃᶐᵊ ᶋᵿᶉᶇᶌᶅ
ᶅᶓᶒᶒᶃᶐᶑᵊ ᶒᶍ ᶎᶐᶍᶒᶃᶁᶒ ᶑᶋᵿᶊᶊ ᵿᶌᶇᶋᵿᶊᶑᵊ ᵿᶌᶂᶎᶇᶁᶉᶇᶌᶅ ᶓᶎ ᶅᵿᶐᶀᵿᶅᶃ ᶇᶌ ᶒᶆᶃ ᶇᶑᶊᵿᶌᶂᵌ
ᵲᶆᶃᶐᶃ ᵿᶐᶃ ᵿᶊᶑᶍ ᶑᶍᶋᶃ ᵿᶒᶒᶃᶋᶎᶒᶑ ᶄᶍᶐ ᶇᶒ ᶒᶍᶀᶃ ᶐᶃᶅᶇᶑᶒᶃᶐᶃᶂ ᵿᶑ ᵿ ᵵᶍᶐᶊᶂ ᵦᶃᶐᶇᶒᵿᶅᶃ ᵱᶇᶒᶃ ᶒᶍᶍᵌᵆᵤᶇᶅᵌᵑᵋᵓᵇඵ㔜ᒣᅵᮌ஦ົᡤࡼࡾ

Fig.3. accident site
sign to alert

Fig.4. a tunnel under the roadFig.5. a place of use
portable restroom

Summaryy andd Outlookᵲᶆᶐᶍᶓᶅᶆ ᶍᶓᶐ ᶒᶐᶇᶎ
ᶒᶐᶇᶎᵊ
ᶎᵊ ᶕᶃ
ᶃ ᶊᶃᵿᶐ
ᶊᶃᵿᶐᶌᶃᶂ
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Acknowledgements
ᵵᶃᴾᶕᶍᶓᶊᶂᴾᶊᶇᶉᶃᴾᶒᶍᴾᶒᶆᵿᶌᶉᴾᶒᶆᶃᴾᶄᶍᶊᶊᶍᶕᶇᶌᶅᴾᶎᶃᶐᶑᶍᶌᶑᴾᶄᶐᶍᶋᴾᵲᶐᶍᶎᶇᶁᵿᶊᴾᵠᶇᶍᶑᶎᶆᶃᶐᶃᴾᵰᶃᶑᶃᵿᶐᶁᶆᴾᵡᶃᶌᶒᶃᶐᵊᴾᵳᶌᶇᶔᶃᶐᶑᶇᶒᶗᴾᶍᶄᴾᶒᶆᶃᴾᵰᶗᶓᶉᶗᶓᶑᴾᶄᶍᶐᴾᶒᶆᶃᶇᶐᴾᶅᶐᶃᵿᶒᴾᶆᶃᶊᶎᵌ
ᵹᵏᵻᴾᵱᶆᶇᶅᶃᶗᶓᶉᶇᴾᵠᵿᶀᵿᵊᴾᵮᶐᶍᶄᶃᶑᶑᶍᶐᴾᵣᶋᶃᶐᶇᶒᶓ
ᵹᵐᵻᴾᵱᶆᶇᶌᴾᵵᵿᶒᵿᶌᵿᶀᶃᵊᴾᵟᶑᶑᶍᶁᶇᵿᶒᶃᴾᵮᶐᶍᶄᶃᶑᶑᶍᶐ

Referencesᵹᵏᵻ ᵫᵿᶉᶍᶒᶍᴾᵷᶍᶉᶍᶒᶑᶓᶉᵿ ᵆᵐᵎᵏᵏᵇᴾ ᵤᶇᶃᶊᶂᴾᶅᶓᶇᶂᶃᴾᶍᶄᴾᵧᶐᶇᶍᶋᶍᶒᶃᴾᶇᶑᶊᵿᶌᶂ ᵘᴾᵨᶇᶒᶑᶓᶅᶗᶍᴾᶌᶍᴾᵬᶇᶆᶍᶌᴾᵱᶆᵿᵊᴾᵪᶒᶂᵹᵐᵻᴾᵱᶆᶇᶅᶃᶉᶇᴾᵷᵿᶑᶓᶋᵿ ᵆᵐᵎᵏᵏᵇᴾᵬᵿᶒᶓᶐᶃᴾᶒᶍᶓᶐᴾᵧᶐᶇᶍᶋᶍᶒᶃᴾᶇᶑᶊᵿᶌᶂᴾᵘᴾᵲᶍᶉᵿ ᵳᶌᶇᶔᶃᶐᶑᶇᶒᶗᴾᵮᶐᶃᶑᶑ
ᵹᵑᵻᴾᵧᶐᶇᶍᶋᶍᶒᶃᴾᵵᶇᶊᶂᶊᶇᶄᶃᴾᵡᶍᶌᶑᶃᶐᶔᵿᶒᶇᶍᶌᴾᵡᶃᶌᶒᶃᶐᴾᵆᵧᵵᵡᵡᵇᵊᴾᵲᶆᶃᴾᶁᶐᶇᶑᶇᶑᴾᵿᶎᶎᶐᶍᵿᶁᶆᶇᶌᶅᴾᶒᶆᶃᴾᵧᶐᶇᶍᶋᶍᶒᶃᴾᶕᶇᶊᶂᴾᶁᵿᶒᶑ ᵘᴾᶆᶒᶒᶎᵘᵍᵍᶇᶕᶁᶁᵌᵿᵌᶊᵿᵗᵌᶈᶎᵍᶗᶋᵽᶉᶇᶉᶇᵌᶆᶒᶋ

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EVALUATION OF LINEAR MODELS AND LINEAR MIXED MODELS TO PREDICTTHE EFFECTS OF ANTIMICROBIAL PEPTIDES ON BROILER PERFORMANCE
Mohammad Miftakhus Sholikin

Introduction

Results and Discussion

The meta-analysis used to find out the general
conclusions from a case. In nutrition and feedscience, meta-analysis used to quantify the doseor level of addition of feed additive. Metaanalysis has much variety based on fundamental
methods, one of which is a Linear Mixed Model(LMM). LMM developed from Linear Model (LM).
LMM consists of fixed effects and random effects.
This study aims to evaluate linear models andlinear mixed models that were built based on the
database of effect Antimicrobial Peptide (AMP) on
broiler performance.

BIC used to select the best model from a limited set ofmodels. Model 9 preferred for body weight, average
daily gain, and daily feed intake. Meanwhile, model 2 ismore intended for the feed conversion ratio. The
Bayesian information criteria are in Table 2.

Table 2. Bayesian Information Criterion Values

Table 1. Syntax formula of the linear model and linear
mixed model

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Data Collection
Data obtained from various literature and themain topic of literature was “Effect of AMP on
broiler performance”.

BIC, Bayesian Information Criterion; bw, body weight (g/h/d);
adg, average daily gain (g/h/d); afi, average feed intake (g/h/d);fcr, feed conversion ratio.

Pearson correlation value for the model built were0.98, 0.99, and 0.98, respectively (Table 3). Thismeans that the actual value strongly correlatedwith the predicted value (model 9).

Build and Evaluate the Model
The model was built using R programming
language version 3.6.0, library("nlme"), andlibrary("lme4"), model shown in Table 1.

Table 3. Selected model and Person correlation
value (actual vs. predictive)

Conclusion
It can be concluded, the database can be
described well using a linear mixed model(model 9) dan linear model (model 2).

5(68/7bw, body weight (g/h/d); adg, average daily gain (g/h/d); dfi, daily
LM, linear model; LMM, linear mixed model.

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feed intake (g/h/d); fcr, feed conversion ratio.

Department of Nutrition and Feed Technology
Faculty of Animal Science
IPB University
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⁄⁗⁘⁗⁤⁗⁠⁕⁗⁥‒ ‒ ‒ԸՈՈՄՇԄӹӹՋՋՋӸԽՍՉԸԱԽՉӸԻՄӨӨ՜ԋՇՈՆՃՀԱԲԵ՝ӨԙՃՁԺՂԱՆԵՃӸՌӺӸԳՃՁӨ ՜ԎՆԱԶՈԺՂԷӨԱՂԴӨՁԱԽԺՂԷӨԱՇՈՆՃՀԱԲԵ՝ӨԱՇԱԺՈӸՋՃՆՀԴӸԳՃՃԳԱՂӸԻՄӨ Ө ՜ԋՇՈՆՃՀԱԲԵ՝ӨՀՊӻՉՂԺӸՋԵԲӸԶԳӼӸԳՃՁӨ Ө Ө ՜ԋԲՃՉՈӨԋՇՈՆՃՀԱԲԵ՝Ө

Experiment 2 okra fibers were used.
To create a biodegradable plastic thinner, lighter andstronger than plastic made from loofah fibers.
Ϩ. The okra was boiled withsodium hydroxide to removed
its fiber.

We aimed to create strong biodegradable plastics.

ϩ. The fiber was formed into
paper.

Experiment 1

Ϫ. Casein was removed fromthe milk as in Experiment 1 .

Experiment 1, a loofah fiber was used as a natural fiber.

Ϫ. One layer and two layers were
each formed (No.1) (No.2).

One layer
䠄No.1)

One layer
䠄No.2)

ϫ. It was Pressed with a vise. It
was molded through heating ina microwave oven. This steps
was repeated.
Ϭ. The three-point bending
strength was measured with auniversal testing machine.
䠄SHIMADZU EZ-LX)<Result>

Two layer
䠄No.1)

Two layer
䠄No.2)

Graph 1. Result of flexural modulus.

ՄՆՃԻԵԳՈԵԴӨ ԺՂՈՃӨ ԱӨ ՄՀԱՂԵӨ ՀՃՃԽԺՂԷӨ ՉՄӨ ԶՆՃՁӨ ՋԸԵՆԵӨ ՈԸԵӨ ՇՃՉՈԸԵՆՂӨӨԸԵՁԺՇՄԸԵՆԵӨ ԺՇӨ ԳԱՆՊԵԴӸӨ ԢՃӶӨ ՈԸԵӨ ԵԱՇՈӨ ԱՂԴӨ ՋԵՇՈӨ ԱՆԵӨ ՆԵՊԵՆՇԵԴӸӨCalculateC
the time when the stellar risesԣՍՁՄԱՂՇӨԱՆԵӨՇՈՃՆԵԴӨՃՂӨՈԸԵӨԶՆՃՂՈӨՇԺԴԵӨՃԶӨՁԱՈԵՆӸӨӨon any dayӨԣԸԺՇӨԺՇӨՈԸԵӨՇԺԴԵӨՊԺԵՋ ӨՃԶӨӨԋՇՈՆՃՀԱԲԵӨԳԱՂӨՈԵՀՀӨՋԸԵՂӨԱӨՇՈԱՆӨԺՇӨՆԺՇԺՂԷӨԲՍӨԵՌԱՁԺՂԺՂԷӨՈԸԵӨՄՆՃԻԵԳՈԺՂԷӨԳՉՆՊԵՇӨՃԶӨԱՀՈԺՈՉԴԵӨӨӨՀՃՂԷԺՈՉԴԵӨԱՂԴӨՇՈԱՆՇӸӨԱՂԴӨԱՎԺՁՉՈԸӨԺՂՈՃӨՈԸԵӨԵՅՉԱՈՃՆԺԱՀӨӨӨՄՀԱՂԵӨӸӨӲԐԺԷӸӼӴӨӨӨӨԦԵӨԳԱՂӨԴԵՈԵՆՁԺՂԵӨԲՍӨՈԸԺՇӨӨ‒ԶԺԷՉՆԵӨՈԸԵӨԴԺԱՁԵՈԵՆӨԱՂԴӨԳԵՂՈԵՆӨӨӨՃԶӨՈԸԵӨԳԺՆԳՀԵӨՈՃӨԲԵӨԴՆԱՋՂӸӨԣԸԵӨӨӨՇԳԱՀԵӨՃԶӨՈՆՃՄԺԳӨԺՇӨՃԶӨԳԱՄՆԺԳՃՆՂӨԺՇӨԔӨԸԱՊԵӨՉՂԴԵՆՇՈՃՃԴӨՈԸԵӨԱՄՄՆՃՌԺՁԱՈԵӨԺԴԵԱՀӨӨԲՍӨՁԱԽԺՂԷӨԺՈӸӨՄՆՃԻԵԳՈԵԴӨՈՃӨԲԵԳՃՁԵӨՈԸԵӨӨ  ԌՉՈӨՈԸԵӨԱԳԳՉՆԱԳՍӨՃԶӨՈԸԵӨԋՇՈՆՃՀԱԲԵӨԺՇӨՂՃՈӨԸԺԷԸӶՇՃӨԔӨՇԸՃՉՀԴӨӨԴԺԱՁԵՈԵՆӨՃԶӨԋՇՈՆՃՀԱԲԵӸӨӨԐԺԷӸӼӨӨӨӽԎӨՄՆՃԻԵԳՈԺՃՂӨՃՂӨՈԸԵӨԵՅՉԱՈՃՆԺԱՀӨՄՀԱՂԵӨՉՄԷՆԱԴԵӨԺՈӸԋՀՇՃӶԺՈӨԺՇӨՉՂԳՀԵԱՆӨՋԸՍӨՈԸԵӨԶԺԷՉՆԵӨՈԸԱՈӨՈԸԵӨԵԱՇՈӨԱՂԴӨӨՋԵՇՈӨԸԱՊԵӨՆԵՄՆԵՇԵՂՈӨӶӨ ՇՃӨՁՃՆԵӨՆԵՇԵԱՆԳԸӨԺՇӨՂԵԵԴԵԴӸӨӨ⁄⁗⁦⁗‒‒We thought that a strong biodegradable fiber reinforced plastic
could be made by combining casein plastic and natural fibers.

ϩ. Casein was spread on the loofah fiber.

⁆⁫ ⁢⁓⁠⁥‒‒ ԍՉՆՊԵՇӨՃԶӨԱՀՈԺՈՉԴԵՇӨԱՂԴӨԱՎԺՁՉՈԸӨԱՆԵӨӨԵՅՉԱՈՃՆԺԱՀӨԳՃՃՆԴԺՂԱՈԵՇӨՃԶӨՇՈԱՆՇӨՄՆՃԻԵԳՈԵԴӨԺՂՈՃӨԵՅՉԱՈՃՆԺԱՀӨՄՀԱՂԵӨӨԱՆԵӨԴՆԱՋՂӸӨԚՃՈԺՃՂӨՃԶӨՈՉՆՂԺՂԷӨԺՈӨՃՂԳԵӨԳՃՆՆԵՇՄՃՂԴՇӨՈՃӨԱӨԴԱՍӸӨ

What is Biodegradable Fiber Reinforced Plastic?
Plastic that is decomposed by microorganisms, is friendly tonature, but weaker than plastic petroleum.
For example : casein plastic.

ԋԋՇՈՆՃՀԱԲԵӨԳԱՂӨԴԵՈԵՆՁԺՂԵӨՈԸԵӨՈԺՁԵӨԲԱՇԵԴӨՃՂӨՈԸԵӨՄՃՇԺՈԺՃՂӨՃԶӨՈԸԵӨՇՉՂӸӨӨԔՈӨԺՇӨՈԸԵӨԶՃՉՂԴԱՈԺՃՂӨՃԶӨԱՇՈՆՃՀԱԲԵӸӨԞՂӨՈԸԵӨԶՆՃՂՈӨՇԺԴԵӶӨՈԸԵՆԵӨԱՆԵӨՇԳԱՀԵՇӨՃԶӨԱՂԷՀԵՇӨԱՂԴӨՈԺՁԵӸӨԞՂӨՈԸԵӨԲԱԳԽӨՇԺԴԵӨՈԸԵՆԵӨԱՆԵӨՇԳԱՀԵՇӨՃԶӨԱՂԷՀԵՇӶӨԵԳՀԺՄՈԺԳӶӨԳԱՀԵՂԴԱՆӨԱՂԴӨՈԸԵӨՇԸԱԴՃՋӨՇՅՉԱՆԵӸӨԢԸԱԴՃՋӨՇՅՉԱՆԵӨԺՇӨԱӨՇՅՉԱՆԵӨՈԸԱՈӨԳԱՂӨԳԱՀԳՉՀԱՈԵӨՈԸԵӨӨՈՆԺԷՃՂՃՁԵՈՆԺԳӨԶՉՂԳՈԺՃՂӸӨӨӨ ӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨӨԋӨՄՀԱՈԵӨՃՄԵՂՋՃՆԽԵԴӸӨԏՄՀԺԳՈԺԳӨԱՂԴӨӨ

Plastics are a source of serious environmental problems.

Calculate the time from altitude of the sun
CCCalculate
the time when the sun rises onaany day

Wada Momoka / Imamichi Teru

Experiment 2

Ϩ. Casein was removed from the milk.

‿⁓⁦⁗⁤‒

ӨӨTokyo Metropolitan Tama High School of Science and Technology

Abstract‥†‒›⁡⁩‒⁦⁡‒⁧⁥⁗‒⁓⁠‒″⁥⁦⁤⁡⁞⁓⁔⁗‒

Ө≕†‒⁄⁡⁞⁗⁥‒⁓⁠⁖‒⁖⁤⁓⁘⁦⁛⁠⁙‒ ⁗⁦⁚⁡⁖⁥‒⁡⁘‒⁗⁓⁕⁚‒⁢⁓⁤⁦⁥‒‒‵⁤⁗⁓⁦⁛⁠⁙‒⁡⁘‒‴⁛⁡⁖⁗⁙⁤⁓⁖⁓⁔⁞⁗‒‸⁛⁔⁗⁤‒⁄⁗⁛⁠⁘⁡⁤⁕⁗⁖‒⁂⁞⁓⁥⁦⁛⁕‒

2500.02000.01500.01000.0500.0
0.0

Bending stress(Mpa)⁗⁕⁚⁓⁠⁛⁥

Flexural modulus(Mpa)⁂⁤⁛⁠⁕⁛⁢⁞⁗

⾲఍ 2020 @༓ⴥ኱Ꮫᅜ㝿◊✲Ⓨ⾲఍EŽ͘Ϯϴ

Fig 2. Dry okra fiber

ϫ. Test pieces were prepared in
the same method as inExperiment 1.

30<Result>

Fig3 . Test piece dimensions

40

[䡉䡉]

 When it was made into paper, there was a part that did notpeel off well and was torn.
 It spread too thinly with pressure in a vise.
 When the test piece was dried in the refrigerator, it broken
with just a touch.
 Could not be successful combined with casein.

Fig1 . Test piece dimensions

Graph 2. Result of Bending stress.

25.0
20.0
15.0
10.0
5.0
0.0

<consideration>
 It is considered that the cause of the breakage of the fibers
when formed into paper is that the fibers are unbalanced tooverlap each other.
 The connection between the fibers of the okra was weak,so it was spread too thinly and broken.
 The gap between the fibers was not uniform. Therefore, it
is considered that the degree of casein penetration was
unbalanced.

Conclusion
 Biodegradable fiber reinforced plastic can be made bycombining natural fiber.

<consideration> The result was higher for two layers䠄No.1) than for one
layer. We think this is due to an increase in loofah fibers.
 The bending elastic modulus and bending stress of the twolayers(No.2) were very low. This is probably because casein
had many gaps.
 The thickness could not be less then 1mm. This is probably
due to the thick loofah fiber.
 The strength test was performed twice for both layers , but
the result is varied. From this, we consider that we may
not have done enough tests.

 It was found that by adding fibers and increasing theamount we could made strong biodegradable plastic.

Future plan We will search for the biodegradability of thebiodegradable plastic.
 Increase the number of strength tests of the biodegradable
fiber reinforced plastic made of loofah fiber.
 Perform not only a three-point bending test but also an
impact test.

Sources
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No.31

EŽ͘ϯϮ
Chiba University AP Program “International Research Session for Next Generation” 20200216

International Research Session for Next Generations @CHIBA UNIVERSITY 20200216

V erification of Desalting Effect of
S eawater Using Synthetic Zeolites
Tokyo Metropolitan High School of Science and Technology
Honoka Nitta

Effect of Additive Differences in Bromine-Based
Plastic Pyrolysis Treatment

Tokyo Metropolitan High School of Science and Technology
TORITSUKA Moemi, HANAZAWA Kimi
Introd uctio n

Introduction

 The Earth has about 1.4 billion Km3 of water resources, of which 97 is seawater. Freshwater available to human race is only 0.01% of all water resources. Now, the ratio of world’s freshwater use is 70% for
agricultural use, 23% for industrial use, and 7% for household use. Decrease in water resources is a major cause of soil desertification and environmental problems. Also, areas where water resources cannot be secured
are increasing. For this reason, seawater desalination technology for obtaining usable freshwater from abundant seawater is attracting attentionFig.1.
 Conventional seawater desalination technologies include multi-stage flash evaporation method and reverse osmosis membrane method. These technologies are intended for industrial use and home use where
high-purity freshwater is required. However, the cost could be high for irrigation with the highest freshwater use rate (Fig.2). Seawater contains elements such as K and Mg that are nutrients for agricultural products, butalso contains NaCl that causes salt damage. To divert seawater for agricultural use, all elements must be removed. It is not necessary to use pure fresh water, and if the concentration of NaCl can be reduced, the possibility ofdiversion of seawater for agricultural use will be established. Now, the world's population is about 7.7 billion, but is conceivable to reach 9.7 billion in the next 30 years. The world’s growing population may cause
global food shortage (Fig.3), but it is easy to imagine water scrambling. Therefore, it is urgent to establish seawater desalination technology that can be performed at low cost. In this study, we investigated the reduction of
NaCl concentration by artificial zeolite (molecular sieves), in order to establish a process for producing freshwater that can be used for agriculture from seawater.

One of the most popular Maldives resorts in the world has anisland called the Garbage Island. This is an island called Tirafushi,
where garbage collected from the surrounding area. With norecycling and processing facilities on the island, plastics and metals
are burned directly, producing environmental pollutants such asdioxins. In addition, most of the plastic waste generated here iscreated by travelers during their stay. Knowing this fact, we figuredout what to do. Since garbage is made by mankind, it is our
responsibility to properly dispose of discarded plastic.
 Fig.1 Tirafushi Island of the Republic of MaldivesTrash IslandExp eriment

After investigating ways to solve the above problems, we came across a technique called pyrolysis, which has recently attracted attention in EU countries. However, halogen compounds
contained in plastics are a problem, and in this study, additives were added to solve the problem. Furthermore, in this study, low energy treatment was studied in anticipation of the catalytic effectof additives. The additive used is a composite material of aluminum and magnesium called hydrotalcite.

Fig.1 image of research

Fig.2 Water usage rate

Fig.3 World population transition(From UN data)

Experiment
A. Research method
Additions used in this study are as shown in table 1. In this study, we added molecular sieves (Wako Pure Chemical Industries) and hydrotalcite (Kyowa Chemical) to verify the desalination characteristics. Table2 shows theexperimental conditions. Artificial seawater was 100mL under all conditions.
Table2 Experimental conditions
Experimental
conditions

additive

I
II
III
IV
V
VI
VII

Molecular sieves 3A
Molecular sieves 4A
Molecular sieves 5A
Molecular sieves 13X
Synthetic hydrotalciteKW-500
Synthetic hydrotalciteKW-1000
Synthetic hydrotalciteKW-2000

KW-500 is a synthetic hydrotalcite of Mg/ Al2 = 6 and has the same crystal size as
KW-1000.
KW-1000 is a synthetichydrotalcite of Mg / Al2 = 4.5.

Fig.4 Experimental Device
B. Experimental method
As a reagent, artificial seawater (Aquarium Aystems) was prepared and used at a specific gravity of 1.023. After adding 3 g of the additive to 100 mL of the prepared artificial seawater and shaked for 5 hours (Fig. 4), filterand qualify the filtrate using an ion chromatography analyzer (SHIMADZU PIA1000 and SHIMADZU CDD-6A). -Quantitative analysis was performed.

Result & Discussion

5.78

3A
before
after
7.4
8.49

4A
before
after
7.56
8.21

5A
before
after
7.69
8.0

13X
before
after
7.75
8.03

HT500
before
after
7.79
8.3

HT1000before
after
8.48
8.43

Table 1 Experimental Condition
Condition
I
II
III
IV
V
VI
VII
VIII

SampleBr-PS
Br-PS+HT1000
Br-PS+HT1000
Br-PS+HT2000
Br-PS+HT2000
Br-PS+HT2000
Br-PS+Sea sand
Br-PS+NaOH

Addition Rate—
Br-PS: HT=1:1
Br-PS: HT=2:1
Br-PS: HT=1:1
Br-PS: HT=2:1
Br-PS: HT=4:1
Br-PS:Sea=1:1
Br-PS:NaOH=1:1
Br-PSPSTBBA

Fig.2 Experimental Apparatus
B. Experiment method
The experimental device I used in this study is fig. 2.
Step1 Put a sample in a metal reactor and perform nitrogen substitution for 60 minutes to remove oxygen from a reactor (50mL/min).
Step2 Raise the temperature of a sample in the metal reactor to 400 degrees as resolution temperature (5°C /m)and kept warm for 30 minutes.
Step3 The gas which passed a condensed and become the production oil. Collect it in a container.
Step4 Attract in the noncondensable gas it in a gas pack through the bubbling of the alkaline water solution.

Res ult & Dis cus sio n

A. Changes in solution pH
The pH of the sample solution was measured with a pH meter (HORIBA No. D-51) immediately after addition of the additive and after shaking. The results are shown in Table 3.
Table3 pH change before and after shaking of sample solution

SeawaterA. Experiment condition
Mixed sample is Polystyrene (Asahi Kasei Industry) 20g,
Tetra-Bromo-Bisphenol A (TBBA, Kanto Chemical Industry) 2g, Hydrotalcite(Kyowa Chemical Industry KW-1000, KW-2000) Predetermined amount.

HT2000before
after
9.19
9.34

B. Chloride and sodium ions in filtrate
The filtrate after shaking for 2 hours analyzed was qualitatively and quantitatively using an ion chromatograph analyzer (SHIMADZU CDD-6A). The result is shown in FIG.
Fig.3 Yield of product oil

Fig.5aAdditive 4.5g chloride ion bAdditive 7.5g chloride ion

cAdditive 15g chloride ion

dAdditive 4.5g sodium ion

eAdditive 7.5g sodium ion

Fig.4 Comparison of EDS before and after thermal decomposition of HT

fAdditive 15g sodium ion

 The chloride ion of artificial seawater was decreased by hydrotalcite. Hydrotalcite is composed of magnesium and aluminum and produces a potential difference. Therefore, the causes of adsorption are as follows: (1)chloride ions, which are anions, are electrostatically adsorbed, or (2) chloride ions, are subjected to an acid-base reaction (neutralization reaction). It can be inferred that was absorbed.
 It can be inferred that the molecular sieves 4A adsorbed sodium ions because the molecular sieves 4A had a diameter of 5 ohm strong and could be recovered because of the ion radius of sodium ions (0.99 ohm
strong).
 The pH of the solution was measured before and after shaking with the addition of the additive, and the pH was around 8 under any conditions, showing a constant value. Although seawater was slightly acidic, it can beinferred that all additives were neutralized because they showed basicity. In addition, it can be inferred that the change in pH does not affect the adsorption of the solution.

Co nclusio n

Conclusion

By adding molecular sieves and hydrotalcite, sodium and chloride ions could to effectively decreased,
and also indicated that there was an optimal additives.
It was suggested that seawater desalination can be effectively performed by using molecular sieves
4A and hydrotalcite (KW-2000).

Reference
Wajima, T., Shimizu, T., and Ikegami, Y., New simple process of making agricultural cultivation solution fromseawater, Bull. Soc. Sea Water Sci. Jpn., 60 (2006), p.201 - 202.
Acknowledgments
In conducting this research, Kyowa Chemical Industry Co., Ltd. (Sakaide-shi, Kagawa) provided synthetichydrotalcite as an additive. Thank you for taking this opportunity.

Fig.4 Amount of bromine recovered per gram of additive
A. Product oil and Residue
The surface of the residue after pyrolysis was observed using anenergy dispersive X-ray analyzer (EDS, S2RANGER, BRUKER).
Observations (wt.%) were converted to recoveries (mg) per gram of
additive (Fig. 4).
B. Generated gas
Since the gas evolved was less than 1 L under all conditions, allsamples may have been converted to the resulting oil and carbon
residues. In addition, qualitative and quantitative analysis of aqueous
alkaline solutions was performed by ion chromatography, but
bromine was not detected under all conditions. Solutions was
performed by ion chromatography, but bromine was not detectedunder all conditions.

In this study, it can be assumed that bromine compounds contained in plastics wererecovered as residues as a result of pyrolysis. The reason why HT electrostaticallyadsorbed bromine ions, which are anions, can be inferred from the potential difference
between Al and Mg. Considering that HT is basic and halogen is acidic, it can be assumed
that a neutralization reaction has occurred. In the future, we will conduct a qualitative
analysis of the production oil to confirm whether the production oil contains bromine.

Reference[1] T. Kameda, N. Uchiyama, T. Yoshioka. Removal of HCl, SO , and NO by treatment of acid gas with Mg–Al
2
oxide slurry. Chemosphere. 2011, 82: 587-591.
[2]Lin Deng, Zhou Shi. Synthesis and characterization of a novel Mg–Al hydrotalcite-loaded kaolin clay and its
adsorption properties for phosphate in aqueous solution. Journal of Alloys and Compounds. 2015, 637: 188-196.
Acknowledgments
In conducting this research, Kyowa Chemical Industry Co., Ltd. provided us with the research reagent
Hydrotalcite (Kyoward 1000, 2000). We also toured the Sakaide headquarters factory and research institute.
Thank you for taking this opportunity.

EŽ͘ϯϯ

EŽ͘ϯϰFabrication of Superhydrophobic Bamboo Based on ZnO Nanosheet Networks
1Adinda Saraswati, 1Tri Suhartono

Chiba Municipal Chiba High School Chemistry Club Kikuchi Miyuki Yashima Toa

1Department of Chemistry Education, Indonesia University of Education, Isola 40154, Indonesia

ABSTRACTMETHODS

Bamboo has been used for furniture,
construction, and pulping due to its
high strength and surface hardness,easymachinability,
and
local
availability. However, bamboo shows
bad decay-resistance and would be
attacked and degraded by fungi,
insects, moisture, air, and acid rain.

Ϩ Introduction

Water Contact Angle (WCA)

Preparation of ZnO Sol

Chemical light is a light that glows by energy generated by chemical reaction.
Since this chemical light does not require electricity, it is used in events and emergencies etc.
We were interested in this reaction that uses chemical light.
)LJ㸯㸯 C
Commercial
ommerciiall

1,2-dioxetnendion can be made when diphenyl oxalic is oxidized and degraded with hydrogen peroxide. Then, the dye receives
the energy generated when the 1,2-dioxetnendion is decomposed, the dye returns to ground state from excited state.
Then the chemical light, lights up.
Ground state㻌Preparation of ZnO-coated
BambooDip-coating processdye㻌㸩 H2O2 Ѝ

Surface Modification
ZnO coated bamboo reacted withfluoroalkyl silane (FAS-17) vapor
Characterizations

Figure 6. Moisture content of OB, FB, andFZNBFUTURE DIRECTION
Figure 1. Schematic illustration of the surface
modification on ZnO-coated bamboo surface¾ Utilization of other compound
for bamboo surface coating¾ Application of other chemicals
and methods for more efficientsurface modification process interms of time and costs(a)(b)
Figure 2. (a) SEM images of original bamboo (OB)and (b) ZnO nanosheet networks treated bamboo(ZNB) with high magnification

1. To enhance bamboo decayresistance
2. ZnO is effective to improve
photostability and anti-bacterial fornanocomposite coating
3. Fluoroalkyl silane (FAS-17) toobtain superhydrophobic coatings.

CONCLUSION

X-Ray Diffraction (XRD)

Fabricated bamboo with ZnOnanosheet networks deposition
presented
excellent
superhydrophobicity
andstablerepellency towards simulated acidrain (pH= 3). In addition, thetreatedbambooexhibitedsuperior
fire-resistant,
UVresistant, and water-resistantproperties.

MATERIALS

Bamboosamples,zincacetatedehydrate, monoethanolamine (MEA),
hexamethylenetetramine (HMTA), zinc
nitrate hexahydrate (Zn(NO3)2.6H2O,
deionized water, vapor deposition of
FAS-17.

Figure 4. XRD Patterns of original bamboo (OB)and ZNB

Jingpeng Li et al (2014). Fabrication of Robust Superhydrophobic Bamboo Based on ZnO Nanosheet
Networks with Improved Water-, UV-, and Fire-Resistant Properties. Journal of Nanomaterials.
Z. Peng, Y. Lu, L. Li et al. (2013). The draft genome of the fastgrowing non-timber forest species moso bamboo(Phyllostachys heterocycla). Nature Genetics, Vol. 45, No. 4, pp. 456 – 461.

&2㻌㻌

Fig. 3 image

dye** Ѝ dye 㸩 uν

Fig. 4 Dye we are using(EosinY)Ϫ Experimentձ

Scanning Electron Microscopy (SEM)

Excited state㻌

energyFig.2 chemoluminescenceby diphenyl oxalic and 30%hydrogen peroxide water

Moisture Content

RESULTSINTRODUCTION㸩㸩 dyee Ѝ 2CO2 㸩 dye*Figure 5. Shapes of water droplet on (a) OB, (b)bamboo sample modified with FAS-17 (FB), (c)FZNB, (d) shapes of simulated acid rain (pH =3) on FZNB

Surfacemorphologies
andchemical compositions of thesamples can be characterized with
SEM, XRD. Water Contact Angle(WCA) and moisture content canbe analyzed using contact angle
system.

The surface morphologies of samples
investigated with SEM and XRD
techniques, Water Contact Angle(WCA) and moisture content will bereported.

ChemicalChemicChϩ Theory

Solution Mixing method

The fabrication and characterization ofsuperhydrofobic bamboo by coatingwith ZnO nanosheet networks via
hydrothermal method and surface
modification with fluoroalkyl silane(FAS-17) will be described.

REFERENCES

In Search of Beautiful Chemical Lights
㹼Concentration and Me㹼

PurposeChecking if there is a change illuminance in depending on
the amount of the dye.
Using reagent
Acetone, diphenyl oxalic, EosinY
30%hydrogen beroxide water
Experiment way
㸯. Dissolve 0.10 mmol diphenyl oxalate andeosinY (the chart amounts) in 2 ml acetone.
㸰. Put it to a dark box then add a dropof hydrogen peroxide.
㸱. Measuring illuminance of with an illuminometer.
Result
1ᅇ┠

㸦OX[㸧
2.40
4ᅇ┠
2.00
1.60
1.20
0.80
0.40
0.00
0.010
0.015

2ᅇ┠

3ᅇ┠

ᖹᆒ

ExperimentղPurposeSeparating the distance between dye molecules.
Using reagent and Expriment way
Basically the same as Experimentձ,but changed the volumeof acetone to 4 ml, and number of trials from 4 to 5.
㸦OX[㸧
2.40

1ᅇ┠

2ᅇ┠

3ᅇ┠

4ᅇ┠

5ᅇ┠

ᖹᆒ

2.00
1.60
1.20
0.80
0.40
0.00

0.020

㸦P
PPRO㸧


0.025

0.030

Fig.5 Relationship between amount of eosinY andStudyilluminance in experiment ձ
Illuminance does not increase above 0.020 mmol
ЍWe thought it was the cause of concentration quenching.

㸦PPRO㸧

0.010

0.015

0.020

0.025

0.030

0.035

Fig. 6 Relationship between amount of EosinY
and illuminance in experiment ձ

StudyLowering the concentration of what increase the amount of
EosinY before concentration quenching occureed.

ϫ Outlook

࣭Change the amount of eosinY more dramatically to get an overview of concentration quenching.
࣭Study the effects of surfactants.

Ϭ Referenceᐇᩍฟ∧⦅ಟ㒊,ࢧ࢖࢚ࣥࢫࣅ࣮ࣗ໬Ꮫ⥲ྜ㈨ᩱ,ᅄゞ∧,(2019),ᐇᩍฟ∧ᰴᘧ఍♫,㹮123ᓥ⿄Ὀ┒㸦2018㸧ࠕගࢀ㸟ࢣ࣑࢝ࣝࣛ࢖ࢺ㐣ࢩࣗ࢘㓟࢚ࢫࢸࣝ໬ᏛⓎග࡟࠾ࡅࡿⓎගᙉᗘ࡜Ⓨග᫬㛫ࡢไᚚ 4ࠖࠗ➨ 24 ᅇ඲ᅜ㧗➼Ꮫᰯ⥲ྜᩥ໬⚍ ⮬↛⛉Ꮫ㒊㛛ㄽᩥ㞟 ❧ᩍụ⿄㧗➼Ꮫᰯ࠘EŽ͘ϯϲ
No.ϯϱ Luminol Reaction 㹼Looking for the Reason of Faint Light㹼
Chiba Municipal Chiba High School Chemistry Club

Shota Sugiyama

Yusuke Tanaka

ձ IntroductionԨԞԢԒԔԚԤԡԋӨԒԱՆՉՂԱӨ

We were interested in Luminol Reaction when we saw the demonstration in the chemistry club. So, we decided to research more aboutԍԸԺԲԱӨԟՆԵԶԵԳՈՉՆԱՀӨԨԱԽՉԵՂԴԱԺӨԒԺԷԸӨԢԳԸՃՃՀӨԍԸԵՁԺԳԱՀӨԳՀՉԲӨ

Luminol Reaction. We found out the difference of maximum illuminance to change base volume, oxidation aid and base that is in luminol

Introduction

solution. The figure below is Luminol Reaction’s mechanism.

,ZDQWHGWRVWXG\JHQWLDQLQDUHVHDUFKSURMHFWDWWKH)DFXOW\RI&KHPLVWU\%HFDXVHJHQWLDQLVXVHGLQWKHGHVLJQRIRXUVFKRROEDGJH
,IRFXVHGRQWKHFRORURIWKHIORZHUVDQGG\HGWKHPZLWKJHQWLDQIORZHUV7KURXJKWKLVUHVHDUFK,WKRXJKWDERXWKRZWRXVHEOXHDQWKRF\DQLQVDVG\HV:K\GLG\RXFKRRVHWKLVUHVHDUFKWKHPH"$QWKRF\DQLQVKDYHEHHQVWXGLHGE\PDQ\SHRSOHVLQFHDQFLHQWWLPHV

H2O2

OH㸫
Luminol
Li



DQGWKHUHDUHPDQ\UHIHUHQFHVOxidation aid
O

Glow

Excited stateFig. 1 Luminol reaction’s mechanism

How to use blue anthocyanins as dyes

Ground stateGղ Purpose
In previous research, when the amount of sodium hydroxide is increased, maximum illuminance increases too. But if the base volume is increased
too much, maximum illuminance decreases. So, we wanted to confirm the factor that affects maximum illuminance.

ճ Chemical࣭experimental methodz(use in expt. 1)

Sodium hydroxideaq(2.5mol/L)zzz

Copper sulfate(ϩ)
aq(0.3mol/L)
Glycine

7KHXVXDOPHWKRGLVWRPDNHPHWKDQRODFLGLFDQGH[WUDFWZLWKK\GURFKORULFDFLG

Luminol(0.01412mmol)z

sodium hydroxide aq
or potassium hydroxide aq
z Hydrogen peroxide
solution (3%)
z

Potassium

Dark box

ferricyanide(Ϫ)
aq(0.1mol/L)

Method to glow

Experiments and results

Illuminometer

Oxidation aid
յ Expt. 2㸸Change oxidation aid

ն Expt. 3㸸Change baseFirst, we confirmed the maximum illuminance’s
change of volume of sodium hydroxide. In
previous research, they used bifurcated test

In expt. 1, we assumed the reason of

 In expt. 2, we assumed the reason of thedecrease is by oxidation aid. So we changed

decrease is because of the base. So, we

oxidation aid from copper and glycine tochanged the base from sodium hydrogen to

tubes. But we used petri dishes to measure moreaccurately.

potassium ferricyanide(Ϫ).

potassium hydrogen.

ࠑResultࠒࠑResultࠒࠑResultࠒOxidation aid㸸Potassium ferricyanide(Ϫ)

Base㸸Sodium hydroxide

Base㸸Sodium hydroxide

1.5
1.0
0.5

70
60
50
40
30
20
10
0

0.0
0

1

2

3

the amount of sodium hydroxide(mmol)

Fig. 3 Copper and sodium hydroxide

4

0

1

2

3

4

the amount of sodium hydroxide(mmol)

Fig. 4 Potassium ferricyanide andsodium hydroxide

5

3XUSOHFDEEDJH ˤ )LJ  &RPSDULVRQRIS+

How to extract blue anthocyanins without
acidification with hydrochloric acid?
,ZHQWPDQ\WLPHV"

140
lux
time

120

120

100

100

80

80

60

60

40

40

20

$GGDOFRKRO
time(s)2.0

SUHFLSLWDWH ZDV REVHUYHG LQ WKHH[WUDFW

Oxidation aid㸸Potassium ferricyanide(Ϫ)

maximum illuminance(lux)

2.5


*HQWLDQ ˤ 

Base㸸Potassium hydroxide
140

80

maximum illuminance(lux)maximum illuminance(lux)Oxidation aid㸸Copper and glycineՄԒӨӨӨӻӼӨ ӨӨӨӨӻӻӨӨӨӨ Ө ԂӨ ӨӨӨӨӨԁӨ ӨӨӨӨӽӨӨӨ ӨӨ ӨӨ ӨӼӨ ӨӨӨӨӨӻ

5HVXOWʁ7KHH[WUDFWZDVIRXQGWR
EHDQDQWKRF\DQLQG\H+RZHYHUDմ Expt. 1㸸Copper and sodium hydrogen

3.0

The pigment obtained in theexperiment was judged to beanthocyanin-based&RPSDUHG WR JHQWLDQ DQG SXUSOHFDEEDJH WKH GLIIHUHQFH LQ FRORUGHYHORSPHQW GXH WR S+ ZDVREVHUYHG )LJ 

Fig. 2 Appearance of glow

Glow





(use in expt. 2,3)

FRORUOHVV$GGZDWHU
EOXHDiscussion and summary

20

0

0
0

1

2

3

the amount of potassium hydroxide(mmol)

Fig. 5 Potassium ferricyanide andpotassium hydroxide

ն Consideration࣭Outlook In expt. 3, we thought there was a different reaction when the base was changed. So, we want to confirm what happen when the base is Lithiumhydroxide.

Future researchշ References,QWKLVVWXG\,WKLQN,ZDV

z
z
z
z

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∝For the last fifty years,∝Made from the stems
It has been the most-∝Projectusing Japanese∝eaten fruit in Japan.
paper technology and∝Eatable all year
African bananas.
round.
Contains
ontainss insoluble
inso
dietary fiber aswith paper.

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3URFHVV

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PL[HGWKHP,ZLOOFDOOWKLVPL[nVDPSOHVROXWLRQ|

1R
Bleached fiber with kitchen bleach.

‣†•≉

⁆⁛ ⁗‒
⁥⁚⁤⁗⁖⁖⁗⁖⁂⁓⁢⁗⁤⁆⁚⁛⁕⁝⁠⁗⁥⁥‚∿‛⁆⁗⁠⁥⁛⁞⁗⁅⁦⁤⁗⁠⁙⁦⁚⁍⁀‡≂⁏1R

&RQVLGHUDWLRQ‫)؞‬URPWKLVH[SHULPHQWZHFDQDVVXPHWKDWWKHVRLORIWKH1RULYHUDEVRUEHG
UDGLRDFWLYHPDWHULDOLQLWVKROHVThe banana’s fiber
formed into a thin sheet
after drying.
⃸‸⁤⁡ ‒⁠⁡⁩‒⁡⁠„‒⁩⁗‒⁩⁛⁞⁞‒⁕⁓⁞⁞⁦⁚⁛⁥‒⁘⁛⁞ ‒⁔⁓⁠⁓⁠⁓‒⁢⁤⁡⁖⁧⁕⁦†‸⁛⁙†‣‒‴⁓⁠⁓⁠⁓‒⁢⁗⁗⁞’⁥‒⁢⁓⁢⁗⁤

Result of tensile test⁆⁓⁔⁞⁗‣†⁆⁗⁠⁥⁛⁞⁗‒⁥⁦⁤⁗⁠⁙⁦⁚‒⁢⁗⁤‒⁥⁣†)XWXUHSODQ

Normal‫؞‬7RFRQILUPWKHTXDQWLW\RIUDGLRDFWLYHPDWHULDOLQWKHVRLO‫'؞‬RH[SHULPHQWVZLWKVRLOVLPLODUWR)XNXVKLPDbVVRLO

BananaProductଅယषभଣೝਙ੟ସ&Vลାওढ़ॽ६঒
MVVRLOSK\VLFVFRPའଅधའଅ஀੟
KWWSVKRPH+LURVKLPDXDFMSළഉଅယऊैभଣೝਙ७३क़঒ྴলૼ୒भ৫৅ -VWDJHMVWJRMS
ૣਣ਩঍‫ش‬঒ঌ‫ش‬४ KWWSVZZZSUHIIXNXVKLPDOJMS

Saito Moe‒ Minamikawa Haruka

Background

Thermal decompositionof peanut shells are thrownaway annually.

Some shells becomecompostConvert into feed and compost

Place

Compact apparatus

Large field

Time

Dose not take time

Takes a lot of time

‣•‫‫‬

․‪

‵⁡⁧⁞⁖‒⁠⁡⁦‒⁗⁓⁥⁧⁤⁗⁖∝Banana product turned
yellow.
∝There were
black parts in 1.0% ofbanana product.
‸⁛⁙†‥‒‣†•≉ ⁔⁞⁗⁓⁕⁚⁔⁓⁠⁓⁠⁓ ⁢⁤⁡⁖⁧⁕⁦

Result of tensile test⁆⁓⁔⁞⁗‥†⁆⁗⁠⁥⁛⁞⁗‒⁥⁦⁤⁗⁠⁙⁦⁚‒⁢⁓⁤‒⁖⁗⁠⁥⁛⁦⁫‴⁞⁗⁓⁕⁚⁆⁗⁠⁥⁛⁞⁗‒⁥⁦⁤⁗⁠⁙⁦⁚

Banana product from 10≉
had the lowest strength.
Removing the lignin caused
damage of the complex
structure. This is because
the banana product frombleached fiber was low
strength.

•≉

‣•‫‫‬

‣†•≉

‫‫‬

‣•≉

‥‧

⁍⁀‡≂⁏

⁍⁀‡≂⁏

⁍⁀‡≂⁏

Conclusion∝Paper was able to be produced from banana peels.
∝It is thought the made paper of experiment No.1 was
the strongest of the three.

No.44

Research on microplastics on the beach
Chiba Higashi High School
Akira Machida / Yuki Mike

Motivation and outline for research
In recent years, I was interested in marine pollution that is causedby microplastics which has been find in the body of some creatures
such as whales. So I did literature research about marine pollution
due to illegal dumping of plastic waste. Therefore I researched
detection of microplastics from eight coasts.

㼞㼑㼟㼑㼍㼏㼔䠍䠖㼒㼕㼚㼐 㼛㼡㼠 㼕㼒 㻵 㼏㼍㼚 㼏㼔㼑㼏㼗 㼎㼥 㼒㼘㼛㼍㼠㼕㼚㼓㻌㼙㼑㼠㼔㼛㼐䚾㼜㼞㼕㼚㼏㼕㼜㼘㼑䚿 㼜㼘㼍㼟㼠㼕㼏㼟㻌㼢㼍㼞㼥㻌㼕㼚㻌㼐㼑㼚㼟㼕㼠㼥㻌㻌㼐㼑㼜㼑㼚㼐㼕㼚㼓㻌㼛㼚㻌㼠㼥㼜㼑䋻㼏㼔㼑㼏㼗 㼎㼥㻌㼒㼘㼛㼍㼠㼕㼚㼓㻌㼙㼑㼠㼔㼛㼐

Experiment ⃾Purpose䚾㼞㼑㼟㼡㼞㼠䚿

∝Method
Filtration

Flammable

Peanut shells

․•⁥
•†•

References

Thermal Decomposition of Peanut
Approximately 34,000 tons‧⁥•†•∝⁆⁚⁗‒⁇⁠⁛⁨⁗⁤⁥⁛⁦⁫‒⁆⁡⁝⁫⁡„‒″⁙⁤⁛⁕⁧⁞⁦⁧⁤⁓⁞‒⁘⁓⁕⁧⁞⁦⁫„⃰‴⁗⁚⁓⁨⁛⁡⁤ ⁡⁘‒‵⁓⁤⁔⁡⁚⁫⁖⁤⁓⁦⁗⁥‒⁦⁡‒⁁⁪⁫⁙⁗⁠‟″⁞⁝⁓⁞⁛⃰∝⁅″⁀⁅›⁁‒‵⁁†„‾⁆‶„‒⁂⁗⁕⁦⁛⁠„⁥⁓⁠⁥⁚⁡†⁕⁡†⁜⁢‒∝⁁⁠⁗‒⁂⁞⁓⁠⁗⁦‒⁂⁓⁢⁗⁤„‒‴⁓⁠⁓⁠⁓‒⁂⁓⁢⁗⁤„‒⁛⁠⁘⁡‚⁓‛⁡⁠⁗⁢⁞⁓⁠⁗⁦⁕⁓⁘⁗

International Research session for Next Generation at Chiba University 2020-2 20200216

Tokyo Metropolitan Tama High School of Science and Technology‣•‫⁏≂‡⁀⁍ ‫‬The banana product’s
was 1.4 times stronger
than paper.

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It is considered thatthe high strength of
the banana productwas caused by thecomplex structure
made from aggregate
cellulose and lignin.

⁍⁀‡≂⁏

•⁥

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Measured tensile strength withtensile tester

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The amount of cellulose was reducedby shredding. Therefore made paper
from shredded fiber was low strength.

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Spread out and dried fiber with dryer.

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VDPSOHVROXWLRQshredded fiber⁆⁓⁔⁞⁗․†⁆⁚⁛⁕⁝⁠⁗⁥⁥‒⁡⁘‒⁗⁓⁕⁚‒ ⁓⁖⁗‒⁢⁓⁢⁗⁤‒⁆⁗⁠⁥⁛⁞⁗‒⁥⁦⁤⁗⁠⁙⁦⁚‒⁢⁗⁤‒⁥⁣†․•⁥⁗⁕⁡⁠⁖⁥‧⁥⁗⁕⁡⁠⁖⁥‵⁡⁠⁕⁗⁠⁦⁤⁓⁦⁛⁡⁠*UDSK
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Comparing differencein tensile strength bychanging theexperiment process.

1R
Shredded fiber with mixer.

‫ځ‬JUDSKFHVLXPMade paper using
paper technology

Thickness and strength of banana product

Boiled banana peel in sodium hydroxideaqueous solution. Washed fiber with water.

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Making paper
from thrown awaybanana peels

Thermal decomposition

Residue∝To carry out thermal decomposition and obtain flammable gas.
∝To examine the residue status.

Observation

Residue from apparatus was filtered with 1L of pure water to0gsand(without plastic)

䠌.䠌䠏䠒g(䠕䠌䠂)䋻㻌㻵㻌㼏㼍㼚㻌㼏㼔㼑㼏㼗㻌㼎㼥㻌㼒㼘㼛㼍㼠㼕㼚㼓㻌㼙㼑㼠㼔㼛㼐

remove NaOH.

Residue after filtration was dried and its surface wassand(with plastic)㼞㼑㼟㼑㼞㼏㼔㻞

Research on microplastics on the beach in chiba

observed surface.

∝Result㼗㼑㼙㼕㼓㼍㼔㼍㼙㼍㻹㼍㼗㼡㼔㼍㼞㼕 㼏㼛㼍㼟㼠

Pacific
ocean

Experiment ⃽∝MethodSamplepreparation
Thermaldecomposition

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shells(figure.1).
Figure.5 Residue without NaOH

The apparatus was filled with

Figure.6 Residue with NaOH

∝Residue with equal amount of NaOH and peanut

N2,flowing 50mL/min for 60 minutes.
Figure.1‒ Experimental apparatus

Analysis of gas㻵㼚㼍㼓㼑㻌㼏㼛㼍㼟㼠0g, 1g, 2.5g, 5g, 10g of sodium hydroxide (NaOH) was added to the peanut㼀㼕㼎㼍㼜㼛㼠㼛 㼠㼛㼣㼑㼞shells is more porous than residue without NaOH

㻿㼕㼞㼍㼔㼍㼙㼍
㼏㼛㼍㼟㼠The generated gas was obtained. Moreover, it was analyzed qualitatively and∝Discussion∝The thermal decomposition of peanut shells waspromoted by caustic of NaOH. Therefore, the residue
became porous because more generated gas passed
through the residue.

quantitatively by gas chromatograph.

∝Result㻵㼣㼍㼕㻌㼏㼛㼍㼟㼠㼕㼚 㻣㻜㻜㼓㻔㼐㼑㼚㼟㼕㼠㼥㻌㼓㻛੐㻕㼞㼑㼟㼡㼞㼠 density
coast

4
2

Figure.3 The amount of H2

Figure.4 The amount of CH4∝Flammable gas was obtained.
∝As the amount of NaOH increased, the amount of generated
gas increased.

∝Discussion∝ The flammable gas was obtained by decomposing celluloses
constituting the peanut shells.
∝The decomposition of the peanuts shell was promoted by caustic of
NaOH.

࣭KeikichiMAEDAandTakahiroIIJIMAProblems Associatedwith Materials Used in Carbon Depositing Environments inPetroleumIndustriesBoshoku Gijutsu, 33, 232-238 (1984)
p2,3
࣭KazuyosiICHIKAWAThe Development of Biomass
Carbonizing Gasification TechnologyCentral ResearchInstitute of Electric Power Industry M10022㸦2011㸧p1

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References

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Conclusion∝Flammable gas was obtained by thermal decompositionof peanut shells.
∝Residue with equal amount of NaOH and peanut shells
was porous.

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Satellite photo of Chiba Google

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4
2
0

References: Sea’s microplastic contamination : The story of the sea which understands the news

Tokyo university Marine Alliance(www.oa.u-toukyo.ac.jp/learnosean/news/0003.html) Tokyo university of Agriculture and Technology
Environmental resource and Science department What is microplastic(https://web.tuat.ac.jp/~gaia/item/%E3%83%9E%E3%82%A4%E3%82%AF%E3%83%AD%E3%83%97%E3%83%A9%E3%82%B9%E3%83%81%E3%83%83%E3%82%AF%E3%81%A3%E3%81%A6%E4%BD%95%E3%81%A0.pdf) Specific gravity and density of plastic(http://www.toishi.info/sozai/plastic/sg.html)

EŽ͘ϰϱ
VARIABILITY ANALYSIS OF SEA SURFACE TEMPERATUREAND
CHLOROPHYLL-A CONCENTRATIONS IN SOUTH JAVAAND WEST
SUMATRA DURING PERIOD 2005 - 2014

Erlin Beliyana dan Purwanti L. Sabrina

INTRODUCTION

MATERIALS AND METHODOLOGY

The variability of Sea Surface Temperature(SST) and Chlorophyll-a (Chl-a) concentration insouthern seas of Java and western seas of
Sumatra is intriguing by various phenomena
such as water mass mixing and the upwelling
process. The aim of this research was to assess
the variability of SST and chlorophyll-aconcentrations in this study area during period
2005-2014.

The area for this research is 90-110° E and 10-0° S.
The specific locations examined were southernseas of Java and western seas of Sumatra with fiveobservation points (pin 1 - pin 5).

Data Components
Data Components

Source of Data

Length of Data

Resolution

Level 3 Aqua MODIS

January 2005
- December 2014

4 km
(spatial resolution)

Figure 2. Three natural ventilation strategies (Windowmaster, 2020)

SST

the concentration of CO2 in classroom depends mostly on
the volume of classroom and the number of students [4]There were fluctuations
in SST and Chl-a in both
south Java and west
Sumatra during theperiod. The range of
SST in south Java (2630°C) is lower than inwest Sumatra (28-31°C).
Meanwhile
highconcentration of Chl-aoccured in September
in both the south seasof Java and the west
seas of Sumatra.

Chl-a

SST

Chl-a

Chl-a

SST

Pin 5

1. Promote ventilation inclassroom: For example, we
can open windows before
and during class.

SST

Or open mechanical fans
before class to reduce initial
CO2 concentrations.

Time

CO2 concentration

Initial CO2
concentration

Comparison of Muay - Thai training programfor increasing of Muay Thai athletes’ muscle strength
For this research 3 kind of exercise
1 Upper body 2 Core body 3 lower bodyFirst Things
For most of us between 60 and 100 beats per minute(bpm) is normal in the age category closest to yours,
read across to find your target heart rate. Target heart
rate during moderate intensity activities is about 7080 % of maximum heart rate.

Objective : To compare of Muay - Thai training
program for increasing of Muay Thai athletes’muscle strength

Exercise resistance for about 75% of the highest
ability to lift the weight only once (One repetition
maximum: 1-RM)

The last week will test muscle with Isokinetic
machines, Then the results Group 1 have the highest
increasing of muscle strength because in the morning
sample survey after get up and go to training they
don’t feel tried like another group training in theevening after study or work and go to training somepeople can be tried already and they have to training.
Therfore the group 1 have more improvement
than group 2.
Mr.Khomkrit MuadmaiLong term solutions
4. Investigate the classroom
ventilation
systemandoptimize it: For example,
classrooms
withairconditioning system andwithout windows need to use
exhaust fan to help moving
the air out of the room.

My current study

Volume ofclassroom

Installing CO2 sensor andset high alarm

ReferencesEŽ͘ϰϴ

3. Manage number ofstudents together withvolume of classroom: For
example, if classroom is
too small when comparetothenumberofstudents, we can move to
study in a large sizeclassroom.

Number of
student[1] Pereira, L. D., Raimondo, D., Corgnati, S. P., & Silva, M.G. da. (2014).
Assessment of indoor air quality and thermal comfort in Portuguese
secondary classrooms: Methodology and results. Building and Environment.
81, 69-80.
[2] Griffiths, M., & Eftekhari, M.,(2008). Control of CO2 in a naturally
ventilated classroom. Energy and Buildings, 40, 556–560.
[3] Cichowicz, R., Sabiniak, H., & Wielgosiński, G. (2015). The influence of aventilation on the level of carbon dioxide in a classroom at a higher university.
Ecol Chem Eng S., 22(1), 61–71.

EŽ͘ϰϳ

Methodology
This study used experimental research. In thisstudy have 12 Muay Thai athletes which havebeen divided into 2 groups of training program.
The first group trained in the morning at 6am –7am and the second group trained in the evening
at6pm – 7pm. The both groups have been trainedin the same program; 6 people each group willtraining 3 days per week in for period in 2
months.First week and last week will test
isokinetic machines which groups will be more
effective.

Short term solutions
2. Manage study schedule:
For example, lecturers
should allow students totake a break during class for
10 to 15 min especially if
the class has a long periodof time. The amount of timeand frequently of break canestimate/identify by
Using CO2 concentration
model: For example [4],Figure 3. Contours of airflow velocity for awindow with supply opening and with
infiltration slit (Bulinska A. et al., 2014, p. 327).

Chl-a

IOD (+) occured in 2006 and2011 meanwhile IOD (-)
occured in 2010. During IOD(+) phases, there was anincrease in the intensity of
upwelling in the area fromsouthern Java to western
Sumatra. Low SST and highchlorophyll-a that occured
during IOD (+) indicate
upwelling process.

How can we reduce CO2 concentrations in classrooms?

Constant = 180

Anomaly

Onesongchai Muay Thai

Mechanically and mixed-mode ventilated classroom:
Mechanical fans drive mechanical ventilation. Fans can beinstalled directly on windows/walls, or in air ducts for
supplying air into, or exhausting air from, a room. If it use
with natural ventilation, it called mixed-mode ventilation. In
mechanically ventilated classroom, if classroom containmany students, CO2 can increase to 2000 ppm which higher
than the acceptable values [3]. In mixed-mode ventilatedclassroom, after we occupy classroom with mechanicallyventilation, we can use natural ventilation to get rid of CO2.
(10 min can drop about 1000 ppm) [2]

Factors affecting CO2 concentrations classroom

WaveletThe SST and Chl-a concentration during period 2005-2014 weresignificantly influenced by the monsoon and IOD phenomena in thisstudy area. During a southeast monsoon, the SST decreases andconcentration of Chl-a increases. During IOD (+) phases there was anegative anomaly in SST and positive anomaly in Chl-a concentrations.
The highest of Chl-a concentration occured during September in pin 5(southern seas of Java). It is caused by upwelling process meanwhile Sea
Surface Temperature concentration decreased during this period.

Therefore, CO2 at theconcentrations commonly
found in buildings (600-2500ppm) is not a direct healthrisk but can cause
Figure 1. Example for indoor CO2 concentrations.
orheadache,fatiguedizziness. Thus, there is a guideline of comfort acceptability
for CO2 concentrations which is about 700 ppm above
outdoor air levels.

CO2 concentrations in classrooms
Naturally ventilated classroom:

It use natural force to move the air. Classroom will include
windows, solar chimneys, wind towers or trickle ventilators.
If all of the windows are shut, CO2 levels can easily increase
to over 1,500 ppm (within 30 min). However, it depends on
initial concentration of CO2 and number of students and it
can up to 4000 ppm [2].

Monthly Mean

We
interpolated
SST and Chl-a data
use linear, cubic,
and nearest method
but the best resultinterpolationfor
SST and Chl-a wasusing cubic method.

CONCLUTIONS

CO2 is harmless to human health at a low concentration,
but in the building with poor ventilation the level can easily
rise which can cause headache, fatigue or dizziness. Many
people also was not noticed even though the levels were
exceed the acceptable values [1].

JAMSTEC

Dipole Mole Index

Interpolations

Waveletpower
spectrum analysis
shows significant
variance in SST
during 2-4 years
period meanwhile
significant variancein Chl-a during one
year period in thesouth of Java.

How much CO2 is too much?
According to ASHRAE 62.1-2016, CO2 concentration greaterthan 5000 ppm can pose a health risk. However, in mostbuildings, concentrations almost never rise to these levels.

Why measure CO2 ?

Chlorophyll-a

Pin 4

The importance of indoor air quality
People spend a large part of their life indoors! According
to NHAPS, 2001, Americans, on average, spend about 90
percent of their time indoors, where the concentrations ofsome pollutants are often 2 to 5 times higher than outdoor
concentrations. Therefore, inhalation of indoor air plays the
major role in human health and comfort.

Study Area

Sea Surface Temperature

RESULTS

No.ϰϲ Indoor Air Quality:
Carbon Dioxide (CO2) Concentrations in Classrooms

Figure 4. Classroom at Department of Environmental Science, Faculty of Science, Chulalongkorn University.

- Study changes of CO2 concentrations in classroom- Study and Improve a simplified CO2 concentration model
Study sites: Department of Environmental Science, Faculty of Science
Chulalongkorn University, Bangkok, Thailand.
[4] Teleszewski, T., & Gładyszewska-Fiedoruk, K. (2018). Changes of Carbon
Dioxide Concentrations in Classrooms: Simplified Model and Experimental
Verification. Pol. J. Environ. Stud, 27, 2397–2403.

EŽ͘ϰϵAUTONOMY SUPPORT, COMPETENCE AND MOTIVATION IN SCIENCEAS PREDICTORS OF STUDENTS' INTENTION TO PURSUE THE
SCIENCE, TECHNOLOGY, ENGINEERINGAND MATHEMATICS (STEM) STRAND
INK TO 12 SENIOR HIGH SCHOOLEŽ͘ϱϬCOMMON STUDENTS’ MISCONCEPTIONS IN
THERMODYNAMICS

Virgie Lee E. Deligero, M.A., Enriqueta D. Reston, Ph. D.

Pangasinan State University • Frienzky B. Macayana

Science and Mathematics Education Department, School of Education, University of San Carlos
Rationale of the Study

Methodology

With the K to 12 basic education reform, there is
the need to investigate the factors that contribute tostudents’ decision to pursue science-related careers
through taking the Science, Technology, Engineeringand Mathematics (STEM) academic strand in seniorhigh school. The findings of this study may serve as
basis for implementing necessary changes inpedagogy and policy which can lead to more students
becoming interested in, and subsequently pursuing,
careers in science.

Sources of Variation

DesignRespondents

Instruments

Treatmentof DataPERSONAL TRAITS

50
40
30
20
10
0

Motivational Beliefs

INTRINSIC MOTIVATION

SELF-DETERMINATION

GenderPERCEPTION OFCOMPETENCE

Type of School• Learning Climate Questionnaire(LCQ) for perceived autonomy
support• Perceived Competence forLearning Scale (PCS-L) for
perceived competence• Science Motivation Questionnaire(SMQ-II) for motivation• Descriptive measures• Multivariate Analysis of
Variance (MANOVA)• Univariate analysis and Duncan
post-hoc multiple comparisons• Logistic regression analysis

Distribution of Grade 10 Students’
Levels of Motivation (n=631)

MOTIVATION IN SCIENCEPERCEPTION OF
AUTONOMYSUPPORT

Academic Achievement
In Science

INTENTION TO PURSUE ASTEM ACADEMIC TRACK

SELF-EFFICACY

F

p

0.97

3.89

0.002*

Science Academic
Achievement

0.93

2.93

<0.001*

Type of School

0.91

2.79

<0.001*

The common misconceptions of students in
Thermodynamics particularly in heat andtemperature were: a) Materials at 0oC such as ice
contain no heat because it is cold; b) Materials withthe same temperature will always contain the sameamount of heat; c) Materials with higher
temperature always contain more heat thanmaterials with lower temperature; d) Temperature
is a value of heat
In heat transfer and temperature topic, themisconceptions of students were: a) we wear
sweaters during cold weathers to keep cold out; b)heat and cold both flows but in opposite direction;c) materials are cold because they contain cold; d)metals get hotter because they concentrate theheat; and e) we feel cold because the cold enters
our body.
Lastly, in thermal properties of materials
topic, the misconceptions of students were: a)materials absorb heat slowly because they containcold; b) metals are colder because they store more
cold than other materials; c) materials which feels
hotter will always have higher temperature; d) somematerials are good conductors of cold; e) materials
which feels colder will always have lower
temperature; f) materials that feel hotter always
contain greater amount of heat; and g) metals
contain more cold than woods even at the same
temperature.

• High mean scores on perceived autonomy support
in the science classroom (M=5.13) and perceived
level of competence (M=5.50) were reported
among those who intend to pursue the STEM
strand than those who do not (M=5.03 and M=4.98
respectively).
• Results confirmed that the combined dependent
variables of perceived autonomy support, perceived
competence, and motivational beliefs have shown
significant multivariate effects with respect tostudents’ gender, level of science academic
achievement, and type of school.
• The logistic regression model showed thatperceived
autonomy
support,perceived
competence in science, and intrinsic motivation,
had shown predictive utility in relation to students’intention to pursue the STEM strand. Student’s
intention of pursuing the STEM strand was
positively related to perception of competence inscience (ȕ = 0.44, Ȥ2 p = .001) and intrinsic
motivation (ȕ = 0.12, p = .001.) The over- allsuccess rate or predictive accuracy of the model is
67.1%.

Conclusions
Very Low

Low

Intrinsic Motivation

Moderate

High

Self-Determination

Very High
Self-Efficacy

Statement of the Problem
The study aims to investigate Grade 10 students’
perceived autonomy support in the classroom,
perceived competence and motivational beliefs inscience as predictors of their intention to pursue the
STEM academic strand. Specifically, the study seeks
to answer the following questions:
1. What are the students’ perceived level ofautonomy support in the classroom?
2. What are the students’ perceived level ofcompetence in science?
3. What are the students’ level of motivation interms of intrinsic motivation, self-determinationand self-efficacy?
4. Is there a significant difference in students’
perception of autonomy support in the classroom,
perceived competence, motivational beliefs inscience and intention to pursue a STEM strand
when students are grouped by gender, academic
achievement in Science, and type of school ?
5. Are there significant relationships between
students’ perceived autonomy support in theclassroom, perceived competence, andmotivational beliefs in science with their intention
to pursue the STEM strand ?

Wilk’s Ȝ

GenderMain Effects (between groups)

631 (265 males, 366 females)
Grade 10 students from public &private secondary schools

Results

Conceptual Framework
Student Characteristics

Non-experimental cross-sectional
explanatory study

Note: *p < .05 significance level

Theoretical Framework
Self-determination Theory (SDT).
Individuals are born with a natural striving to
exercise and elaborate their interests, but the social
environment determines the pursuit of further
development in a chosen area. Central to SDT is theconcept of needs. With respect to student
persistence, the three basic needs of autonomy,competence, and relatedness must be met in order topromote students' continued interest and enjoymentof learning experiences (Ryan & Deci, 2000).
Motivational Model of Persistence
Science teachers’ support of students’ autonomy
has a positive influence on students’ self-perceptionof autonomy and competence which, in turn, has alsoa direct influence on students’ science motivation.
(Lavigne, Vallerand & Miquellon, 2007).

Results of MANOVADistribution of Grade 10 Students by Levelsof Motivation and Intention to Pursue
the STEM Strand
Intention to Pursue the STEM Strand
No (n = 242)

Yes (n = 374)

No.

%

No.

%

Very Low to Low

79

32.7

40

10.7

Moderate

68

28.1

107

28.6

High to Very High

95

39.3

227

60.7

Very Low to Low

47

19.4

32

8.6

Moderate

79

32.6

113

30.2

High to Very HighLevels of
Motivation
Intrinsic Motivation

Self-Determination

116

47.9

229

61.3

Very Low to Low

68

28

41

11

Moderate

76

31.4

122

32.6

High to Very High

98

40.5

211

56.4

This study concludes that students’ perceived
autonomy support in the classroom, perceived
competence in science, and intrinsic motivation are
significant predictors of students’ intention to pursue
the STEM strand. Findings further suggest thatstudents with low perceived levels of autonomy
support, high perceived levels of competence inscience, and high levels of intrinsic motivation are
more likely to pursue the STEM strand.
Findings of the study can provide useful
information in understanding students’ persistence
and may hold important roles as basis for pedagogy
and policies to develop students’ career interests orgoals within the areas of STEM.

Acknowledgment•

DOST-SEI through the Accelerated Science andTechnology Human Resource Development Program –National Consortium in Graduate Science and Mathematics
Education (ASTHRDP-NCGSME)•

Dr. Rita May P. Tagalog (Dean, USC-SED), Dr. Enriqueta
D. Reston (thesis adviser) and the panel of examiners, Dr.
Richard R. Jugar, Dr. Nelson A. Rosaroso, and Ms. Ruby
D. Ilustrisimo•

USC-SMED staff, Department of Education, Toledo
National Vocational School, friends, and family

Self-efficacy

TWINCLE PROGRAM IN THAILANDSCHEDULE ĨĨĞĐƚƐ ŽĨ /Z ŽŶ EĞƌǀŽƵƐ ^ǇƐƚĞŵ͗ /Z ĐĂŶ ĐŚĂŶŐĞ ƚŚĞ ĨƵŶĐƚŝŽŶƐ ŽĨ ƚŚĞ ŶĞƌǀĞƐ ĂŶĚdŚĞ ĞĨĨĞĐƚƐ ŽĨ/ŽŶŝǌŝŶŐZĂĚŝĂƚŝŽŶ

,ŽǁƚŽƉƌŽƚĞĐƚ ƚŚĞďŽĚǇĨƌŽŵ/ŽŶŝǌŝŶŐZĂĚŝĂƚŝŽŶ

ZĂĚŝĂƚŝŽŶ ŝƐ ĞŶĞƌŐǇ ƚŚĂƚ ĐŽŵĞƐ ĨƌŽŵ Ă ƐŽƵƌĐĞ ĂŶĚ ƚƌĂǀĞůƐ ƚŚƌŽƵŐŚ ƐƉĂĐĞ ĂŶĚ ŵĂǇďĞ ĂďůĞ ƚŽ ƉĞŶĞƚƌĂƚĞ ǀĂƌŝŽƵƐ ŵĂƚĞƌŝĂůƐ͘ZĂĚŝĂƚŝŽŶdŚĞ ĐĞŶƚƌĂů ŶĞƌǀŽƵƐ ƐǇƐƚĞŵ ;E^Ϳ ĐŽŶƚƌŽůƐ ŵŽƐƚ ĨƵŶĐƚŝŽŶƐŽĨ ƚŚĞ ďŽĚǇ ĂŶĚ ŵŝŶĚ͘ /ƚ ĐŽŶƐŝƐƚƐ ŽĨ ƚǁŽ ƉĂƌƚƐ͗ ƚŚĞ ďƌĂŝŶĂŶĚ ƚŚĞ ƐƉŝŶĂů ĐŽƌĚ͘ dŚĞ ďƌĂŝŶ ŐŝǀĞƐ ƵƐ ĐŽŶƐĐŝŽƵƐŶĞƐƐ͕ŵĞŵŽƌǇ͕ ŝƚ ŝŶƚĞƌƉƌĞƚƐ ƚŚĞ ǁŽƌůĚ ĂƌŽƵŶĚ ƵƐ ĂŶĚ ƐŝŐŶĂůƐ
ŽƚŚĞƌ ŽƌŐĂŶƐ͘ dŚĞ ƐƉŝŶĂů ĐŽƌĚ ĐŽŶƚƌŽů ƌĞĨůĞǆĞƐ ĂŶĚƚƌĂŶƐƉŽƌƚ ŵŽƐƚ ƐŝŐŶĂů ŝŶ ĂŶĚ ŽƵƚ ŽĨ ƚŚĞ ďƌĂŝŶ͘>dZKD'Ed/^WdZhD/ŽŶŝǌŝŶŐZĂĚŝĂƚŝŽŶ
;/ZͿ
Z/Kd/sz/ŽŶŝǌŝŶŐZĂĚŝĂƚŝŽŶŝƐŚĂƌŵĨƵůƚŽŚƵŵĂŶŚĞĂůƚŚĚƵĞƚŽŝƚƐŚŝŐŚĞŶĞƌŐǇǁŚŝĐŚĐĂŶĐĂƵƐĞĂƚŽŵƐƚŽďĞŝŽŶŝǌĞĚ͘yͲƌĂǇ͕'ĂŵŵĂͲƌĂǇ͕ĂůƉŚĂĂŶĚďĞƚĂƉĂƌƚŝĐůĞƐĂƌĞŝŽŶŝǌŝŶŐƌĂĚŝĂƚŝŽŶƐ͘/ŽŶŝǌŝŶŐ ZĂĚŝĂƚŝŽŶ ĐĂŶ ƉĞŶĞƚƌĂƚĞ ĂŶĚ ŝŶƚĞƌĂĐƚ ǁŝƚŚ ƚŚĞ ŚƵŵĂŶ ďŽĚǇ ĚƵĞ ƚŽ ŝƚƐ ŚŝŐŚĞŶĞƌŐǇ͘ /ƚ ĐĂŶ ŝŵƉĂĐƚ ŽŶ E ƐƚƌƵĐƚƵƌĞ ďǇ ƚǁŽ ǁĂǇƐ ͗ ďƌĞĂŬŝŶŐ ĐŚĞŵŝĐĂů ďŽŶĚƐ ĂŶĚĐŚĂŶŐŝŶŐ ƚŚĞ ƐƚƌƵĐƚƵƌĂů ĨĞĂƚƵƌĞ ŽĨ ƚŚĞ E ĐŚĂŝŶ͘ /Z ĐĂŶ ĐĂƵƐĞ ĐĞůůƐ ŝŶƚŽ ^ĞŶĞƐĐĞŶĐĞ
;ĂŐŝŶŐͿ͕ ƉŽƉƚŽƐŝƐ ;ƉƌŽŐƌĂŵŵĞĚ ĐĞůů ĚĞĂƚŚͿ͕ ĂŶĚ ƵŶƌĞŐƵůĂƚĞĚ ĐĞůůƵůĂƌ ĚŝǀŝƐŝŽŶ ƚŚĂƚ ůĞĂĚƚŽ ƚƵŵŽƌƐ Žƌ ĐĂŶĐĞƌƐ͘ ĞŐƌĞĞƐ ŽĨ ZĂĚŝĂƚŝŽŶ ƉŽŝƐŽŶŝŶŐ ŝƐ ĚĞƚĞƌŵŝŶĞĚ ďǇ ͞ŽƐĞ͘͟ ŽƐĞ ŝƐĚĞĨŝŶĞĚ ĂƐ ƚŚĞ ĂŵŽƵŶƚ ŽĨ ĞŶĞƌŐǇ ĂďƐŽƌďĞĚ ŝŶ Ă ƵŶŝƚ ŽĨ ŵĂƐƐ͘ dŚĞ ĞĨĨĞĐƚƐ ŽĨ ƌĂĚŝĂƚŝŽŶ
ĚŽĞƐ ŶŽƚ ŽŶůǇ ĚĞƉĞŶĚ ŽŶ ŽƐĂŐĞ͕ ďƵƚ ŝƚ ĂůƐŽ ĚĞƉĞŶĚƐ ŽŶ ƚǇƉĞ ŽĨ ƌĂĚŝĂƚŝŽŶ͘Day

20. Aug

Tue

21

Wed

22

Thu

SCIENCE CLASSActivity

We gave a scientific lecture forArrive in Thailand
Meeting / Guidance
Basic Thai language class
Japanese culture class 䐟Thai weaving and carving
Thai cooking class
Science Class 䐟 (Satrinonthaburi School)

high school students in Thailand.
The theme of our class was,“See your own DNA.” We spend
a lot of time to prepare for the

23

Fri

24

Sat

25

Sun

26

Mon

27

Tue

ůŽǁ ďůŽŽĚ ĐĞůů ĐŽƵŶƚ ŚĂƉƉĞŶƐ ďĞĐĂƵƐĞ ŽĨ ƚŚĞ ĞĨĨĞĐƚ ŽĨ ƌĂĚŝĂƚŝŽŶ ŽŶ ďůŽŽĚ ƐƚĞŵ ĐĞůůƐ͕ůŽĐĂƚĞĚ ŝŶ ƚŚĞ ďŽŶĞ ŵĂƌƌŽǁ͘ ĐĐŽƌĚŝŶŐ ƚŽ Ă ƐƚƵĚǇ ;ƚŽŵŝĐ Θ ŐĞŶĐǇ͕ Ŷ͘Ě͘Ϳ͕ yͲƌĂǇ ĚŽƐĞƐ ŽĨ
ϵϬ 'Ǉϭ ĐĂŶ ĐĂƵƐĞ ƚŚĞ ůĞƵŬŽĐǇƚĞ ĐŽƵŶƚ ƚŽ ĚƌŽƉ ďǇ ϯϬ ƉĞƌĐĞŶƚ ĂĨƚĞƌ ŽŶĞ ĚĂǇ ŽĨ ĞǆƉŽƐƵƌĞ͘ /ĨƉĂƚŝĞŶƚ͛Ɛ ǁŚŝƚĞ ďůŽŽĚ ĐĞůůƐ ŝƐ ůŽǁ ͕ ƚŚĞǇ ĂƌĞ Ăƚ ŚŝŐŚ ƌŝƐŬ ƚŽ ŐĞƚ ĚĞĂĚůǇ ŝŶĨĞĐƚŝŽŶ ďǇ ĂŶǇĚŝƐĞĂƐĞƐ͘ >ŽŶŐ ƚĞƌŵ ĞǆƉŽƐƵƌĞ ĂůƐŽ ůĞĂĚ ƚŽ ĐĂŶĐĞƌ ŽĨ ďůŽŽĚ ĐĞůůƐ ƐƵĐŚ ĂƐ >ĞƵŬĞŵŝĂ ĂŶĚ>ǇŵƉŚŽŵĂ͘ ;DĂǇŽĐůŝŶŝĐ͘ŽƌŐͿ

28

Wed

29

Thu

Move to Mahidol University
Meeting / Guidance
Thai language classThai cooking class
Sightseeing (Wat Don Wai Floating Market,
Don Wai Temple, Museum Siam and Khao
San Road)
Japanese culture class 䐠
Science Class 䐠(Nawamintrachinuthit
Satriwitthaya Phutthamonthon School)
Experinece Thai Massage
Final presentation

30

Fri

Packing and free time

After the experiment, students ĨĨĞĐƚƐ ŽĨ /Z ŽŶ ƚŚĞ ŵďƌǇŽ ĂŶĚ &ĞƚƵƐ͗ ŶǇ ƉƌĞŐŶĂŶƚ ǁŚŽ ŚĂǀĞ ďƌĞĂƚŚĞĚ Žƌ

31

Sat

Arrive in Narita

gave us many comments ĨĨĞĐƚƐ ŽĨ /Z ŽŶ ZĞƐƉŝƌĂƚŝŽŶ ;ŶŽƐĞ͕ ŵŽƵƚŚ͕ >ƵŶŐ ĂŶĚ ǀŽŝĐĞ ďŽǆͿ͗ /ƚ ĐĂƵƐĞĚ ďǇ ŚŝŐŚEŽŶͲ/ŽŶŝǌŝŶŐZĂĚŝĂƚŝŽŶ
;E/ZͿ

Date

Kasetsart UniversityĚŝƐƚƵƌď ƚŚĞ ƉƌŽĐĞƐƐ ŽĨ ƐĞŶĚŝŶŐ ŝŶĨŽƌŵĂƚŝŽŶ ĨƌŽŵ ŽŶĞ ŶĞƵƌŽŶ ƚŽ ĂŶŽƚŚĞƌ ŶĞƵƌŽŶ͘ /ƚ ǁŽƵůĚ
ŝŵƉĂĐƚ ŽŶ ƚŚĞ ƌĞĨůĞĐƚŝǀĞ ĂŶĚ ƌĞƐƉŽŶƐĞ ĂďŝůŝƚǇ ŽĨ ŚƵŵĂŶ͘ ĐĐŽƌĚŝŶŐ ƚŽ Dƌ͘ ^ƚĞƌůŝŶŐ ŽůĞ͕/ ŝƌĞĐƚŽƌ 'ĞŶĞƌĂů͕ ƚŚĞ ĂĨĨĞĐƚƐ ŽŶ ŶĞƌǀŽƵƐ ƐǇƐƚĞŵ ĂƌĞ ĐĂƵƐĞĚ ďǇ ďŽƚŚ ŚŝŐŚ ĂŶĚ ůŽǁĚŽƐĞƐ ŽĨ ŝŽŶŝǌŝŶŐ ƌĂĚŝĂƚŝŽŶ͘ dŚĞƌĞ ĂƌĞ ĨŽƵƌ ĐŽŵŵŽŶ ƉƌŽďůĞŵƐ ƚŚĂƚ ŚĂƉƉĞŶĞĚ ĂĨƚĞƌ ƚŚĞĐĞůů ŝŶƚĞƌĂĐƚ ǁŝƚŚ /Z͗ ĞůĞĐƚƌŽƉŚǇƐŝŽůŽŐǇ ĐŚĂŶŐĞƐ͕ ŚŝŐŚĞƌ ŶĞƌǀŽƵƐ ĨƵŶĐƚŝŽŶƐ ĂŶĚďĞŚĂǀŝŽƌĂů ƉƌŽďůĞŵƐ͕ ĐŚĂŶŐĞƐ ŽĨ ĚĞǀĞůŽƉŝŶŐ ĞŵďƌǇŽ͕ ĂŶĚ ďŝŽĐŚĞŵŝĐĂů ĂŶĚŚŝƐƚŽĐŚĞŵŝĐĂů ĐŚĂŶŐĞƐ͘ ;ƌŝŶŬŵĂŶ͕,ĂŬĂƐƐŽŶ͕Θ>ŝŶĚŐƌĞŶ͕ϭϵϲϭͿ

ĚŽƐĞ ŽĨ ƌĂĚŝĂƚŝŽŶ ŽŶ ƚŚĞ ĐŚĞƐƚ͘ ,ƵŵĂŶ ǁŚŽ ŐĞƚ ƚŚĞ ŝŵƉĂĐƚ ǁŝůů ŚĂǀĞ Ă ƐŚŽƌƚŶĞƐƐ ŽĨďƌĞĂƚŚ ƚŚĂƚ ůĞĂĚ ƚŽ ůŽǁ ďůŽŽĚ ŽǆǇŐĞŶ͘ ,ŝŐŚ ĚŽƐĞ ŽĨ ƌĂĚŝĂƚŝŽŶ ǁŝƚŚ ůŽŶŐ ƚĞƌŵ ĞǆƉŽƐƵƌĞ
ǁŝůů ůĞĂĚ ƚŽ ůƵŶŐ ĐĂŶĐĞƌ ĂŶĚ ƚŚĞ ƉĞƌƐŽŶ ǁŝůů ĞǆƉĞƌŝĞŶĐĞ ůŽƐŝŶŐ ǁĞŝŐŚƚ͕ ŚĞĂĚĂĐŚĞ͕ďĂĐŬĂĐŚĞ͕ ƚŝƌĞĚŶĞƐƐ͕ ĐŽƵŐŚŝŶŐ ƵƉ ǁŝƚŚ ďůŽŽĚ ͘͘ĞƚĐ͘ /Z ǁŝůů ĂĨĨĞĐƚ ƚŽ ƚŚĞ ǁŚŽůĞ ƌĞƐƉŝƌĂƚŝŽŶ
ƐǇƐƚĞŵ͕ ŝƚ ǁŝůů ĐŚĂŶŐĞ ƚŚĞ ƚĂƐƚĞ͕ ƐŵĞůů ĂŶĚ ƉĂƚŝĞŶƚΖƐ ǀŽŝĐĞ͘ ĨĨĞĐƚƐ ŽĨ /Z ŽŶ ůŽŽĚ͗ /Z ĐĂŶ ĚĂŵĂŐĞ ŽŶĞ ŵĂƌƌŽǁƐ ĂŶĚ Ăůů ĞůĞŵĞŶƚƐ ŽĨ ďůŽŽĚ͘ dŚĞƐǁĂůůŽǁĞĚ ŝŶ ƌĂĚŝŽĂĐƚŝǀĞ ŵĂƚĞƌŝĂů ŵĂǇ ĂďƐŽƌď ƚŚĞŵ ŝŶƚŽ ƚŚĞŝƌ ďůŽŽĚƐƚƌĞĂŵ͘ &ƌŽŵŵŽƚŚĞƌ͛Ɛ ďůŽŽĚ͕ ƚŚĞ ƌĂĚŝĂƚŝŽŶ ŐŽĞƐ ƚŚƌŽƵŐŚ ƚŚĞ ƵŵďŝůŝĐĂů ĐŽƌĚ ƚŽ ƚŚĞ ĨĞƚƵƐ Žƌ ůŝǀĞ ŝŶ ĂƌĞĂƐŽĨ ƚŚĞ ŵŽƚŚĞƌ͛Ɛ ďŽĚǇ ŶĞĂƌ ƚŚĞ ǁŽŵď ĂŶĚ ĞǆƉŽƐĞ ƚŚĞ ĨĞƚƵƐ ƚŽ ƌĂĚŝĂƚŝŽŶ͘ /ƚ ĂůƐŽ ĐĂŶĚŝƐƚƌĂĐƚ ƚŚĞ ŐƌŽǁ ŽĨ ĞŵďƌǇŽ Žƌ ŚĂƌŵ ŝƚ ƚŽ ĚĞĂƚŚ͘ &Žƌ ŵŽƚŚĞƌƐ ǁŚŽ ŚĂĚ ƌĞĐĞŝǀĞĚ ƉĞůǀŝĐ
ƌĂĚŝŽƚŚĞƌĂƉǇ ďĞĨŽƌĞ ŬŶŽǁŝŶŐ ƚŚĞǇ ǁĞƌĞ ƉƌĞŐŶĂŶƚ͕ ŚĂĚ ďĞĞŶ ƌĞƉŽƌƚĞĚ ƚŽ ŐŝǀĞ ďŝƌƚŚ ƚŽ ƚŚĞďĂďŝĞƐ ǁŝƚŚ ƐŵĂůů ŚĞĂĚ ƐŝǌĞ͕ ĂƐ ǁĞůů ĂƐ ŽƚŚĞƌ ŐƌŽƐƐ ŵĂůĨŽƌŵĂƚŝŽŶƐ ;,Ăůů Θ tŝůůƐŽŶ͕ Ŷ͘Ě͘Ϳ͘WƌĞŶĂƚĂů ĞǆƉŽƐƵƌĞ ƚŽ ŝŽŶŝǌŝŶŐ ƌĂĚŝĂƚŝŽŶ ŵĂǇ ŝŶĚƵĐĞ ďƌĂŝŶ ĚĂŵĂŐĞ ŝŶ ĨĞƚƵƐĞƐ ŝĨ ĂŶ ĂĐƵƚĞ
ĚŽƐĞ ƌĞĂĐŚĞƐ ϭϬϬ ŵ^ǀ ďĞƚǁĞĞŶ ǁĞĞŬƐ ϴ ƚŽ ϭϱ ŽĨ ƉƌĞŐŶĂŶĐǇ ĂŶĚ ϮϬϬ ŵ^ǀ ďĞƚǁĞĞŶ ǁĞĞŬƐϭϲ ƚŽ Ϯϱ ŽĨ ƉƌĞŐŶĂŶĐǇ͘

Mahidol UniversityhŶĚĞƌƐƚĂŶĚŝŶŐŚŽǁZĂĚŝĂƚŝŽŶ ǁŽƌŬƐ

Figure 3: Thermal Properties ofMaterials
Why do floor tiles colder that the
wooden floor even though both floor
materials are at the same
temperature?

Unit A: Kentaro Sugiyama / Akari Chiba
Chihori Matsumoto / Kimika Ito

9RQJ&KHQGD7KRQJ6LYPH\WK \HDULQ3K\VLFV5R\DO8QLYHUVLW\RI3KQRP3HQK

Figure 2: Heat Transfer
When you touch a nail stuck in ice,does cold flow from the nail to yourhand, or does heat flow from yourhand to the nail?

Image sources:
Figure 1 – Conceptual Physics 11th Edition by Paul G. Hewitt pp 271
thFigure 2 - Conceptual Physics 11 Edition by Paul G. Hewitt pp 285
Figure 3 - Conceptual Physics 11th Edition by Paul G. Hewitt pp 285

No.ϱϮ

EŽ͘ϱϭ

Figure 1: Heat and Temperature
The large container contains water ato
50 C and the small cupful of waterocontains 90 C water. Which of the two
has higher heat energy?

Trip to Ayutthaya

JAPANESECULTURE CLASS

class beforehand.
The experiment was to take out ourcells from inside of cheek.
At first, we were so nervous that we
had to teach them in English, but
gradually, that feeling turned into a joy.

saying our lecture was veryaattractive. We could spend
wonderful time and opportunity
with them.

SIGHTSEEINGŽƐĞ ŝƐ ĚĞĨŝŶĞĚ ŝŶ ^ŝĞǀĞƌƚ ࡿ࢜ Žƌ ࢘ࢋ࢓૚ࡿ࢜ ൌ ૚ࡳ࢟ࡾ࡮ࡱ ൌ ૚૙૙࢘ࢋ࢓

ZĂĚŝŽĂĐƚŝǀĞŝŵƉĂĐƚŽŶƚŚĞEĚŝƌĞĐƚůǇůĞĂǀŝŶŐĚĂŵĂŐĞĚE ĨĨĞĐƚƐ ŽŶ ƐŬŝŶ͗ dŚĞ ƐŬŝŶ ŝƐ ǀĞƌǇ ǀƵůŶĞƌĂďůĞ ƚŽ ƌĂĚŝĂƚŝŽŶ ĂƐ ŝƚ ŝƐ ƚŚĞ ŽƵƚĞƌ ĐŽǀĞƌŝŶŐ ŽĨŽƵƌ ďŽĚǇ͘ /ƚ ĐŽŶƚĂŝŶƐ ƚŚƌĞĞ ůĂǇĞƌƐ ŽĨ ƚŝƐƐƵĞ͗ ƚŚĞ ĞƉŝĚĞƌŵŝƐ͕ ĚĞƌŵŝƐ ĂŶĚ ŚǇƉŽĚĞƌŵŝƐ͘ dŚĞƐŬŝŶ ĚĂŵĂŐĞ ŝƐ ŚĂƉƉĞŶŝŶŐ Ă ĨĞǁ ŚŽƵƌƐ ĂĨƚĞƌ ĞǆƉŽƐƵƌĞ ƚŚĂƚ ŝŶĐůƵĚĞ ƐǁĞůůŝŶŐ͕ ŝƚĐŚŝŶŐ͕ƌĞĚŶĞƐƐ ĂŶĚ ŚĂŝƌ ůŽƐƐ͘ dŚĞ ƐĞƌŝŽƵƐ ƌĂĚŝĂƚŝŽŶ ƐŝĐŬŶĞƐƐ ŽŶ ƐŬŝŶ ĂƌĞ ďůŝƐƚĞƌƐ ĂŶĚ ƵůĐĞƌƐ͘/ƚ ǁŽƵůĚ ƚĂŬĞ ƐĞǀĞƌĂů ǁĞĞŬƐ ƚŽ ĨĞǁ ǇĞĂƌƐ ƚŽ ŚĞĂů ƚŚĞ ĚŝƐĞĂƐĞƐ͘ ,ĞĂůŝŶŐ ƚŝŵĞ ĚĞƉĞŶĚƐ ŽŶƚŚĞ ĂŵŽƵŶƚ ŽĨ ƌĂĚŝĂƚŝŽŶ ƚŚĞ ƐŬŝŶ ƌĞĐĞŝǀĞĚ͘ůŝƐƚĞƌƐ ŽŶ ƐŬŝŶ ĞǆƉŽƐĞĚ ĚƵƌŝŶŐ
ŚĞƌŶŽďǇů ŶƵĐůĞĂƌ ƉŽǁĞƌ ƌĞĂĐƚŝŽŶ
ĂĐĐŝĚĞŶƚ ;ϭϵϴϲͿ͘;DŝǇĂŬĞ͕ ^ŚŝŵĂĚĂ͕DĂƚƐƵŵŽƚŽ͕ Θ KŬŝŶŽ͕ϮϬϭϵͿ ĨĨĞĐƚƐ ŽŶ dŚǇƌŽŝĚ 'ůĂŶĚ͗ dŚǇƌŽŝĚ ŝƐ ůŽĐĂƚĞĚ ŝŶ ĨƌŽŶƚ ŽĨ ƚŚĞ ŶĞĐŬ ďĞŶĞĂƚŚ ƚŚĞ ůĂƌǇŶǆ͘dŚǇƌŽŝĚ ƉƌŽĚƵĐĞƐ ŚŽƌŵŽŶĞƐ ƚŚĂƚ ƌĞŐƵůĂƚĞ ŚĞĂƌƚ ƌĂƚĞ͕ ďůŽŽĚ ƉƌĞƐƐƵƌĞ͕ ďŽĚǇ ƚĞŵƉĞƌĂƚƵƌĞĂŶĚ ǁĞŝŐŚƚ͘ dŚǇƌŽŝĚ ĐĂŶĐĞƌ ĐĂŶ ƵŶĚĞƌŐŽ ďǇ ƚŚĞ ĐŚĂŶŐĞ ŽĨ ŐĞŶĞƚŝĐƐ ;ŵƵƚĂƚŝŽŶͿ ƚŚĂƚĐĂƵƐĞĚ ďǇ ƌĂĚŝĂƚŝŽŶ͘ /ƚ ĐĂŶ ĐƌĞĂƚĞ ůƵŵƉ ŽŶ ǇŽƵƌ ŶĞĐŬ͕ ĐŚĂŶŐĞ ǇŽƵƌ ǀŽŝĐĞ͕ ŝŶĐƌĞĂƐĞ
ŚŽĂƌƐĞŶĞƐƐ͕ ĚŝĨĨŝĐƵůƚ ƚŽ ƐǁĂůůŽǁ͕ ĐĂƵƐĞ ƉĂŝŶ ŝŶ ǇŽƵƌ ŶĞĐŬ ĂŶĚ ƚŚƌŽĂƚ͙ĞƚĐ͘dŚĞǇ ŚĂǀĞ ŽďƐĞƌǀĞĚ ƚŚĂƚ ƚŚĞƌĞ ĂƌĞ ŚŝŐŚ ƌŝƐŬ ŽĨƚŚǇƌŽŝĚ ĐĂŶĐĞƌ ŽŶ ƚŚĞ ǀŝĐƚŝŵƐ ĨƌŽŵ ƐĞǀĞƌĂů ŶƵĐůĞĂƌ
ĐĂƚĂƐƚƌŽƉŚĞƐ ƐƵĐŚ ĂƐ ,ŝƌŽƐŚŝŵĂ͕ EĂŐĂƐĂŬŝ͕ ŚĞƌŶŽďǇů͕ ĂŶĚŵŽƌĞ ƌĞĐĞŶƚůǇ͕ &ƵŬƵƐŚŝŵĂ ;:D /ŶƚĞƌŶ DĞĚ͘ ϮϬϭϱ &ĞďͿ͘dŚĞ ĂƚŽŵŝĐ ďŽŵď ƐƵƌǀŝǀŽƌƐ ŚĂƐ ďĞĞŶ ƐĞĞŶ ƚŽ ŚĂǀĞ ƚŚǇƌŽŝĚ
ĐĂŶĐĞƌ ĨƌŽŵ ϲϬ ƚŽ ϲϮ ǇĞĂƌƐ ĂĨƚĞƌ ƌĞĐĞŝǀŝŶŐ ƚŚĞ ƌĂĚŝĂƚŝŽŶ͘ /Ŷ&ƵŬƵƐŚŝŵĂ ĂĐĐŝĚĞŶƚ͕ ϯϱй ŽĨ ƚŚĞ ƌĞƐŝĚĞŶƚƐ ŚĂǀĞ ĚĞǀĞůŽƉĞĚ
ƚŚǇƌŽŝĚ ŶŽĚƵůĞƐ ĂŶĚͬŽƌ ĐǇƐƚƐ͘ ;E/ͿĂƐĞ ŽŶ ƚŚĞƐĞ ĂďŽǀĞ ĐŽŶĐƌĞƚĞ ŝŶĨŽƌŵĂƚŝŽŶ ĂŶĚ ƌĞƐĞĂƌĐŚ͕ ƚŚĞ ĞĨĨĞĐƚƐ ŽĨ ŝŽŶŝǌŝŶŐ
ƌĂĚŝĂƚŝŽŶ ŽŶ ƚŚĞ ŚƵŵĂŶ ďŽĚǇ ŝƐ ǀĞƌǇ ĐƌƵĐŝĂů ƚŽ ĐŽŶĐĞƌŶ ĂďŽƵƚ͘ /ƚ ŚĂƐ ďŽƚŚ ĂĚǀĂŶƚĂŐĞƐĂŶĚ ĚŝƐĂĚǀĂŶƚĂŐĞƐ ƚŽ ƚŚĞ ŚƵŵĂŶ ŚĞĂůƚŚ͘ dŚĞ ŵŽƐƚ ĐŽŵŵŽŶ ĞĨĨĞĐƚ ŝƐ ƚƵŵŽƌ Žƌ ĐĂŶĐĞƌ
ƚŚĂƚ ŽĐĐƵƌƌĞĚ ǁŚĞŶ ƚŚĞ ĐĞůůƐ ĂƌĞ ĚĂŵĂŐĞĚ ĂŶĚ ŵŝƐƐĞĚ ƌĞƉĂŝƌ ĂĨƚĞƌ ŝŶƚĞƌĂĐƚŝŶŐ ǁŝƚŚƌĂĚŝĂƚŝŽŶ͘ ,ŽǁĞǀĞƌ͕ ŝƚƐ ŝŵƉĂĐƚƐ ĐŽƵůĚ ŶŽƚ ďĞ ĐŽŵƉĂƌĞĚ ǁŝƚŚ ŝƚƐ ĂĚǀĂŶƚĂŐĞƐ͘ /ŽŶŝǌŝŶŐ
ZĂĚŝĂƚŝŽŶ ŝƐ ǁŝĚĞůǇ ƵƐĞĚ ŝŶ ŵĂŶǇ ƐĞĐƚŽƌƐ ƐƵĐŚ ĂƐ ŝŶĚƵƐƚƌŝĂů ĂŶĚ ŵĞĚŝĐĂů ƐĞĐƚŽƌ͕ ŝŶĐůƵĚŝŶŐĨŽƌ ĂŐƌŝĐƵůƚƵƌĂů ƉƵƌƉŽƐĞƐ ;Ğ͘Ő͗͘ ƌĂĚŝŽŝƐŽƚŽƉĞ ŽĨ ƉŚŽƐƉŚŽƌƵƐ͙Ϳ͘ yͲƌĂǇƐ ŽƉĞŶƐ Ă ǁŝĚĞǁŝŶĚŽǁ ŝŶƚŽ ĚŝĂŐŶŽƐƚŝĐƐ ŵĞĚŝĐŝŶĞ ĂŶĚ ĂůƐŽ ůĞĂĚ ƚŽ ƚŚĞ ĚŝƐĐŽǀĞƌǇ ŽĨ d ƐĐĂŶ͘ EŽǁĂĚĂǇƐǁĞ ĐĂŶ ĐƵƌĞ ŵŽƐƚ ĐĂŶĐĞƌƐ Ăƚ ĞĂƌůǇ ƐƚĂŐĞƐ ƵƐŝŶŐ ƌĂĚŝĂƚŝŽŶ ĂŶĚ ŝƚ ǁŝůů ŶŽƚ ůŝŬĞůǇ ĐĂƵƐĞ ĂŶǇůŽŶŐ ƚĞƌŵ ƉƌŽďůĞŵƐ ŝĨ ǁĞ ĨŽůůŽǁ ǁŝƚŚ ƚŚĞ ƌŝŐŚƚ ǁĂǇ͘ dŽ ƐƵŵ ƵƉ͕ /ŽŶŝǌŝŶŐ ZĂĚŝĂƚŝŽŶ ĚŽĞƐĂĨĨĞĐƚ ŚƵŵĂŶ ŚĞĂůƚŚ ŝŶ ƐŽŵĞ ǁĂǇƐ ;ĞƐƉĞĐŝĂůůǇ Ăƚ ŚŝŐŚ ĚŽƐĞƐͿ͘ ,ŽǁĞǀĞƌ͕ ŝƚ ŚĂƐƚƌĞŵĞŶĚŽƵƐ ďĞŶĞĨŝƚƐ ƚŽ ŚƵŵĂŶ ĂŶĚ ŝƚ ŝƐ ǀĞƌǇ ƐĂĨĞ ƚŽ ƵƐĞ ŝŶ ŵĞĚŝĐĂů ƉƵƌƉŽƐĞ ;ĚŝĂŐŶŽƐƚŝĐƐĂŶĚ ƚƌĞĂƚŵĞŶƚƐͿ͘/ǁŽƵůĚůŝŬĞƚŽŐƌĞĂƚůǇƚŚĂŶŬƚŽƚŚĞdǁŝŶĐůĞ ƉƌŽŐƌĂŵĂŶĚdǁŝŶĐůĞƉƌŽŐƌĂŵ͛ƐƐƚĂĨĨƐ͕ĞƐƉĞĐŝĂůůǇ͕ƚŽWƌŽĨ͘DŝĚŽƌŝ<ĂƌŝŬŽŵŝ ĂŶĚWƌŽĨ͘<ĞŝŬŽzŽƐŚŝŶŽ͕ĂŶĚŚŝďĂhŶŝǀĞƌƐŝƚǇ ĨŽƌĂůůŽǁŝŶŐƵƐƚŽŽďƚĂŝŶƚŚŝƐǁŽŶĚĞƌĨƵůŽƉƉŽƌƚƵŶŝƚǇĨƌŽŵƚŚĞƉƌŽŐƌĂŵ͘tĞĂůƐŽǁŽƵůĚůŝŬĞƚŽƚŚĂŶŬƚŽŽƵƌhŶŝǀĞƌƐŝƚǇĂŶĚƉƌŽĨĞƐƐŽƌƐ ĨŽƌďĞůŝĞǀŝŶŐŝŶŽƵƌƚĞĂŵĂŶĚĨŽƌƐĞŶĚŝŶŐƵƐƚŽƚŚĞƉƌŽŐƌĂŵ͘ ŚƚƚƉƐ͗ͬͬǁǁǁ͘ĐĚĐ͘ŐŽǀͬŶĐĞŚͬƌĂĚŝĂƚŝŽŶͬĞŵĞƌŐĞŶĐŝĞƐͬĂƌƐ͘Śƚŵ ŚƚƚƉ͗ͬͬŚƉƐ͘ŽƌŐͬƉƵďůŝĐŝŶĨŽƌŵĂƚŝŽŶͬĂƚĞͬĨĂƋƐͬǁŚĂƚŝƐƌĂĚŝĂƚŝŽŶ͘Śƚŵůη

Thai students took us somesightseeing spots after our
lectures and holidays.
We learned how to pray in
In Japanese class, we taught Origami and calligraphy to Thai
students. In the Origami section, they enjoyed making cranes andNinja-stars, a throwing knife. In the calligraphy section, students
learn how to write Kanji, a kind of Japanese character, with abrush. Later, they tried to write their name using kanji. Theylooked very happy and we were happy too. They showed their
nice works each other

Thailand. In Japan, we
usually throw coins with 2bows, 2 craps, and a bow. In
Thailand, on the other hand,
we offer flowers, candles
and incense sticks. After
that, we put gold leaf on

and took them as a

statue. There was a lot ofsouvenir.

findings in different culture.

 ŚƚƚƉƐ͗ͬͬǁǁǁͲƉƵď͘ŝĂĞĂ͘ŽƌŐͬDdͬƉƵďůŝĐĂƚŝŽŶƐͬW&ͬƚĞͺϵϯϰͺƉƌŶ͘ƉĚĨ ŚƚƚƉƐ͗ͬͬǁǁǁ͘ŶĐďŝ͘Ŷůŵ͘ŶŝŚ͘ŐŽǀͬƉŵĐͬĂƌƚŝĐůĞƐͬWDϱϰϱϰϴϮϰͬ ŚƚƚƉƐ͗ͬͬǁǁǁ͘ĐůŝŶŝĐĂůŽŶĐŽůŽŐǇŽŶůŝŶĞ͘ŶĞƚͬĂƌƚŝĐůĞͬ^ϬϵϯϲͲϲϱϱϱ;ϭϲͿϬϬϬϬϱͲϰͬĨƵůůƚĞǆƚ ŚƚƚƉƐ͗ͬͬǁǁǁ͘ĐĚĐ͘ŐŽǀͬŶĐĞŚͬƌĂĚŝĂƚŝŽŶͬĞŵĞƌŐĞŶĐŝĞƐͬĐĂŶĐĞƌ͘Śƚŵ ŚƚƚƉƐ͗ͬͬǁǁǁ͘ŝĂĞĂ͘ŽƌŐͬƐŝƚĞƐͬĚĞĨĂƵůƚͬĨŝůĞƐͬƉƵďůŝĐĂƚŝŽŶƐͬŵĂŐĂǌŝŶĞƐͬďƵůůĞƚŝŶͬďƵůůϯͲϰͬϬϯϰϬϱϴϬϬϲϬϳ͘ƉĚĨ

Having experienced the TWINCLE
Thanks to all members participated in the program, including TWINCLE office and both Thai students and staffs, we finally succeeded whole
events. We are sure that this precious experience lead us to the next level. We think it is really important to have a good relationship between
Japan and Thailand and keep exchanging both cultural perspectives. We hope our endeavor can contribute to the program held in the future.

No.ϱϯNo.ϱϰ

T W I N C L E PROGRAM
IN THAILAND

TWINCLE PROGRAM IN THAILAND

Enami Kamata, Kaho Endo, Airi Tanabe, Ryushi Shimazaki

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SCHEDULE
We stayed at Bangkok in Thailand for two weeks.
We tried various activities with Kasetsart university
and Mahidol university students. Through our stayin Thailand, we learned Thai culture
and the importance of accepting
others’ feelings and ideas.

Date
20.August
21
22
23

Day
Tue
Wed
Thu
Fri

24
25
26
27
28

Sat
Sun
Mon
Tue
Wed

29
30
31

Thu
Fri
Sat

JAPANESE CULTURE CLASSActivity
Arrived in Bangkok
ʱDSDQHVHFXOWXUH FODVVᶅThai weaving and carving,Thai cooking class
FLHQFH FODVVᶅ
(Kasechtsart University Laboratory School)
Sightseeing(Ayutthaya)
Sightseeing(JJ market,Asiatique the riverfront)
Learning Thai language,Thai cooking class
Sightseeing(Wat Don Wai Floating Maket)
ʱDSDQHVHFXOWXUH FODVVᶆFLHQFH FODVVᶆ(Nawamintrachinuthit Satriwitthaya Puhttamonthon School)
Final presentation
Sightseeing(Central world,Platium fashion mall)
Arrived in Narita

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Thai students. They enjoyed our class while feeling different offor high school students in Thailand. We

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Thai culture and Japanese culture. We

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are surprised Japanese culture such as

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Mahidol university and Kasetsart university warmly invited us.

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to explain the topic in English,

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valuable experience for us.

They taught us how to make Thai foods and traditional crafts.

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Thai food has a very good balances of these tastes and Thai

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traditional crafts are so splendid.

In twinkle program, we had muchwonderful encounters every day.
At first, we were nervous
about staying in Thailand. However,

SIGHTSEEING

thanks to twinkle program member,

Both university students took us some great tourist spots andhistorical buildings. For example, we went to see “Wat Pho.” It
was so gorgeous and beautiful. As there are so many places tovisit in Thailand, I would like to visit all places someday.

we had great experience and learn
about Thai culture.
We are grateful for twinkle
member’s support.
We love Thailand so much!!

No.ϱϱ

TWINCLEC PROGRAM
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Japanese class⭐themeLeaning how maglev trains move⭐themeorigami and calligraphy⭐

what we did
1. explaining Fleming’s rule

⭐what we did
1. making animals with origami
mi

2. making electronic swing
to visualize Fleming’s rule

2. writing kanji with calligraphy

3. explaining a principle ofmaglev trains

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KYUSU PROJECTIN THAILAND
D 2019Science class

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worked hard on the experiment.

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We taught two science lessons

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CULTURE & FOOD

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Today…
Kyusu tea culture is declining.


Our GoalTransition of Tea’s Consumption Per Household* 

Promoting the
Ja
Japaneseapanese tea
tea culture
culturewithw
ith youngyoung people
peopleand the world!!
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3. sharing the Japanese culture
discussing in Japanese⭐what we were impressed is…
Thai students could speak Japanesemuch better than out expectation

Review of our class
Questionnaire result
Many students seem to take our class again!! Thank you!!

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SurveyℲKyusu’s AdvantageℴWe took a survey in Singapore in summer.

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Q. Do you know how to make tea withFirst ClassэBrewing tea using kyusu

kyusu?㻌

Economy ClassэUses tea packs
࣭Good for HealthℳQ
Q.. Why do you think that theculture of kyusu is declining?
Difficult to Make
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What we have to do isto improve presentation and communication skill in English!!

A. No one㻌e knows it.
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Tea Made not with Kyusu
is Better
Other

Q. What do you think will makemore people use the kyusu?㻌

Finally

Learning How to Make Tea

Twincle program is a good chance to realize howdifficult it is to create a class and to teach. But wealso learned how fun it is to make a class,experience the different culture, and connect
many friends. We would like to make use of
Twincle program experience in our future!

Fashionable Style Kyusu
Ornament Style Kyusu
Selling as Set with Tea
Leaves

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We decided to makePromotional Video!!

Future Plans
Create a Video
about Kyusu∝Japanese∝English∝Chinese

Upload theVideo∝YouTube∝Tripadvisor

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Number of SE Asian Muslim

The Food They Want to Eat in Japanᵱᶇᶌ ᶅ ᵿ ᶎ ᶍ ᶐᶃᵫᵿ ᶊᵿ ᶗᶑᶇᵿᵧᶌ ᶂ ᶍ ᶌ ᶃᶑᶇᵿ

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Major Religions of SE Asia

Tourists Coming to JPNӻӿUrawa Girls’ Upper Secondary SchoolōCreate Halal Ramen using ingredients from ChibaōProvide restaurants and universities with Halalsafe ramen352326$/

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1.About Halal Ramen

There is an education gap in rural and urban areas in1998

5 years in elementary school required

Vietnam. This problem is important because
education

2005

9 years in elementary (5 years) andjunior schools (4 years) required

inequality will affect children’s future.

7. Discussion

䐟 in wealth although Vietnam is one of the fastest
growing countries in Asia.

As a result, there is a gap in education opportunities inrural and urban areas because of financial reasons.
Bridging the educational gap may help reduce thechildren’s economic inequality in the future.

䐠 in education opportunities

3. Research Questionand urban areas in Vietnam?

䐟 Crowdfunding)URP$IJKDQV 

Vietnamese children in the countryside have difficultyɫJapanese
Same flavor as Japanese original ramen

5. Research Method

receiving education because of financial gap.

ᵥᶍᶍᶂᴿᴾᵥᶍᶍᶂᴿᴾᴾ

Likes both styles of ramen.

‫س‬Muslim(JPN 1 year)䐠 Sending School Supplies to Children in Vietnam

䖃 Lecture 䖃Interview 䖃 Literature SurveyEx) Waseda Univ. “Doors”

6. Findings

Stationeries䐟 Difference in Monthly Income

ᵬᶍᶒᴾᵥᶍᶍᶂᴾᴾ

Average income per person (1,000VND)

Around the Red River
delta

First time eating ramen.
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1,567.8(Ҹ7,839yen)

The northwest

740.9(Ҹ3,704yen)

The southeast

2,165.0 (Ҹ10,825yen)

Mekong delta

1,247.2 (Ҹ6,236yen)䐡 Cost Reduction by Doing Away With School
Uniforms

9. Conclusion
Under the current situation, children in the rural areas in
Vietnam have difficulty receiving education
opportunities due to financial problems. The solutions
we suggested today are just a small step. We strongly
insist that the
government should tackle this issue
with fundamental solutions: enforcing the law which will
make compulsory education free of charge or providing
financial aids to cover the school expenses that poorfamilies in the rural areas can’t afford. SDGs #4 aims at
providing everyone with quality education. No one.
should be left behind.

䐠 Difference in Educational Opportunities

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No.ϱϵ

8. Solution

4. Hypothesis‫س‬Muslim(JPN 6 years)

3/$16
6

䖃 Higher School Expenses
Parents have to pay more for school expenses ascompulsory education system was changed in 2005.

What can we do for eliminating education gap in rural

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285)8785(䐡 School Expenses Going Up Under New
Compulsory Education System

1.Introduction

A huge gap in rural and urban areas can be seen

ԢՃԶՈӨԎՆԺՂԽՇ

Shibata Hana, Fujisawa Kotoha, Hosoba Miho, Murakami Nozomi

2.Current Situation

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Improving Labor Productivity in Vietnam
Before the Economic System is Established<<Change of “Village of Negishi” in TOKYO>>
Shibaura Institute of Technology Kashiwa High School

Urawa Girls' Upper Secondary School
Atsuko Otsuka, Nozomi Ono, Riko Kubota, Futaba Suzuki, Yumeko Yamguchi

RISAKO SHIBASUMMERY䠍䠊Introduction

6䠊Discussion

Research of the Negishi area around the Uguisudani Station, and find the reason why this town was changed.

Vietnam's economic growth rate keeps increasing. Howeverlabor productivity is low, only 7.3% of Singapole. Unlesslabor productivity is improved, working situation is getting
worse.

In order to improve labor productivity, working hours should be
reduced. Controlling and checking working hours strictly isneeded. Also, introducing flextime and working to suit theirlifestyle allows them to concentrate better at work. This isessential for improving labor productivity.

II.Zyoumon
Zyoumon Era~ Kamakura Era (about(
14000 years ago~1248))

HISTORY

About 10000 years ago, Negishi was under the sea. It was one of TOKYO-BAY.
In, Yayoi Era(B.C.4C㹼A.D3C) Around Negishi was become a land gradually ,also, in Kofun Era(3C~7C) Torigoe Kofun*(*Tomb of Noble people) was made near the Negishi, and Torigoe Shrine was built in
651.After that, Sitaya Shrine was built at Sinobugaoka, Ueno in 730.Even though such develops, Negishi wasn’t developed. At that time, Negishi was called “Negishi-Field” ,so there was a farm village.

2䠊Research Question

However, Negishi started to be changed. In 1248, Eishou-Temple was built at Negishi 3-chome, and in 1378, Seson-Temple was also built at Negishi 3-chome.
ϩ.Muromachi Era~ Early Edo Era

How do they improve labor productivity?

7䠊Solution䐟First, Kanei-Temple was built in 1625. Since then many temples were built at Negishi 3-chome.For example Seson-Temple (in 1400),Singen-Temple(in 1659),Enkou-Temple(in 1699).Senjuin-Temple was

To Enforce the Law About Working Hours<present labor law of Vietnam>
working48
䊻hours<suggestion>
40

hours

once built in Shitaya-cho*(*Nowadays,Shitaya-Cho is called as “Okachimachi” ) ,but it was moved to Shitaya-Kanasugi in 1696.
Ϫ.Middle Edo Era~ Late Edo Era
Many Niuri-teashop*(*Shops which sell tea, often built near the post-town) were built in Negishi.,but they were changed to Asobi-chaya*.(café where to play with Geisya )Also many temples caused to be built Hanamachi.In Japan temples have the custom called “Shoujin-Otoshi” (*”Shoujin-Otoshi ” means that people who abstain from food and alcohol also avoid eating

3䠊Hypothesis
Improving labor productivity should avoid work environmnent
being worse.

If working hours don't
exceed 48 hours a week,
we should change working
hours per day from 8 hours

4䠊Research Method䐠䖃 Literature Survey
䖃 The Internet

䞉to change×
䊻 䞉To regard
extended hours
as overtime

䊻Announce the name of the companies which
don't obey normal working hours by using SNS
and the media.

䐟 Labor Productivity and Working Hours

As working hours are shorter , labor productivity will behigher.

ղ Long Working hours in Vietnam
Longer than those of Japan

9

In Meiji Era, many artists sterted to move Negishi because Negishi also had beautiful natures.
In Taisyo Era, Negishi was famous for popular fleshpots.So Negishi had grown as a big red-light district.
Ϭ.After WWϩ~ NOW
After WWϩ, Japan was ruled by U.S. .In Negishi, started to build cabarets for the American.
It’s because cabarets were service club.After the independent, cabarets had remained there.

That’s why many hotels were built in Negishi.And not only casts, but also couples started to use hotels in Negishi.

GEOGRAPHY865Later,Asagao Festival was begun at Singen-Temple.It’s because many gardener lived in Negishi, also Negishi had a lot of vacant area by conflagration.

Also, cabarets had may cast, and casts became to stay Negishi, so they needed hotels.

䐡 Introduction of Flextime
ex)10

fleshpot in Negishi. By these factors, unique atmosphere of Nowadays Uguisudani was made since then.

ϫ. Meiji Era ~Before WWϩ

To Check Working Conditions

䖃Survey Contains䠖working hours, holiday
acquision conditions
䖃In order to reduce working hours in companies

5䠊Findings

meat ,drinking alcohol, and having sexual intercourse because of visiting shrines, religious services or funeral of relatives) Therefore,many fleshpots were built around the temples and shrines. There was thetotal 40 hours
2

In Uguisudani, There are two borders. The railway and Kototoi-Street
I think the railway and Kototoi-Street play a part as the “Border”. It’s because the Kanneiji-Temple is opposite the motels between the railways ,also the historical buildings

mon

tue

wed

thu

fri

sat

are opposite the motels are between the Kototoi Street. Through the border,atmosphere of the town has changed completely.

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The䚷average of working hours a week in major countries in 2018,
Japan and America in 2016, China in 2015reference OECD StatsExtracts"Hours Worked"䚸2018䝕䞊䝍䝤䝑䜽ᅜ㝿ປാẚ㍑<Advantages of Flextime>䖃Relaxing traffic congestion by shifting the startingand closing times
䖃 Secure workers who are capable of self-management
䖃 More concentration on working in the self-suited䖃 Create the work-life-balance by efficient time䖃 Paying system independent from overtime treatment

ճ Previous Example of Success :Controlled working hours lead tohigh labor productivity.
䖃 Limited by Law and Checked Strictly
䖃 Flextime is introducedFirst,railway separates the Kaneiji-Temple and motels.It is also related the level of land.
Kaneiji-Temple is on the Nippori Terrace, but railways was once the marsh.So it is low-lying land. The level of land influence the atmosphere of the town. high-level and are tend
to be built the shrine or castles. Also Kaneiji-Temple was also the Imperial mausoleum of

Tokugawa Family. So it is very holy place. Opposite of railway is low-lying land. There

are many motels. And also, low-lying land are have an inclination to gather such the sexual services bar.The railway is the physical border.
In contrast,Kototoi-Street is mental border. Kototoi Street separates the motels andtemples,historical buildings.Even though between Kototoi-Street and motels are nodifference of levels of land,it plays a part as a border. In my opinion, it can be consider the residents’ mentality to protect their tradition from motels.

䠓䠊Conclusion
These three suggestions above mentioned will lead tohigher labor productivity and to further economy
development of Vietnam under good working
environment.

CONSIDERATIONThe reason why Negishi had changed is related with the war. However, why cabarets were made in Negishi? It may be caused by historical things and geography. Becauseof the land-level, many fleshpots have made in Negishi since Edo Era. Atmosphere of area is made by land-level but it is also connect with the history.

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Why do Japanese use chopsticks?

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࠙$EVWUDFWࠚother countries. We consider the reasons why Japanese people use chopsticks and the special value of chopsticks from them.

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࣭Why Chopsticks Were Used in Japan

We wondered why we use chopsticks that are

The prosperity of diplomatic relations with China.

difficult to use, even though we can eat easily

It was suitable for the climate and food culture ofwith a fork and spoon.

Japan. Since ancient times chopsticks have been

The contents of the paper!!

considered special in Japan with the view that

࣭Why Chopsticks Are Used in Japan

chopsticks connect God and human beings.

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We researched why chopsticks are used in Japan.

࣭Why Chopsticks Were Used in China6LJQVRIPRGHUQL]DWLRQ

Chopsticks came from China in the Asuka period

The staple food has changed to rice and rice has

and spread from then. Chopsticks are regarded

spread across China. Confucianism prevented

as special in Japan, just as chopsticks appear inknives and forks from spreading.

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Chopsticks are generally derived from China.

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Why chopsticks came to be used, when they
spread, and what they meant.
࣭The History of Chopsticks(GRKDGPRUHWKDQRQHKXQGUHGSHRSOHDW WKDWWLPHDQGWKHUHZHUHSURYHUEVZULWWHQLQ͆,URKDNDUXWD͇͆,ULKDNDUXWD͇ZDVSOD\HGLQQRWRQO\(GREXWDOVR2VDNDDQG.\RWR 7KHUHIRUH

Japan

Chopsticks
forcooking were born.
BC4㹼3 Chopsticks for meals
were born.
have
BC2㹼1 Chopsticks
become popular.
Chopsticks for meals
AD5㹼6
came from China.
Chopsticks
have
AD6㹼7
become popular.

manners of chopsticks are based on many myths. 

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Chinamyths. In Japan, the values of tableware and the

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 3DWWHUQVRISURYHUEV%LUWKSODFHSummary!!

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H[DPSOHV࠙0HWKRGVࠚ2WKHUFRXQWULHV࣭The Myths of Chopsticks

RIPRGHUQL]DWLRQ&DSLWDOLVPLVDHFRQRP\V\VWHP

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BC14c

But we want to introduce how chopsticks spreadFuture Prospects!!

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in their current form.

We will study new questions that have emergedࢆ 
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࠙&RQFOXVLRQDQG3ODQࠚ࣭Why are tableware other than chopsticks used?

while conducting research. 

Here's how and why tableware other than࣭Diplomacy between Japan and China

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chopsticks is used in different areas. ࣭How the Japanese perceive God

࣭Cultural differences from tableware

࣭The connection between the Japanese and thetree

We are comparing the origins of each food and thedifferences in the food culture of the region that

࣭About Confucianism

uses them. ࣭ The Relationship between Japan and Knife

Research currently underway!!

࣭Manners of meals

and Fork

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EŽ͘ϲϱ

PROCESS OF JUVENILE CRIMINAL
Airi Yamamoto
Higashikatsushika High School

MotiveI studied about medical care inprison last year. Through my study, I
came to be interested in criminal
psychology more. I studied about thementality of younger criminal this year.

Study
I think three factors are involved
in developing normal mentality foryouth.
True
love byparents

Survey1. How important youth isʕAbout youth
Youth is the stage in which humanmind and body get the biggest
influence.
ʀBecome conscious of oneselfʀPsychological independence
ʀThe second rebellious stage.
ʀA friend is a second version of
oneself.
ї Our normal mental development
stage is assumes that we are loved byour parents or adults, but in otherwords, if we are not raised with love,
we can not have a good mental
development.
ї In youth, our friends are a big
presence in our lives, in other words,
we can get bad influence from themeasily.

2. For independenceʕEstablish one’s identity
Identity is equal to one’s character.
Establishing one’s identity is to createa strong self. For this process, wereconcile the ideal version of ourselveswith the real version of ourselves.
If we fail to establish our identity, we
fall into an identity crisis.
An identify crisis makes ourmentality unstable, robs us of ourmental ability , and brings a trying
situation for us.

ʕPsycho-social Moratorium
Someone experiencing a psychosocial moratorium is a person who
avoids independence and becoming anadult. This stage is not necessarily badfor humans, however staying too longin this stage causes social impairment
in a person.

EŽ͘ϲϴ

EŽ͘ϲϳ

Close
friendship

Know
one’s
character

Fig.1 Factors for developing normal
mentality for youth

In other words, we may becomea criminal without these factors.

ʕ View of various peopleChildren need to have a good
relationship with their parents
for at least the first 24 months.
Attachment is emotional ties
with a particular person, and if
we are prevented from this, weare negatively affected. (fromJohn Bowlby)
We can think about abstract
ideas ; love, fear, sin, envy, rightand wrong from the age of 11
years old.
(From Granville Stanley Hall)
We can understand thatyouth is a very important stageof human life through thesewords.

Consideration
I learned that love fromparents and the environment
around a person are connectedto their character deeply.
We should understand thespecifics of each young personand support them.

Bibliography߶ߏྛཀྵ ৿ఙ൝ ࣰ‫گ‬ड़൝࠹৿ਦઈྛཀྵ ශౣॽవ10େ͖Δ͹ৼཀྵָਦؓ ϜʖΩηϓΡʖέη ࢀ঴ಌ$WDPL VWRXULVPDQGHFRQRP\+DUXND 6XJLWD+LJDVKL.DWVXVKLND+LJK6FKRROJapanese fantasy MORIBITO
Higashi katushika High school
Koharu Muramoto

0RWLYH+RZWRUHEXLOG,OLNHWUDYHODQG,RIWHQJRWR$WDPL$WDPLLVYHU\SRSXODU+RZHYHU,NQHZ$WDPLMy favorite series of story is MORIBITO which was written by Uehashi Nahoko.

XVHGWRKDYHDILQDQFLDOSUREOHPSo I studied about charm of MORIBITO and Uehasi Nahoko .

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1. MORIBITOLVSRSXODUQRZ

3. Charm of MORIBITOThis story’s out line is:Balsa, who is a woman guard,

MORIBITO. She is a very attractive

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saves prince named Chagum who isbouncer. She fights against enemy.

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aimed his life because he became

She is very strong. The scene where

pregnant with a egg of spirit.

Balsa fights is one of the highlights

MORIBITO was translated into
English

in

2008,

and

of MORIBITO. Also, Balsa has thereceived

strength of those who survived the

Batchelder Award in 2009. Now,

tough past, which is also the charm

MORIBITO is read in the world.

of Balsa. Uehashi Nahoko says she

Batchelder Award: Literature award

wanted to write a mentally mature

for children’s literature translated inperson.

(Japan Version)

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published MORIBITO.

MORIBITO.

US/China/Taiwan/France/Italy/Souththe dishes that appear in the novel has

Korea/Portugal/Spain/

been published in Japan. It is the charm

Nahokocameup.LQRPL\D 6KULQH

A cookbook that reproduces

fantasy world in this way.

She

is

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She is a Japanese writer andanthropologist.

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studying about Aborigine. Also, she

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Rei Kurata
Chiba Prefecture Higashi-Katsushika High Schoolᄾ႖Ẽ ヱユョレヱャレュンルョゞ
What is “Asadora”?
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2.Purpose

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3.Survey

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SURWHFWLQJWKH(GR%DNXIX %\WKHZD\.RQGR2NLWDORQJHGIRUKLV

7KH\ FODLPHG WR DFFHSW IRUHLJQ FXOWXUH OLNH PHGLFDO PLOLWDU\IDWKHUZDVEHKHDGHGLQWKHVDPH\HDU2NLWDGLHG7KHIORZRIWKHWLPHV“Asadora” is a morning

Consideration World War ϩ is the biggest turning point

drama series which broadcasted by NHK since 1961. They have introduced 100

which changed lifestyle in Japan. The major reason of this change is postwar

works ever since. Each drama is broadcasted from 8:00a.m. for 15 minutes fromreform by GHQ. GHQ introduced some reform plans to Japan and Japan followed

Monday to Saturday for half a year. Many of the works describes women’s way ofthem. But this brought about favorable changes in Japanese society as for women.

life and audiences are moved by them.

Of course the war was so terrible and a lot of women lost everything. For example

About this research I find changes of women’sfamily, friends, house, property, and so on. Above all, the loss of their husbands or

thought, lifestyle, Japanese society and so on by comparing dramas whichsons was a cruel blow. But this made them stronger. So let’s consider their life

described modern society and find some points in commons. I also consider

before and after the war.

historical events that happened in modern society to the dramas of various
࠙Before World War ϩࠚWomen’s activities or dreams were restricted by theirgenerations.

family business or rank. Also there were big differences between upper class, such
1850 1860 1870 1880 1890 1900 1910 1920 1930 1940 1950 1960 1970 1980 1990 2000 2010
Asa came
Hanekonnma

Ohana-hanless freedom than now.

Aguri
Gochiso-san

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Rinrinto

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jorurney

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have never thought, for example how to keep a good balance between work andCarnationfamily life, or how to use their talents.

Mio-tsukushi

4.Actually go the place

A variety of thoughts or ways of life has become to be

accept in society little by little. They starts to be worried about problems that they

Watashiha-Umi

VLWXDWLRQ -DSDQ ZDV FRQIXVHG (GR %DNXIX WKH RUJDQL]DWLRQ WKDWas merchants, and the lower class, such as farmers. Especially tenant farmers wereso poor that their lives were hard. Even if they were high-rank people, they had

Hanako and Anne

Cyo-cyan
Innocence Kirari

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WKHFXUUHQWPRQXPHQW :HFDQQRWHQWHUWKHIHQFH%XW,FRXOGIHHOWeave the rainbow

ЎHere are the main changes Before the War and After the War.Ў

Ma-necyan

Before the War

After the War

GEGEGE's wife

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Marriage and Love

Come on, spring

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Tomorrow's wind

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wascommon. Some ran away with aman

Ume-cyan sennsei

Most women marry men who

who

she

loved.

The

fell in love with.

international marriages

wereNatsuzora

5.Discussion

Karin
Wakko's gold medal,QWKHEDWWOHEHWZHHQWKH(GR%DNXIXDQGWKH0HLMLJRYHUQPHQWDOPRVWAkatsukki
Amakara-syan

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The first drum
Nobuko and granma

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Half, blue

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marriage

Non-cyan's dream

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Studies and School

Good morning

Women need courage

Most women can learn fromcouldn’t. There was an old idea

primary school to high school,thateven university.

“women

never

need

studies.”

Yancya-kure

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Work and role in society

There was an old idea thatIn the course of time, women“Women should work in housecan choose job they want to do.

and support their husband.”Compatibility work and house

Jobs women can choose were a

was accepted.

Haruka in the wind

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Good wife

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Sunflower

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Hirari2NLWD6R]LLVRQHRIWKHVZRUGVPDQEHORQJHGWR6KLQVHQJXPL0DQ\My blue sky

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Let's runnning!

few.

Do your best
Welukame
Dan-dan

Big event in society or disasterGreat Kanto Earthquake

Mannten
HitomiAma-cyan

2nd International Meeting of Skip-up Program of AP Next-Generation Talents, Chiba UniversityEŽ͘ϳϭ

Effects of Letter Colors for Word Memorization
Nagi TOYOSHIMA 䠄Shibaura Institute of Technology Kashiwa Senior High School䠅
Results

8
7

෌
⏕ 6
厹 5
叀
ே 4
ᩘ 3

䠘Main test䠚• Twenty words were presented for one second with one-second
interval.
• There were three conditions: Words were presented in black,
red, or blue.
• The same twenty words were used for each condition to keep
the difficulty equal between the conditions. We prepared two
patterns (List #1 and List #2) with different word order.
• After the presentation of the list, the participants were asked
to write as many words as they could remember.
6DPSOH
̏V
䜰䜲

̏V

̏V
䜴䜶

̏V

̏V
䜸䜹

7

Red
㉥
㟷
Blue

1
0
1

2

3

4

5

8

9 10 11 12 13 14 15 16 17 18 19 20⣔ิ఩⨨Serialposition• Clear primacy effects• Ambiguous recency effects. Many participants could recall
words in medial positions.
• Participants best remembered words in black, then blue andthen red.

Percentage recall

20

㯮
Black

෌ 15
⏕
⋡ 10
咁
䠂 5
咂

9
8
7

෌
⏕ 6
厹 5
叀
ே 4
ᩘ 3

Red
㉥
㟷
Blue

0

2
1
0
1

䠘Sample test䠚
• Three words of two katakana characters with low associativevalue (60 - 64) were displayed. These words were not used in
the main test, but each word was presented for one second
with one-second interval. The color of the words was black.

6

Black
㯮

0

2

10

Procedure䠖
Participants were presented with a sample test (explained
below) to learn how the words would be presented and thenthey were given the main test.

25

෌ 20
⏕ 15
⋡
10
咁
䠂
咂 5

9

/LVW
ʁ

MethodParticipants: 60 students of Shibaura Institute of Technology
Kashiwa Senior High School participated.
Apparatus : I used a laptop personal computer (hp; Windows 10)
and MS PowerPoint 2019 to present words.

Percentage recall

10

Number of people who recalleda/LVW
ʁ

Number of people who recalled

Introduction¾At present䠈important keywords and sentences in many
textbooks and study-aide books are written in red.
¾However, Waseda-juku, one of the famous cram schools,
recommends blue pens for memorization and there arerumors that the most suitable color for memorization is blue.
¾These are no scientific evidence for the good effect of blue
letters.
¾Then, in my experiment, I investigated which color is themost suitable for memorization.
¾Memorization task that I used:
Free recall (Participants were presented with a list of words
and then asked to recall memorized words in free order.)¾Correct percentages show serial-position effects.
䠄Primacy effect: Many participants recall words presented inearlier parts in the list.
Recency effect: Many participants recall words presented inlast parts in the list. 䠅¾I compared the memory for black, red, and blue words. If therumors are correct, blue words would be the best memorized.

2

3

4

5

6

7

8

9 10 11 12 13 14 15 16 17 18 19 20⣔ิ఩⨨Serialposition• Ambiguous primacy and recency effects.
• Participants best remembered words in blue and black, andthen red.

Discussion• Participants well remembered words in blue and black,but not red.
• Therefore, textbooks should be written in black or blue,
but not in red.
• However, in my experiment, the lists included the samecolor words. But, textbooks in reality are in multi-color
printing.
• Other memorization task such as reading-span test
(Osaka, 2002) would be better for test with more realsituation.
• The reason for ambiguous recency effects might havebeen that participants thought for a long time because
there was no time limit or that they tried to recall words
in the presented order.
References:
Osaka, M. (2002). Working memory: The memo pad in the brain. Shinyo.
(written in Japanese)No.ϳϮ

Ћ A chronological table of in each period setting

Great East Japan Earthquake

No.ϳϯ

EŽ͘ϳϰ

No

No.ϳϱ
EŽ͘ϳϲ
The Pha That Luang or “Great Stupa”
is the most important Buddhist
monument in Laos. The large golden
stupa in Vientiane is believed toenshrine a breast bone of the Buddha.
The pagoda also known as That
Luang is officially named Pha Chedi
Lokajulamani, which translates to“World Precious Sacred Stupa”.

Laos Cultures

Hor Phra Keo

Pha That
T
Luang Stupa in Vientiane
Patuxai literally meaning Victory Gate
or Gate of Triumph, formerly the
Anousavary or Anosavari Monument,
known by the French as Monument
Aux Morts ) is a war monument in thecentre of Vientiane , Laos , built
between 1957 and 1968. The Patuxai
was dedicated to those who fought inthe struggle for independence from
France. In romanising the name fromthe Laotian language , it is variouslytransliterated as Patuxai, Patuxay,
Patousai and Patuxai.

P
Patuxai主催 国立大学法人千葉大学
後援 千葉県教育委員会
千葉市教育委員会
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