In this poster presentation, I will propose one idea on how to reduce food loss and waste in Japan. To guide my thinking, I set two research questions; what is the situation of food loss and waste in Japan in comparison to the rest of the world? and what can be done to reduce Japan's food loss and waste. First, I will provide the background of food loss and waste by referring to environmental damages and the north-south divide including the differences between food loss and waste. Second, I will answer my first question looking into the current situation of food loss and waste in Japan in my readings of the literature. In addition, I will compare the actions which have been taken for food loss and waste in Japan and Europe. Finally, I will offer and discuss my idea to deal with food loss and waste in Japan to answer the second research question. I will conclude my session by summarizing the main points and would like to talk to the participants about the issue and actions we can take to reduce food loss and waste.

KUIS DGtaLink is the one of the school community in KUIS. The word of “DGtaLink” is a coined word, it is “SDGs”, “Digital” and “Link”. This community was named with the hope that we want to connect and link KUIS students, teachers and managers by SDGs with digital platforms. Achieving the SDGs will require collective action from multiple stakeholders, including university students. This presentation provides an overview of the development of a student community focused on the SDGs at a private university in Japan. In particular, it will explain the background to the community, the purpose and aims, as well as our vision to take the community forward. In addition, the presentation will highlight some of the challenges we faced when developing the group. For example, seeking members to join the group or to manage digital platform.

I am a second-year university student. My interest in cultural exchange was sparked by meeting a girl who had immigrated from Sudan to Japan. It made me realize that there are various cultures in this world, each existing in different countries and regions. However, I wonder if there is truly a global connection through these cultural exchanges. My poster focuses on the idea of cultural exchange that embraces differences in language, race, and geographical locations, encompassing the world. Even if we can't communicate through words or come from different places, we can understand each other and create something together. To convey this message to the world and expand the circle of cultural exchange on a global scale, I took the first step towards an "insatiable challenge," which I will present in this time. I would like to discuss with all of you the importance of intercultural understanding and co-creation, cherishing cultures from around the world, and how we can collectively build a culture as one planet, Earth.

I am a fourth-year university student who became interested in marketing strategies for fair trade after participating in an online  internship with an ethical clothing company in Cambodia when I was in second grade. One of my tasks was to create a pamphlet to foster sales of their fair trade T-shirts. Through this experience, I was surprised that there are significant discrepancies in the knowledge of fair trade in each country, and I believe that this may be understood through marketing analysis. My poster highlights why fair trade is still not widely practiced in Japan, and why the number of businesses engaged in fair trade operations is limited. I will compare Japan, which has a low fair trade consciousness, to the United Kingdom to see the differences in attitudes. My poster includes analysis of marketing strategies being used by companies in both Japan and England to practice fair trade and to increase consumer awareness.

私は日本の英語教育に不満を抱いている大学3年生です。私は中学生の頃から英語の勉強をしていますが、大学生になった今でも外国人の方と円滑にコミュニケーションをとることに難しさを感じています。多くの日本人は中学や高校での学習だけでは流暢に英語を話せるようにはなりません。これは、日本の英語教育では英語を話すことを重視しておらず、読むこと、理解することを重視している点にあると考えます。また、日本の英語の授業には、ディスカッションや日常会話のレッスンがほとんどありません。生徒同士が英語で会話をする機会もほとんどないです。英語の文法を学ぶだけでなく、クラスメイトと一つの議題について意見交換を行う、意見をまとめて発表する。といったような実践的な英語学習もカリキュラムに組み込まれるべきだと私は考えます。

My research topic is "Comparing Performance between Schools with No Dedicated Study Areas and Schools with Dedicated Study Areas". In recent years, English education with computers and tablets has been conducted in domestic schools. Japanese compulsory education has been eventful because electronic school materials are used in many ways. However, English education techniques which will increase a student’s academic English ability is one of the important areas which will be discussed. With this in mind, I will examine the origin of the problem. My purpose for this research is to observe the effects on Japanese compulsory education when students use a study room where students can study independently, such as private study rooms. My prime reference of this research is "US Academic Libraries: Today's Learning Commons Model" which was written by Professor Susan McMullen(2008). In this report, Professor defines the modern study rooms. The modern study rooms are included computer workstations, collaborative learning spaces, presentation support centers and the staffs who can support students. Finally, the following section will explain the recommended way to make use of these spaces for English learning. I would like to suggest a new style of English learning in Japanese compulsory education using spaces where students can study independently. Students can use it in this way; however, this place also works as a place where students can collaborate with other students, get opportunities to express their own ideas and, share their own opinions actively. My ideal the ways of these space in English learning at domestic compulsory schools are roughly two. One is to conduct presentations using student's original English skills. The aim of this is to give students the opportunity to express something important by using English. Another is to conduct some activities in these places for example, common English study sessions and art classes. The aim of these activities is to gain 21st century abilities by taking English classes at schools.

私は長崎県出身の大学3年生で、現在言語教育、特に方言の減少問題や日本の文化、言語が1つという考え方について興味を持っています。私は大学生活において方言は私のパーソナリティーであり、パーソナリティーということは、方言は言語の1つとして扱うのではないかと考え始めました。私は言語について言語学から日本語教育、心理学などを通しこの問題について考えています。このポスターでは方言についてどのような考えがあるのか、方言を1つの言語や文化であるとして考えるのかやパーソナリティーの問題などを踏まえて述べていきたいと思います。標準語を話す人が考える方言の考え方について文献を読んだり、周りの人と話しました。私はこの場で多くの人から方言についてどのような考えがあるのか、そして考えを一緒に共有できたらと思います。

l’m a third-year university student and I have passion about acting to solve environmental problem and achieve SDGs and I want to change the world that all people have a conscious desire to make this world peaceful and comfortable to live by all living things. My questions are: What do your universities do to achieve SDGs and to solve environmental problem? How many people know that and how many people follow that? How much change your universities are making? In this Projects Hub, I want to discuss, share ideas and experiences about my questions and how you act to become reality about SDGs or environmental problem individually and how we can find plans to change the efforts to do that in our universities. Are we placed in a situation where we can discuss or talk about these things in our universities and where we can speak up easily about these things in there? How many people have some ideas to achieve SDGs and environmental problems and to solve potential problems? We think we have some worries and questions, so let's talk about that. If we think about them together, we can definitely find some solutions and we can become great pioneer to change our university lives.

I am a second-year university student, and my experiences in Hiroshima have sparked my interest in the relationship between peace and nuclear weapons. Through university courses and studying abroad, I have learned about peacebuilding from the perspective of war. My poster focuses on the efforts to disseminate the oral accounts and testimonies of war survivors as one of the actors in promoting peace. To understand this issue from a global perspective, I conducted interviews with people from different countries and backgrounds, in addition to having discussions with individuals close to me. My poster incorporates the results of these conversations, including my personal experiences and perspectives on peace. In this presentation, I aim to convey the message that words can be a deterrent for war beyond nuclear weapons. I would like to discuss with all of you the actions we can take together and share your ideas and experiences, as young individuals, on how we can create a peaceful world in the present and for the future.

Our presentation will be about a new educational model. We found that education has a good potential to revolutionize our society. Many kinds of issues happened. Global warming, Rise of sea level, Deforestation and Animal extinction can be given as examples. In order to solve the problems, we have to focus on fundamental and surface level at the same time. However, people tend to pay attention only to the surface level solutions. Therefore, we think that a change of the way of thinking is required. It means fundamental problems need to be solved. We are thinking of a business model that can provide opportunities for young generations to learn about global issues. Our business is to make educational videos that can feel the reality of those issues.

I am a first-year university student who is interested in sex education because I watched a video of an abortion when I was a high school student. I started to think about this problem since then, and I believe this results from various issues, like male-dominated society, human rights education, and including a lack of sex education. My poster mainly focuses on why a lack of sex education is a problem, because I believe that it leads to human rights abuses. And I explain why we should learn it with two concepts, conprehensive sexuality education and the body autonomy. Conprehensive Sexuality Education is the idea which is suggested by UNESCO. the concept says that everyone has right to education, especially sex education, because the education leads to understanding our own bodies and fundamental rights. Bodily autonomy is the idea which is suggested by UNPF, and which says 'My body is my own.' It is the fundamental rights, but it is often violated by people, cultures, and laws. And I think that this problem is not only for females, but also for males because males and females have human rights. Also, I show some ways to learn it in school and at home using some research. In this presentation I give the opportunity to think about sex education regardless of age and gender. And I would like to discuss the best way to learn it.

私は今回の発表で、若者が選挙などの政治活動に対して無関心であるこの現状を解決する方法について取り扱うつもりです。この場合の選挙という言葉は、国会議員を選出するような国政選挙でなく私たちの住む地域を対象にして考えます。地域の選挙は、より私たちにとって身近であるので取り上げやすいと考えたからです。この問題を解決することは、今の若者だけでなく、これからの世代の意見を反映させるためにも必須であると言われています。具体的な方法としては、小学校の課外活動として地域の行政に関する施設を見学して、実際にどのような活動をしているかを知ることで興味を持ってもらうようにすることなどがあります。

In this Story Circle let us share stories of what diversity, inclusion, and discrimination in society mean for us in our own lives and society. A key principle of the 2030 Agenda is inclusiveness, but what does that mean in everyday life, within different social areas like education, sports, and employment? In my own case I was born in Japan as a child of Brazilian parents. I now speak Japanese, Portuguese, and English. As a person who grew up in a society which doesn’t use my mother tongue, I had many struggles with language. And from the age of 10 or so, I started to think it was embarrassing to use Portuguese in front of Japanese people. I tried hard to be “Japanese” so I could be the same as everyone. This need to be monolingual and monocultural stopped me from being proud of myself. In this Story Circle let’s share our experiences of diversity, inclusion, and discrimination, and what they mean for us, and talk together about what people from different minorities and from different majorities can do to create acceptance, non-discrimination, and equality in our lives.