Exchange program at Princeton University
by Shiho Sugiyama >What this is I participated in the exchange program at Princeton University from September to May 2023. Here what I did in the spring semester is reported. >Who I am I am a female junior year student majoring in engineering. My major at my home university, the University of Tokyo, is Information and Communication Engineering, and that at Princeton was electrical and computer engineering. I’m interested in robotics and information engineering. >Academic life I took four courses in the spring semester. 1. Car lab This is one of the most popular courses for electrical and computer engineering majors. This class focuses on the application of circuits and PID control. Students are required to build a rover, wire up circuits, and control the car. The common tasks assigned to everyone were speed control and navigation. As for the final independent project, I built a new car for picking up garbage with my partner. It was so fun to integrate our knowledge and make it work!! 2. Computer Vision In this class, we learned the theory of methods of image processing, object recognition, machine learning, neural network, and camera geometry. As for the final independent project, my partner and I trained a neural network model to automatically classify garbage into several categories, such as cardboard, glass, and so on. The most difficult part was to collect enough dataset of garbage from around campus. 3. Computer Networks We learned about the multiple aspects of computer networks including switching, cache, path determination, wireless communication and so on. 4. Algorithms for Computational Biology We learned how to apply computer science knowledge and technology to the analysis of biology. We learned how to extract patterns of DNA sequence, how to estimate the evolutionary tree, and so on. > Extra Curricular Activities I participated in the Princeton Hackathon and created a YouTUBE thumbnail creator website as a team. I joined a team where everyone had just met each other on the day of the Hackathon. We made friends with each other, discussed the idea about what to create, split up the workload, concentrated on work for 48 hours almost without any sleep with the help of sips of redbull or monster, and made it! I have been a member of Princeton University Robotics Club.We joined the Pacbot Competition held at Harvard University in Boston and marked the highest score. We made a Pacman Robot which tries to run away from enemy ghosts, to eat certain ghosts and to eat pellets in the maze. I worked as a Communication subteam member!! I participated in a program about the environment during spring break which was jointly held by Princeton University and the University of Tokyo. We learned about environmental problems in the ocean, demographic problems. We also visited Rutgers University together, where Japanese people first studied in the United States. We had a lecture about how the very first students affected the westernization of Japan in the Meiji Era. >Cultural Exchange Continuing from last semester, I went to the Japanese Language Table every week, where students taking the Japanese course join and chat in Japanese over dinner. Each time, some Japanese person living close to campus was invited. Every guest was interesting. Once, a Japanese Haiku Professor joined us for dinner and invited me to a haiku workshop. In the Haiku workshop, students present two haiku of their own creation and the professor corrects and makes a comment. I was so struck by how people from other countries learn to appreciate Japanese culture. I went to see the dance recital of an Indian dance club. When I see a friend from a certain country, it is simply just that, but when I see several of them from the same country together, it makes me realize the power of culture. The same thing happened at the recital, too. The majority of the club members were with Indian roots, and when I saw them dance in a group at the stage, I was moved by how powerful the cohesion can be. I also went to the recital of the French Theatre Club. All the people including performers and guests spoke French there, except for me and the other exchange student from China. I’m re-motivated to learn French again!! > Fun activities NY shopping trip with a friend of mine :) Yale University Visit in New Haven to re encounter a friend from junior and senior high school :) Dinner at an American diner with friends from circuit lab, on the day of Saint Patrick’s Day. We had traditional Irish food, such as potatoes and beef. > What I like about PrincetonThe favorite thing about Princeton University is the beauty of the campus. The buildings are magnificent and pretty. Plants also decorate the campus. As spring approaches, flowers start to bloom, and the meadow becomes green. >What I learned ・Communication The important part is the same in the United States as in Japan. Greet in a friendly manner and ask to chat over meals. ・State your state. Do not be afraid to say you cannot do something or you’re not interested in something. This is a lesson I learned in the exchange program. I took a stride to do a research project under a machine learning professor, and he suggested a topic which has a lot to do with mathematical theory behind it. I read through related papers but I could not understand everything about the mathematical theoretical part. I did not have the courage to confess, and when I started to seek a new topic, it was too late to complete research. It takes courage to confess your incompetence about something, but it pays in the long run, so you should. ・Career path building I had never had a clear-cut idea about what is the best thing to do at the current moment. I had just chosen to do what seemed to be interesting or rewarding at that time. From the students around me during the exchange program, I
My Graduate School Experience
By Shafaat Ukishima As I approach the end of my journey at Harvard Graduate School of Education (HGSE), I find myself overwhelmed with gratitude towards FUTI for their unwavering support throughout my studies. This past year has been a remarkable experience, filled with invaluable opportunities and profound relationships that have shaped my growth. In my final semester, I delved deeper into my passion for early childhood education. It was during a cross-registration course at the School of Public Health that I grew interested in the relationship between public health and childhood education outcomes. Through this course taught by Professor Dana McCoy and Professor Aisha Yousafzai, I had the privilege of meeting esteemed experts and leaders in the field of early childhood, including guest lecturers from UNICEF, WHO, and many other known organizations doing work in the field. For my culminating project, I embarked on a collaborative journey with a student from the Harvard Kennedy School of Government and another from the T.H. Chan School of Public Health. Together, we researched and prepared a comprehensive paper on Water, Sanitation, and Health (WASH) education. Our focus was to address the issue of WASH-related malnutrition, particularly in relation to Environmental Enteric Dysfunction (EED), affecting children aged 0 to 5 in four indigenous communities in Guatemala. To tackle these challenges, we discussed two innovative interventions. The first intervention involved the development of an app-based water quality testing initiative, leveraging AI-driven image recognition technology. This technology enables instant testing of microscopic images of water samples for bacteria, providing vital information on waterborne diseases. The app also offers educational material on microscopic pathogens, their impact on human health, and the filtration process to eliminate contaminants. Our aim was to raise awareness about waterborne diseases and promote water filtration practices, all at an affordable cost. Complementing the water quality testing initiative, our second intervention focused on behavior change interventions targeting hygiene practices. By increasing awareness about effective handwashing techniques, proper cleaning of food and water sources, and regular compound maintenance, we aimed to reduce the incidence of waterborne diseases and their impact on the community. The opportunity to cross-register and collaborate with students and faculty from other schools enriched my learning experience and gave me insights into the different arms of government that must come together to execute new policies. In another class taught by Professor Pamela Mason who is an expert in language acquisition for ESL learners, I had the incredible opportunity to delve deeper into the components of a strong second language curriculum. My personal background growing up in Ghana and teaching in Japanese international schools propelled my interest in this subject. It was during this course that I discovered a fascinating distinction: English possesses a deep orthography, while Japanese exhibits elements of both deep and shallow orthographies. This contrast profoundly influences the acquisition of English language literacy skills for children in Japan. Research substantiates that children learn more effectively and efficiently when taught in their mother tongue rather than in a foreign language. This realization led me to acknowledge that while schools that exclusively employ English as the medium of instruction facilitate immersive language experiences, Japanese students may not optimize their language learning potential as rapidly as they could have if they were taught English in Japanese. In the future, I hope to research more about the impact of English-only education on Japanese children. My time at Harvard was also a fun-filled one. One of my fondest memories was during spring break when I visited Atlanta and had the opportunity to explore historic sites. I particularly enjoyed my visit to the Coca-Cola factory, where I learned about the origins of the beverage in Atlanta. I was not surprised to see the infamous line-up of Japanese vending machines displayed inside the factory. To top it off, I was treated to samples of over 100 distinct Coca-Cola products from various corners of the world. It was truly captivating to be surrounded by multiple drink dispensers, each offering a unique taste and cultural significance. As the semester came to an end, a series of school events brought us together. At the HGSE spring formal, we danced and took numerous group photos to capture the memories we had shared as a class. It was a memorable night that further solidified our bonds and marked the culmination of our time at HGSE. We also found ourselves trying to create more opportunities to hang out, organizing get-togethers and dinners during the weekends. I invited my close friends over for some Japanese and Ghanaian food. Luckily enough, I found Pocky and Ramune at a local Asian store, so they got to try Japanese sweets as well!
Disaster Resilient Policy, Engineering and Design Certificate Program at North Carolina State University
Yui Omori Department of Landscape Architecture and Environmental Planning Disaster Resilient Policy, Engineering and Design Certificate Program North Carolina State University 0. Acknowledgement I am writing to express my sincere gratitude for two-year financial support that I have received from the ITO FOUNDATION U.S.A. I feel extremely fortunate to have been selected to receive a scholarship and your generous contribution has not only alleviated the financial burden of my tuition expenses but has also allowed me to focus wholeheartedly on my research and academic pursuits. Thank you again for your generosity and support. 1. Independent Research 【Research Topic: Economic Analysis of Coastal Forest Loss and Landscape Transformation (Period: JAN (2023)- DEC 2024)】 I am collaborating with the professor from the faculty of Natural Resource to research “ghost forests,” which is standing dead trees triggered by increasing saltwater stress coupled with SLR. I joined the wetland laboratory (ARDÓN RESEARCH LAB) meeting to gain a better understanding of ecological transformation in coastal areas. The meetings are held on a weekly basis and revolve around discussions, requiring us to read a paper in advance. Sometimes it can be challenging for me to comprehend the papers since they are not directly related to my field of study. However, engaging in conversations with other faculty students provides me with a great opportunity to gain new insights and foster interdisciplinary collaboration in research. Regarding my research topic, I have delved into Resist-Accept-Direct framework (RAD), which is a potential new approach in natural resource management. This framework is particularly relevant for the areas such as coastal forest maintenance, taking into account landscape transformations, including ghost forests (Schuurman et al 2022). Resist approach may have defence structures such as dykes and seawalls to protect coastal forests and keep historical and/or current condition. Accept is the trajectory by allowing ecosystems and little human encroachment. Direct is the approach of actively shaping new preferable conditions. However, still there is little information on how natural resource manager can decide which approach is suitable in different ecological conditions under the various scenarios of SLR. In addressing this issue, my objective is to clarify the cost-benefit ratio of each approach under different SLR scenarios. So I am implementing Cost-Benefit Analysis (CBA) that could help their decision-making. Once this research is completed, I intend to incorporate this experience into my PhD study, where I will explore the possibility of SLR-driven coastal landscape transformation in Japan. Additionally, I plan to integrate the natural recovery and ecological transformation following the 2011 tsunamis, as well as the potential future coastal landscape changes due to SLR. Citation: Schuurman, G. W., Cole, D. N., Cravens, A. E., Covington, S., Crausbay, S. D., Hoffman, C. H., Lawrence, D. J., Magness, D. R., Morton, J. M., Nelson, E. A., and O’Malley, R. (2022). Navigating ecological transformation: Resist–accept–direct as a path to a new resource management paradigm. BioScience, 72(1), 16-29. 2. Studio Design Project 【Urban Design Studio: Shaw University Redevelopment (Period: JAN-MAY 2023)】 The mission of this studio is to redevelop Shaw University, the first educational institution for African- American communities in the Southern U.S. The Urban Design studio is addressing various socioeconomic issues including gentrification, urbanization and environmental concerns such as urban heat island effect, air pollution, and flooding. Through this project, I am exploring the concept of place making as a mean to address social equity, create spaces for the African-American community neighborhood, and acknowledge its history. During the final review, many guests from local landscape architects and Shaw University faculty members came to visit our studio. Their valuable and helpful feedback provided guidance for advancing to the next phase, particularly on place-making and visual communication. It is encouraging to note that our proposal might be used in the ongoing Shaw University redevelopment project. 3. Lecture 【Values, Theories and Methods of Landscape Architecture Practices】 This course consists of lectures, seminars and class discussions, providing us with opportunities to meet professional landscape architects from the various sectors. What caught me was there are many opportunities working as landscape architects in Department of Agriculture in US Forest Service (USFS), and they have a partnership with Departments of Defense (DOD), promoting collaboration among federal, private and local teamwork to support natural resource sustainability while also meeting military test and training needs. This realization made me reflect on the diverse roles that landscape architects and designers can play. For our final project, students were organized into teams, acting as “firms,” and were tasked with preparing and delivering oral presentations to a “client” committee. I had the privilege of working with a partner, and together we were awarded the first prize for our efforts. 【Landscape Architecture Plant Identification I &Ⅱ】 This class is focusing on plant identification for landscape architecture students, specifically emphasizing the recognition of both ornamental and native plants. The purpose is to understand how these plants contribute to ecosystem services and enhance the aesthetics and functionality of built and restored landscapes. Throughout the year, I learned about plant and trees’ characteristics through lecture and site visit. That allowed me to observe the seasonal growth and appearance of different plants and trees. Interesting fact is that even though they can be also observed in Japan, shape, growth speed have similarity and difference between North Carolina and Japan. For the final assignment, students were required to document plant designs for their own studio project, In my case, I proposed the Shaw University plant design, which became a key concept of my emphasis on the campus design. Overall, all the lectures are directly tied into studio projects. This integration always provides me with the opportunity to simultaneously apply the knowledge gained. Once again, I am sincerely grateful to have been chosen as a recipient of Ito Foundation U.S.A, and I would like to express my appreciation for allowing me to study at NCSU.
Studies at the UTokyo Historiographical Institute
I would like to express my utmost gratitude to the Friends of UTokyo, Inc.-Ito Foundation long-term scholarship, for its most cordial support of my studies at the University of Tokyo Historiographical Institute, as a Foreign Visiting Researcher of early modern Ibero-Japanese interactions. Thanks to the FUTI-Ito Scholarship, my doctoral research and academic experiences have been significantly enhanced, during the first half of 2023. The Historiographical Institute’s vast collections of Jesuit letters-early modern epistles of the Company of Jesus-greatly contributed to the preliminary realization of my doctoral thesis’ internal chapters, concerning the literary, post-factum, Spanish (re)presentations of the first Jesuit Japan missions. These Jesuit letters-unedited and edited-consist of an important source of historical/epistolary knowledge of the first Jesuit Japan missions, which the authors of Jesuit Japan missions play might have accessed within Spain. Among these letters, the Historiographical Institute’s collection of unedited Spanish epistles especially augmented my doctoral research, given that they are dated beyond those contained in a sixteenth century volume of Jesuit letters published in Spain. As such, studies at the Historiographical Institute enabled me to compare and contrast the historical, epistolary occurrences and depictions of specific individuals and figures involved in the first Jesuit Japan missions, with their theatrical (re)presentations in several Jesuit plays in Spain. Furthermore, my studies at the Historiographical Institute provided me with an irreplaceable opportunity of interaction with fellow students of Professor Oka Mihoko of the Historiographical Institute. Professor Oka kindly arranged an informal symposium of her graduate-level students and cordially invited my participation. Based upon my studies at the Historiographical Institute, I presented a talk regarding the literary, post-factum (re)presentation of a specific individual involved in the first Jesuit Japan missions. He consists of Bungo warlord Ōtomo Yoshishige’s relative. This relative’s steadfast Catholic faith was famed amongst Jesuits contemporaneous to and succeeding the first Japan missions. Professor Oka and fellow graduate-level colleagues’ kind interventions during the occasion further sophisticated my doctoral research. Additionally, the very investigations of Professor Oka’s graduate-level students, such as the literary presence of Catholicism within non-Catholic texts in Japan, and studies of japan objects created in the context of early modern global interactions, contributed to my acquiring new perspectives upon my own doctoral dissertation theme. Thanks to the kind support of this scholarship, I was able to realize academic visits to institutions related to my research, in Nagasaki, Ōsaka and Kyōto. In particular, I visited the following museums in Nagasaki: the Museum of the 26 Martyrs of Japan-commemorating the first Catholic martyrdom in Japan, the Ōura Church Christian Museum, the Nagasaki Museum of History & Culture; in Ōsaka: the Gallery Namban. Examining these sites’ historical objects, such as seventeenth century Spanish engravings of some of the 26 Martyrs of Japan seen at Nagasaki, and a contemporaneous hagiography of St. Francis Xavier and Japanese Namban screens held in Ōsaka, enabled me to broaden my knowledge. In addition, considering the contemporary (re)presentation and memorialization of Ibero-Japanese interactions and their legacies within these museums inspired me to fortify my investigations with additional perspectives, since they concern-precisely-the (re)presentation and memorialization of Ibero-Japanese interactions within early modern Spanish and Portuguese contexts. In Kyōto, thanks to Professor Oka’s kind introduction, Professor Cryns of the International Research Center for Japanese Studies cordially arranged an informal meeting with me. During this marvelous occasion, Professor Cryns introduced the research project he is currently leading-concerning the imaginaries of Japan and the Japanese within the West, as well as enabling my usage of some of the texts held at the Research Center’s library. Once again, I would like to express to the Friends of UTokyo, Inc and the Ito Foundation my utmost gratitude, for its wondrous guidance and support of my research.
Landscape Architecture at Harvard University Graduate School of Design
by Manaka Hataoka It has been two years since I started my three-year program of landscape architecture at Harvard University Graduate School of Design. Since completing the first two years marks a turning point in the program, it is especially an important time for me to pause and reflect. The curriculum of the first two years is mostly dedicated to mandatory courses. In the final year, we will be able to choose studios and seminars based on our own interests. Following the format of the final report for last year, I decided to write about three concepts, “ecology”, “criticism” and “detail”, that I pondered around over the year and want to carry with me for the coming years. ・Ecology The first half of the semester, I worked on a salt marsh in Lynn-Saugus MA. The ecological function of the marsh has been disturbed by mosquito channels (hundreds of linear channels were introduced to avoid mosquito spread), and landfill. My proposal aimed to restore the unique ecological function of the salt marsh while re-shaping the relationship between humans and non-humans. I spent time observing vegetation at the site. I started to notice slight differences in the elevation, which relates to salinity and humidity, creating different plant communities. I also noticed some parts, which were recently “restored” by the removal of the sand, are inhabited by different plants. This led me to study different types of grasses and plant succession at the site and made me wonder how to incorporate these natural forces into design. My proposal was my first attempt to confront and forefront those natural forces in the design. ・Criticism One of the seminars I took was on the theory of landscape architecture, in which I was intrigued by many visionary projects in the discourse of design. Primarily because of this particular seminar, I started to think about the role of “criticism” in design. Design proposals in academic contexts are not necessarily bound to specific and local issues of the given site. Rather the proposals can address larger and underlying issues. This way of thinking led me to make my salt-marsh project a “criticism” of conventional ecological restoration. I deliberately decided to introduce human activities of harvesting in the process of ecological restoration. I still have conflicted feelings toward the ideological aspects of my project. It, however, gave me a great opportunity to start thinking about “criticism”, and other related terms that often appear in design discourse, such as “critical practice”, “post-critical,” and “projective.” ・Detail One seminar I enjoyed was “The Poetics of a Material in Landscape Architecture,” in which we explored materials and making. We looked at many case studies to understand how the materials are used and joined in the landscape. Sensitivities, and probably patience, to look closer and with rigor were gradually cultivated during the course and influenced how I approached the studio I was taking in parallel (my second studio of my second year). The studio site was situated in Charlestown, MA. The site is mostly urbanized and I started to be intrigued by tree pits. The tree pits at Charlestown are diverse. The pit size, tree species, tree age, materials, and usage are different. I started to see them as ecological, cultural, and sociological microcosmos and decided to rigorously study the tree pits. In my proposal, I wanted to celebrate and argue that individuality exists in cities. My project proposed an incremental transformation scheme for residential streets, as opposed to top-down and authoritarian transformation. I proposed to gradually deconstruct and reconstruct the impervious surfaces of the streets into a series of soil plots that capture stormwater and provide wildlife habitats. In this Charlestown project, I struggled. I started my project with micro-observation, and, looking back, I admit that I failed to weave my proposal into the urban-scale fabric. I like to keep thinking about ways to think in both detail and large. Outside the school curriculum, I attended more public lectures than last year. During semesters, GSD invites prominent individuals to give talks. The lectures happen in many ways and almost every day by both GSD faculty and individuals outside GSD. I enjoyed many lectures from landscape architecture and architecture departments, and they have been great sources for me to expand and further develop understanding. One of the great experiences outside the school was last summer break between my first year and second year. I lived and worked in Brooklyn, NY. Summer break here lasts three to four months, and students typically find full-time internships or go on travel. Living in different places is always exciting for me, and I very much enjoyed the summer in New York. The art museums and galleries in New York are extraordinary and stimulating. I love music/dance performances in public spaces. The summer experience in New York definitely inspired me as a person and would-be designer. I like to conclude this final report by expressing my sincere gratitude to ITO FOUNDATION U.S.A. and Friends of UTokyo, Inc. Over the past two years, I have had many moments of incredible excitement and frustration. I am grateful for all those valuable experiences and I recognize my tremendous privilege. I will continue my journey to become a fully-fledged landscape architect, and I look forward to contributing back to society in the near future.
Study Abroad at Princeton University Civil & Environmental Engineering
by Rina Umeda I am currently 30,000ft high in the sky during Christmas looking back at all the photos that encapsulate the countless experiences I had at Princeton. My interim report was written based on a poetic color palette metaphor, and whilst it would probably be most logical to continue my final report using that same metaphor, my motto “avoid regretting not doing” has persuaded me to try a different style – to share my experiences based on a recent addiction gained at Princeton also known as “almond milk latte”. To give some background information about myself, I am an absolute coffee lover, but in the form of a latte with whole milk as my sweet tooth has not been able to withstand the bitterness of coffee itself. Essentially, studying abroad at Princeton has allowed me to discover a new way of enjoying coffee (my daily life) from a stronger espresso shot accompanied by a distinct flavor of almond milk. The stronger espresso shot comes from none other than the significant academic component of my life at Princeton. The lab components in my classes started in the latter half of the semester, such as building a capacitor from activated carbon using a Swagelok cell to investigate the ability of the activated carbon electrode to store charge at different scan rates. In another class, I investigated the different microbes existing in a nearby pond at Princeton as well as constructing a microbial fuel cell using my daily food waste. In my materials science class, I was able to learn the different mechanisms, technologies, and materials used to substitute heavy CO2-emitting industries such as replacing construction materials like Portland cement with alkali-activated cement using fly ash, slag, and metakaolin. Learning these concepts at Princeton has allowed me to consider a wider range of choices for my senior thesis research, as all of them ultimately contribute to designing a carbon-neutral society whether it is by reducing emissions, valorizing emissions, and capturing emissions. Other than academics revolving inside of the classroom, I joined the Princeton University Energy Association as an ambassador, where I helped with the annual Fall Conference. We invited professionals and experts from different fields in the energy sector such as fusion and distributed energy resources. Specifically, one of the panels was on sustainable aviation fuel (SAF), where the director of the Federal Aviation Administration came to talk as one of the panelists. My final project for a resource recovery class was a business and engineering proposal based on algae biofuel processed by hydrothermal liquefaction, where my connection with the director through the conference allowed me to include insights from technical engineers working in the algae SAF industry. These aforementioned academic experiences have built up on my prior knowledge gained at the University of Tokyo, hence why I believe the espresso shot in my almond milk latte has become “stronger” than it was before studying abroad at Princeton. That being said, my almond milk latte would be far from complete with the strong espresso shot alone. Therefore, it highlights the irreplaceable importance of the distinct flavor that almond milk has brought to my life. To be more specific, almond milk comprises “professionalism”. Other than inquiries on the class content, I visited office hours for my materials science class twice a week to receive some career choice advice in regards to pursuing graduate school as well. My resource recovery class invited a guest lecturer, who built her own environmental consulting firm after working in multiple oil/gas companies. During the lecture, she mentioned how her career change was representative of realizing the significance of directly approaching companies to reach the carbon-neutral goal within the private sector. What was more impactful to me, was my conversation with her, where she then said “It’s absolutely okay to change your career vector at the start, halfway through, or toward the end of your path. Instead, what you should despise is changing your vector against your will”. At first, this may sound like another mundane line from a professional working in the field, but this was definitely eye-opening for me. My motto is “avoid regretting not doing”, but not once had I considered unwrapping what “doing” truly means. Doing for what purpose, doing for who, doing when? Hence, is why my motto has now transformed to “avoid regretting not doing for yourself”. “For yourself” does not simply equate to becoming more selfish, or using up resources without considering the next generation. Instead, it includes the notion of directing my vectors upon my own will, not running away from the obstacles that I will surely face at every new challenge, and essentially following through with my passion. This is what I believe “professionalism” would be defined as. The new motto may look like a small change in print, but the meaning it holds is a completely new taste, just like how normal whole milk and almond milk may still be in the same milk category, but the flavor is far from being similar. I thought I’d also share some photos aside from classrooms that I really enjoyed as well! As I wrap up this final report, I look outside the plane window and see a beautiful orange sunset (You may have imagined a perfect grand finale with a cup of almond milk latte in my hand right now… but I’m sorry, all I have is the bottle of water served on the plane (;・ｪ・)). Although I am not looking forward to the jet lag I will experience for the next few days, I am absolutely looking forward to bringing my rich Princeton experiences and updated motto back to use in Japan and for my future career. On a final note, I would like to show my greatest gratitude to the ITO FOUNDATION U.S.A. and Friends of UTokyo, Inc. for the support on my journey at Princeton that I will cherish forever!
Carmody Lab at Harvard University
by Yi Jia Liow Over the past 10 months, my time as a visiting fellow has been a transformative experience, and I am delighted to share the progress I have made in my research endeavors. Working closely with the esteemed Carmody Lab in the Department of Human Evolutionary Biology, I have been conducting a three-series eating behavioral study. The primary focus of my research has been to investigate the impact of the Western diet, at various resolutions, on food preference in a mouse model that is associated with the gut microbiota. As my fellowship draws to a close, I am thrilled to report that this project is gaining significant momentum. In fact, thanks to the additional support of the JSPS DC2 scholarship, I have been given the opportunity to continue my research journey at Harvard University, further collaborating with Prof. Carmody. Throughout my time here, I have had the privilege of acquiring a diverse set of laboratory skills that directly pertain to my research topic. However, the true value of my experience lies in the exposure to the unique ways of thinking demonstrated by the professors and exceptional graduate students at Harvard. Observing their approach to research has allowed me to refine my own skills and adopt effective project management techniques. I now possess the confidence to handle my own projects from inception to completion, overseeing every aspect of an experiment. Specifically, I have honed my dissection skills, mastering the delicate process of harvesting the intestinal tract for essential nutrient absorption analysis. Additionally, I am currently in the process of learning advanced techniques for micro-dissecting brain regions of interest, which will enable me to illumi- nate the underlying mechanisms of hedonic eating behavior. Furthermore, with the support of the NeuroTechnology Core facility at Harvard University, I have designed an original two-choice food preference chamber tailored to my eating behavior study, utilizing 3D printing technology to create specific parts of the feeding apparatus. In addition to my work with the Carmody Lab, I have had the opportunity to collaborate with Prof. Christina Warinner in the Department of Anthropology. Together, along with a postdoctoral researcher from the Max Planck Institute for Evolutionary Anthropology, we have embarked on a project that explores the effects of westernization on gut microbiota composition and its relationship with lactase gene persistence in the Mongolian population. This interdisciplinary project allows me to approach gut microbiome research from multiple perspectives, including cultural and genomic angles, in addition to the mechanistic viewpoint derived from my regular animal experiments. Notably, we have recently submitted an abstract to the ACLAB (Asian Conference on Lactic Acid Bacteria), which discusses the impact of a dairy-based diet on the gut microbiota in the Mongolian population. Overall, my fellowship at Harvard University has been an incredibly enriching experience. The knowledge and skills I have gained, coupled with the support of the FUTI Scholarship Foundation, have laid a strong foundation for my research career. I am sincerely grateful for the opportunities provided to me, and I look forward to continuing my journey of exploration and discovery in the field of gut microbiota research.
Department of Liberal Arts and Sciences, University of Illinois Urbana-Champaign
Ryo Kosaka Ⅰ. Motivation Hi, my name is Ryo Kosaka and I’m an undergraduate senior student at University of Tokyo. Until this December 2022, I am an exchange student in University of Illinois Urbana-Champaign, or so-called UIUC. My purpose of abroad program is, deepening my knowledge on labor issues from various perspectives. Based on my internship experience in India where I witnessed labor issues Japanese companies are facing overseas, I decided to study this field so that I could contribute to Japan’s economy from the business field. UIUC, with more than 10,000 international students, is renowned for offering variety of courses, and based on the abundance of courses and my interest, I decided to study in this university. Ⅱ. School study To achieve my goal, I took 2 courses on Economics, 1 course on Geography, and another course on Labor Employment Relations. Although the 4 courses do not seem to be relevant, all of them address labor issues from various perspectives. LER Do you remember the news on Elon Musk becoming the president of Twitter and laying off hundreds of employees? As the case of Twitter shows, the labor law and employment custom in a country is different from each other. Drawing on the actual U.S. Federal Labor law and employment cases like Walmart, Costco, Twitter and so on, the LER course discuss rules and issues about work, globalization, and unions within U.S. The labor law in United States and other developing countries do not cover employees’ freedom of speech, nor do they compensate high enough. It was interesting to learn that although the labor union should work as a collective bargaining force to amend the situation, the racism and sexism within the workplace had been depriving unions of their legitimacy and persuasiveness. GSIS While LER provided me with basic knowledge on labor, it is limited to U.S. That’s why I take another course on Geography called “Geographies of Globalization”. This course aims to interpret the embedded exploitation structure of each region such as India, Mexico, Sub-Saharan Africa and U.S. In the course, we addressed issues like how the U.S. imperialism has shaped the exploitation structure of banana plantation workers today, or for example how the policies like NAFTA and TPP affects the local farmers. Also, the professor provided students with opportunity to talk with real activists and researchers online, such as in this picture, where we had chance to discuss unions and labor capitals with another university’s professor. Econ In Japanese, there is a saying “鳥の目、虫の目、魚の目”, which tells us to look at things happening from broad perspective, and also from close perspective. The LER and Geography courses discussed unfair situation of workers and its current trends, while the 2 economics courses stand on Human Resources Manager’s perspective and discuss adequate organizational structure, compensation methods, and hiring standards. The first picture is an assignment on deciding how much a firm can offer to pay for each employee, using regression approach. And in the second picture, we learnt an economic rationale for the number of workers a company can afford to hire. Students also performed a role play about actual Feedback session on workers’ performance. My friend played a role of worker wanting higher salary, and I played the role of manager trying to decide how much to compensate. Ⅲ. Campus life & Extracurricular Experiences Other than my academic experience, the campus and extracurricular experience in UIUC have been very special. UIUC is full of campus recreations and after classes, I have some time to play sports with my roommates, watch official football games, enjoy music lives, and study in main library (which is one of the biggest in the country). Also, during the Thanksgiving week, I had time to travel in New York where FUTI is registered. It was inspiring to see the largest city in the world and also some skyscrapers developed by a Japanese company in Hudson Yard. Moreover, as an extension of my study, I have been conducting research on the “role of Japanese expatriates in foreign subsidiary companies”, and interviewed a firm located in Illinois. Being able to witness Japanese auto parts manufacturing company maintaining highly competitive advantage abroad, and also local workers taking leadership was simply pleasing and astonishing. From the CEO’s words, I could learn the importance of understanding each other’s culture and backgrounds, in order to construct a strong bond and trust. Ⅳ. Acknowledgement Thank you very much for all the supports from ITO FOUNDATION U.S.A. The academic and campus experience in UIUC wouldn’t have been this wonderful without the generous financial support, and being able to get inspired by other recipients in U.S.A. has been very encouraging. I further hope to develop my knowledge and capabilities on labor studies, and contribute to Japanese multinational companies and ultimately to the society as a whole.
Midterm Report of Fall Semester in 2022
by Yui Omori Department of Landscape Architecture and Environmental PlanningNorth Carolina State University 0. Acknowledgement I am truly thankful for the consecutive support from ITO FOUNDATION U.S.A. With the help of your generous financial support, I am able to focus on design and research. Again, I express my sincere gratitude for allowing me to study landscape architecture at North Carolina State University. 1. Motivation & Goal of this year: “DESIGN × RESEARCH” My passion is to pursue coastal infrastructure design and research. Since the 2011 Great East Japan Earthquakes and Tsunamis, I have researched economic analysis, such as cost-benefit and the evaluation of the monetary value of coastal ecosystem services. However, there needs to be a vision for how infrastructure can serve disaster risk reduction. Also, we need recreational or educational opportunities to enrich people’s lives. Presently, I am expanding my scope to sea-level rise (SLR), and trying to clarify the reasons for coastal forests’ decline, delving into coastal landscape changes and ghost forests. I firmly believe that coastal forests research contributes to decreasing the high dependence on conventional concrete-based infrastructure, minimizing the future risk in coastal communities, and preserving precious coastal landscapes in Japan. In this report, I focus more on design work, and next semester will be focusing more on my coastal research. 2. School Life 【Design Development + Construction Documentation】 This studio course represents a high-level culmination of previous courses. I have learned applied design and construction knowledge by synthesizing the aspects of landscape materiality, construction methodologies, professional practices, and industry standards. The most challenging part is to discover the appropriate combination of materials, based on my design concept, aesthetic, and structural considerations, from the vast array of currently- available products. The project site selected for this course is the Putnam Garden, located on Duke University’s Campus in Durham, NC. Duke is a historic and vital cultural and educational resource to the region and beyond. Based on the culturally, naturally, and historically rich Duke campus, as well as the changes in environments and economics in Durham county, my design titled “EXPANSION” aims to go beyond the boundaries, such as the transition from the past to present to the future, the connection of ecological patches, and social relationships. – Material This course examines materials used in landscape construction, construction techniques, details, and construction documentation methods that address materials and components such as steps and ramps, railings, paving, walls, fences, decks, overhead structures, and stormwater control structures. I have learned the use of material, but also it is insightful to think about the source of materials and their impacts on environment and health. 【Academic: GIS】 The role of landscape architects is not just designing spaces. They play critical roles in engaging stakeholders in planning through public meetings, interviews, and surveys that build acceptance in a project. During the landscape ecology and bioregionalism class, I visited the GIS laboratory. It was a remarkable opportunity to consider how landscape architects can encourage the dialogue between scientific experts, decision-makers, and local people to improve knowledge and practice. The fabrics in each color represent a different kind of tree (GIS ① ). Blender can help understand the landscape in 3D scale, and it is user-friendly, especially for people without a design background. For instance, red shows maple trees, and that reflects in a 3D model on the screen. Another is shown in GIS②. This model is made of clay. When you dig the hole, the topographical changes are automatically detected. It is a helpful tool for disasters like landslides and floods. These techniques are also applied to tsunami simulation (GIS ③ ). The wooded blocks represent houses, and then you can understand tsunami waves by changing the topography in the shoreline. 【Activities: Badminton】 During the reading break, I participated in the badminton tournament. NCSU badminton team got second place! I am proud of my teammates.
Interim Report: Harvard University
by Yi Jia Liow The first month at Harvard University was mainly about settling down and finding my own rhythm in this new town that I will call home for the next academic year. Academic-wise, I am 85% integrated into my affiliated department and laboratory—the Nutrition & Microbial Ecology Lab under the Department of Human Evolutionary Biology (HEB). On the second week of my fellowship year, I had a debut presentation where I presented my research proposal to my supervisor and all the lab members to discuss the feasibility and potential issues with the research design. It is critical for me to move my project forward since I am on a limited timeline here at Harvard. Based on the critical feedbacks I received from the lab members, I am currently working on refining my experimental design to maximize the possibilities that my hypothesis will be properly tested and minimize the presences of confounders. I have participated in the animal handling training and the animal facility in-person tour as a safety measure before I could interact with the animals as part of my experiment protocol. Moreover, I am also slowing beginning bench work performing bacterial DNA extraction with other graduate students in the lab. Not limited to my affiliated department, I also attend workshops on campus offered by other departments. For example, I have been attending the weekly Applied Statistics workshop offered by the Government Department. This workshop is instrumental for me to stretch myself beyond my field and learn how to apply quantitative methods away from political science to biological science field. More importantly, I am able to network with faculty members and other graduate students from the workshop. Aside from my work, I spent the first month settling down and establishing a new rhythm in this new town. A huge factor that eases my transition from Tokyo to Cambridge is my roommate, whom is a Japanese and also a graduate student at Harvard. We are living in the Harvard University Housing located within 10-minute walk to campus. My roommate and I get along really well in terms of characters and lifestyles—we would explore art museums, drive up to a fish market and beach town on weekends when time allows, explore Harvard campus, grocery and cook meals, go to cafes and study, unwind the day with tea—the time we spend together has been very pleasant and I really appreciate my roommate’s company. Arriving in Cambridge in the month of August, I was able to experience the town in summer while now it has fully transitioned into the fall weather. I am ready to go on full speed in the cold weather, initiating my own research project with the lab and maximizing my resources use here at Harvard University. Once again, my sincere gratitude to ITO FOUNDATION U.S.A. because I would not be able to fully focus on my research without your generous financial support.