Hello, everyone. I'm Meguru Ito, one of the physics teachers at ICT. This year, the STEM Fair was held on Wednesday September 18th, 2024, for the 1st year students, and on Wednesday September 25th, for the 2nd year students. The STEM Fair is an annual event held in mid-September, where students present the results of their Summer STEM Project, which is given as a summer assignment at ICT. In simpler terms, it’s a presentation of their summer independent research, but the students create posters in English and give their presentations in English, making it quite a challenging event. I envisioned it as something similar to a science fair, where students at schools abroad present their research, and hoped we could create a similar festive atmosphere when we started this at the Hakusanroku campus.

 Last year, in the Hakusanroku Journal , I introduced the origins of the STEM Fair and rules of the fair, so this year I would like to give a general review of the 2nd year students' presentations.
 Additionally, this year, we were finally able to reinstate the "Overseas English Program,” a short-term study abroad course for 2nd year students during the summer vacation. Seven students participated in three-week language training programs overseas during their summer break. Since the three-week program uses almost all of the summer vacation period, I thought it would be too difficult for the students to do the STEM Project, so I excused them from STEM projects. Instead, they conducted a “Debriefing Session of the Overseas English Program” at the same time as the STEM Fair. I was a little worried because there would be fewer students presenting at the STEM Fair, but they all gave presentations that blew those worries away.

Presentation by Mitsuki Ohta, a 2nd year student: Rear Wing and Downforce

 For the 2nd year students, I required them to write a proposal, collect data and give a poster presentation. For the presentation, they had to include tables and graphs on their posters as well as explain what they did so that everyone could understand the purpose of their research.
 What struck me the most this time was that many students presented topics and data from fields I wasn't familiar with, which made listening to all the presentations highly engaging. I was particularly impressed by Mitsuki Ohta, a 2nd year student who won the Best Presentation Award, for creating his own wind tunnel experiment equipment. His dedication was truly remarkable. Incidentally, Mitsuki Ohta also placed 2nd last year, and his brother, Haruki Ohta, a 3rd year student, has consistently placed 1st in past STEM Fairs. They are a family of top performers in the competition.

 I was also impressed by the significant evolution of the 2nd year students since last year. It was clear from their presentations how much effort and time they invested in this STEM project. Compared to last year's presentations, many students demonstrated a remarkable improvement in quality. Their familiarity with the tasks and presentations played a role in this enhancement, highlighting the effectiveness of the education at the ICT.

 I may have mentioned this before, but to be honest, I haven't really provided much direct guidance myself. However, thanks to the students' efforts and the support of the faculty, I believe the STEM Fair has become a signature event at ICT. As the number of students increases, we may need to change the way presentations are conducted, which could add to the faculty's workload. Nonetheless, I truly love the students' unique projects, and I hope we can continue this project. In the future, I would like to invite not only some of the faculty members from the Hakusanroku Campus, but also students, teachers and staff from Kanazawa campus as well. (Though the students might not be thrilled about it!)

Meguru Ito

Hello, this is Hitomi Nanto from ICT Kanazawa Office. Today, I am introducing our facility,” The Learning Commons”.
The Learning Commons was launched on the first floor of the Kanazawa Campus in September 2023. This room is a large learning space for independent learning activities such as self-learning, group studying, preparation of presentations, and discussion. It is mainly used by 4th and 5th year students who commute to the Kanazawa Campus and is designed to help them spend their precious free time after school.
Students at ICT can use this room freely which contains interactive and movable whiteboards and multi-purpose outlets on the tables. After school, I often see students sitting in the box seats by the window, enjoying self-study and conversation with their classmates. It is exciting to think that we can spend time with our friends and create new possibilities together in a place like this.

Tables and chairs in the middle of this room can be used not only for self-study but also for group work by rearranging the tables. Movable whiteboards and projectors can be used for seminars, workshops, and group brainstorming sessions.

These are booth seats like those in a diner. Some students can be seen relaxing with their classmates, spreading out their lunch boxes and snacks, or engaging in self-study. The center of the table is equipped with an electrical multi-purpose outlet, which is very convenient for charging computers and tablets.

This is the counter area and a casual space for learning and discussion. Large displays and whiteboards on the walls can be used for effective group study and discussion by displaying images from PCs.

　Hitomi Nanto

Hello again! It’s me, Domyson Abuan, a Learning Mentor at ICT Hakusanroku campus. I am back with my second journal entry. This time, I have a story to share to mark my first anniversary of working at ICT!

My best friend gifted me a shirt that says, “EPIC FAIL.” At first, wearing something that labels me a failure seemed odd, but I proudly wear it anytime. “EPIC FAIL” has become a popular slang term for funny or ridiculous mishaps, usually made while doing something simple.

 It all started two years ago when the two of us joined a sports event in Ishikawa—wall climbing, BMX, parkour, all packed into one venue! So exciting! We drove a few hours to get there—only to discover that the event was mainly for kids!

 We were the only adults lining up to do parkour with children, looking like two out-of-place chaperones. To make it even funnier, I struggled with the course, and the kids easily beat me! We laughed so much that we dubbed the day an “EPIC FAIL.”

 Despite the mishap, we had a great time, and it became the start of more epic adventures—a race in Hokkaido, firefly squid fishing in Namerikawa, and even backpacking in the Philippines. Every trip brought more epic failures, but with each one, we picked life lessons. My friend gave me the shirt, and it reminded me of how much we’ve learned from those moments.

 Fast forward to August 7th, 2024. I wore my “EPIC FAIL” shirt during ICT Hakusanroku campus’s summer camp, where students from various schools gathered for STEM workshops. The theme of the camp was “Imagineering a dream company aimed at the future we want to see!!”, and I was assigned to introduce the concept. Imagineering blends imagination and technical skills, encouraging students to create innovative solutions for pressing social issues.

 I secretly hoped someone would ask about my shirt so I could tie it into the importance of failure in engineering. But to my surprise (and true to the spirit of an epic fail), all the workshops finished, and no one asked.

 Later that afternoon, while playing badminton with the participants in the gym, I finally got my chance. Three students from Thailand approached me, and one of them, a boy named CJ, noticed my shirt. He giggled and asked why I was wearing it. It was music to my ears! I felt like the universe was behind me, cheering me on to seize the moment.

 I told them about the meaning of the slang. We also discussed that in engineering—and in life—we often encounter failure. To my delight, they were genuinely engaged in the conversation. We discussed how failure proves that we’re trying, taking action, and learning. It pushes our ideas forward, eventually leading to better versions and successful outcomes. One of the boys chimed in saying, "As long as we keep trying, failing is okay." I couldn’t agree more, adding, "And if you’re going to fail while trying, make it epic so you always remember the lessons!"

 That conversation felt like a mission accomplished for the day.

 I saw the boys again later at the workshop venue. They smiled and waved, recognizing me as “the guy with the epic fail shirt.” Even if they didn’t remember my name, I was happy they recalled the conversation we had that night.

On the last day of camp, I was playing the ukulele with Sin, another participant. CJ approached me, holding something in his hands. He gave it to me and said, “This is for you.” He told me he enjoyed our conversation and wanted to give me a gift.

 I was thrilled to know that our talk had resonated with at least one student. As I write this, I’m marking one year of working at ICT. I’m incredibly grateful for moments like these, where we get to share engineering insights with students—lessons I hope will serve them as life skills as they grow.

 Oh, and by the way, CJ’s gift was a pair of traditional Thai pants! I’m sure they’ll go perfectly with my “EPIC FAIL” shirt. I can’t wait to wear the combo at a future workshop.

 Looking ahead, I’m excited to experience more realizations, “EPIC FAIL”, and eventual successes with the school community as we continue striving toward ICT’s goal of fostering global innovators. I’ll be sure to share more stories in future journal entries!

Domyson Abuan, Learning Mentor

ハーバード大学の創立者ジョン・ハーバード像

こんにちは、2年生の贄田 耀です。今年の夏休み、「海外英語研修」の科目として、私はアメリカのマサチューセッツ州ボストンのEF語学学校（EF Education First）へ留学に行ってきました。アメリカでは日本とのギャップに何度も驚かされたので、このジャーナルにてその一部を紹介したいと思います。

　最初にアメリカに到着した時の印象は、「広大」でした。建物も自然も街並みも目に入る何もかもが新鮮かつダイナミックで、ただ街道を歩いているだけでも心が躍りました。ボストンはアメリカにおけるもっとも古い町の一つなので、近代的な建物と歴史のある建造物が混ざり合った不思議でありながら美しい街並みを楽しめました。
　日常生活の中にもギャップはいくつも潜んでいました。バスや電車などの公共交通機関は絶対時間通りには来ないし、チップのシステムを知らないままだったので思い返せば失礼なこともしてしまいました。そんな中で私が最も驚いたギャップが、日本人とそれ以外の人種との積極性の違いです。もちろん、現地のアメリカ人はよく話し、よく質問をし、よく議論します。しかし、私のクラスメイトの大半だったスペイン人やフランス人も、アメリカ人と同じように振舞っていました。彼らの国の文化なのかはわかりませんが、彼らは公の場で自分の意見を発信することにためらいが一切ないように見えました。それに比べると、日本人は少し内気すぎる気がします。先生方は非常に親切で、生徒の話もよく聞いてくれるし、自分の意見を言うのが楽しいと感じる授業でした。

　今回の留学はアメリカの文化を学ぶとても良い機会でした。日本とのギャップに困ることもありましたが、それ以上に素晴らしい経験と思い出を与えてくれました。

贄田 耀

 Hello, I’m Yoh Nieda, a 2nd year student. As part of Overseas English Program, I went to Boston, Massachusetts., in the US, this summer vacation to study English and American Culture at EF Education. I saw a lot of gaps between Japan and the US that surprised me many times, so I would like to introduce some of them in this journal article. 

 When I first arrived in America, my first impression was "huge". Buildings, nature, and cityscapes were dynamic, so I had fun while I was just walking down the street. Boston is one of the oldest cities in the US, so modern buildings and historical structures are mixed into one cityscape. It was mysterious but beautiful.

 I saw other gaps in my daily life. Public transportation was late almost every time. I was surprised by the tipping system. However, the gap that surprised me the most was the willingness to speak up between Japanese students and students from other countries. Of course, Americans talk a lot, ask a lot of questions, and discuss a lot, but not the Japanese. Most of my classmates were French or Spanish, and they had no hesitation in speaking their minds. They always talked to teachers as if they were friends. In comparison, the Japanese students seemed a little shy. By the way, the teachers were very nice, they always listened to the students so it was easy to share our opinions in class. It was easy and pleasant to share my opinions.

 This trip was a good opportunity to learn about American culture. Sometimes, I was worried because of the gaps between Japan and the US, but this trip provided totally wonderful experiences and memories.

Yoh Nieda

　こんにちは。白山麓高専事務室の間加田 侑里です。2024年8月4日（日）から8月9日（金）まで「ICT GLOBAL SUMMER CAMP 2024」が開催されました。タイ王国（以下：タイ）からインターナショナルスクールの生徒23名と、公益財団法人海外子女教育振興財団（JOES）が支援する帰国生5名、国際高専と教育に関する連携協定を結んでいる沖縄アミークスインターナショナルスクールの生徒4名および立命館慶祥中学校（北海道）の生徒5名の計37名が参加し、3Dプリンタやレーザーカッターを活用したものづくり体験、AIプログラミングやマイコンを用いたテクノロジー体験、廃棄食品等を活用した科学実験などが行われました。

Hello, this is Yuri Makada from the Hakusanroku office. From Sunday, August 4th, 2024, to Friday, August 9th, 2024, the ICT Global Summer Camp 2024 was held. A total of 37 students participated, including 23 students from international schools in Thailand, 5 returnee students through Japan Overseas Educational Services (JOES), 4 students from Okinawa AMICUS International, which has an educational collaboration agreement with ICT, and 5 students from Ritsumeikan Keisho Junior High School in Hokkaido. During the camp, students took part in hands-on activities using 3D printers and laser cutters, technology experiences involving AI programming and microcontrollers, and scientific experiments utilizing discarded food products.

【1日目　2024年8月4日（日）】

　まずは鹿田 正昭校長による挨拶があった後、松下 臣仁先生による英語での「STEAM教育」や「エンジニアリングデザイン教育」など国際高専の特色を紹介しました。
　次にシャーデー・モーア先生によるアイスブレイクが行われました。最初に、ジャンケンをしてお互いの名前を聞く「ジャンケン What’s your name?」を実施し、その後、参加者同士で言葉を使わずに身振り手振りでヒントを伝え合いながら誕生日順に並ぶ「サイレントバースデーゲーム」が行われました。生徒たちはすぐに緊張がほぐれ、スムーズにコミュニケーションを取っていたので驚きました。アイスブレイク終了後には、キャンパスツアーが行われました。

Day 1: Sunday, August 4th, 2024

 The day began with a greeting from President Masaaki Shikada, followed by Matsushita Omihito sensei, who introduced the unique features of ICT such as STEAM education and Engineering Design education in English.
 Next, an icebreaker session was led by Sade Moore sensei. First, students participated in a game called Rock-Paper-Scissors, What's your name? where they played rock-paper-scissors and asked each other their names. After that, the Silent Birthday Game was held, where participants lined up in order of their birthdays using gestures without speaking. The students quickly relaxed and began communicating smoothly, which was impressive. After the icebreaker session, a campus tour was held.

【2日目　2024年8月5日（月）】

　午前中はグループに分かれて自己紹介を通して共通点を見つけ、その共通点をもとにグループのロゴをデザインしました。好きな食べ物や好きな言葉、好きなものなど、さまざまなトピックが挙がり、ロゴと合わせてグループ名も考えました。
　午後は２つのグループに分かれて、STEAM授業を体験しました。1つ目のグループは「Bicycle Dynamo」をテーマに、Arduinoを使ってコイル内の磁石の動きを制御し、発電量を調べました。もう1つのグループは、電気の実験を行い、電池の仕組みや電気の流れについて学んだ後、塩水や野菜、果物の切れ端で音を鳴らしたり、LEDを光らせたりする実験を行いました。
　夕方からはボルダリング体験や体育館で「チームビルディングアクテビティ」が行われました。「チームビルディングアクテビティ」では、チームメンバーがコミュニケーションを取りながら、それぞれの能力を最大限に活かし、同じ目標に向かって協力し合うゲームが行われました。

Day 2: Monday, August 5th, 2024

 In the morning, students were divided into groups and introduced themselves to each other in order to find common interests. Based on these commonalities, they designed group logos. Various topics, such as favorite foods, favorite words, and favorite things, were discussed, and each group also came up with a group name to match their logo. 
 In the afternoon, students were split into two groups to took part in STEAM classes. The first group focused on the theme Bicycle Dynamo, where they used Arduino to control the movement of a magnet inside a coil and studied the amount of generated electricity. The second group conducted electrical experiments, learning about how batteries work and how electricity flows. Then they experimented with making sounds and lighting up LEDs using saltwater, vegetables, and fruit scraps.
 In the evening, students participated in a bouldering activity and a team building activity in the gym. The team building activity involved games where team members communicated and maximized their abilities to cooperate and work together toward a common goal.

【3日目　2024年8月6日（火）】

　午前中は、前日にグループで考えたグループロゴをイラストソフトでデータ化し、レーザーカッターを使用してグループロゴ入りのオリジナルキーホルダーを製作しました。参加者たちは、レーザーカッターが自動的に加工していく様子を興味深そうに覗いていました。
　午後は、アイスの棒を使ってグループで橋を作る活動を行いました。生徒たちは接着剤とアイスの棒を使い、自分たちで橋を設計・製作しました。この活動を通して、重量に耐える設計のポイントや物理の関わりを学び、設計、計画、そしてチームワークの重要性を学びました。
　夕方には、異文化体験として「タイの凧製作」が行われました。生徒たちはグループに分かれ、本校の1年生でタイ出身のLapananrat Pantawatさんの指導のもと、紙や竹を使って凧を作り、自由にデザインした後、実際に白山麓キャンパスの中庭で凧あげを楽しみました。この日は風が弱く苦戦する場面もありましたが、凧が晴れ渡る青空を舞い上がった瞬間、歓声が上がり、大いに盛り上がりました。

Day 3: Tuesday, August 6th, 2024

 In the morning, students digitized the group logos they had designed the previous day using illustration software and created original keychains with their group logos using a laser cutter. The participants were fascinated as they watched the laser cutter automatically process the designs.
 In the afternoon, the students worked in groups to build bridges using popsicle sticks. They designed and constructed their bridges using glue and popsicle sticks. Through this activity, they learned the key points of designing structures that can bear weight and how physics is involved. They also gained insights into the importance of planning, designing, and working as a team.
 In the evening, as part of a cross-cultural experience, students participated in a Thai Kite Making activity. Students divided into groups and created kites using paper and bamboo under the guidance of Lapananrat Pantawat, a 1st year ICT student from Thailand. After designing the kites, they enjoyed flying them in the courtyard of the Hakusanroku Campus. Although the students struggled at times due to the weak wind, cheers erupted when the kites soared into the clear blue sky, making the activity a great success.

【4日目　2024年8月7日（水）】

　この日は、前日に製作したアイスの棒で作った橋の耐久テストが行われました。橋の中央にバケツを吊るし、ブランドン・ウォルファース先生が重りを一つずつ追加していき、どのチームの橋が最も耐えられるかを競い合いました。重りが次第に増えていくにつれ、生徒たちは緊張しながらも、チームで作った橋が耐えるたびに安心し、壊れる瞬間には大きな悲鳴が上がりました。
　その後、決められた条件に基づき、3Dモデリングソフトを使って各自で橋を設計し、立体的なデザインを作成しました。
　午後には、白山市白峰で開催された「地域文化体験」に参加しました。石川県立白山ろく民俗資料館の見学や染物体験、地域内の散策、餅つきを体験しました。餅つきでは、杵の持ち方を教わりながら、掛け声を合わせて餅をしました。つきたての餅には、きな粉をたっぷりまぶし、生徒たちは「お餅が柔らかくて美味しい！」と喜びの声をあげながら、楽しいひとときを過ごしました。

Day 4: Wednesday, August 7th, 2024

 On this day, a durability test was conducted on the popsicle stick bridges made the day before. A bucket was hung from the center of each bridge, and Brandon Wohlfarth sensei gradually added weights to see which team's bridge could withstand the most. As the weights increased, the students watched with nervous anticipation, feeling relief when their bridge held and letting out loud screams when it finally broke.
 Afterward, each student used 3D modeling software to design their own bridge, creating 3D designs based on specified conditions.
 In the afternoon, the students participated in a Local Cultural Experience held in Shiramine, Hakusan City. Students visited the Prefectural Hakusanroku Folk Museum, tried dyeing techniques, took a walking tour of the area, and experienced mochi-making. As the students pounded the mochi, they learned how to handle the mallet in coordination with their friends who set the tempo with their chants. The freshly made mochi was coated in plenty of kinako (kinako, soy sauce), and the students exclaimed, "The mochi is so soft and delicious!" making it a joyful and fun-filled moment.

【5日目　2024年8月8日（木）】

　午前中、前日に3Dモデリングソフトを使って設計・デザインした橋を3Dプリンタで造形しました。その後、オリジナルTシャツ作りやAI体験をしました。AI体験では、生徒たちはディープラーニング、機械学習、生成AIの理論を学びました。また、コンピュータビジョンやニューラルネットワークの使い方とAIを使って物体の分類や2Dアニメーションの作成に取り組みました。午後には、8月5日と同様に、２つのグループに分かれて、STEAM授業を体験しました。
　夕方には日本文化体験として「ICT SUMMER FESTIVAL」が開催されました。日本の夏祭りでおなじみの「型抜き」や、お箸を使った「小豆掴み競争」、日本語と英語の「早口言葉チャレンジ」、「けん玉チャレンジ」、「オリジナル団扇作り」など、様々なゲームが実施されました。生徒たちはゲームをクリアするごとにスタンプをゲットし、スタンプの数に応じた景品獲得に一生懸命でした。また、夕食には日本のお祭りにぴったりな食事の他、ラムネ飲料やかき氷など、日本の夏を感じられる食事も楽しみました。
　後半には、タイの生徒たちはタイの格闘技「ムエタイ」を華麗に披露した後、中庭に移動して夏の伝統行事である盆踊りを「炭坑節」の音楽に合わせて踊ったり噴火花火を楽しんだりしました。イベントの最後には、8月の誕生日を迎えた生徒たちと教員へのサプライズとして、誕生日ケーキが用意され、全員でお祝いしながら楽しい時間を過ごしました。

Day 5: Thursday, August 8th, 2024

 In the morning, students printed out the bridge they designed on day 4 using 3D modelling software. After that, they made original T-shirts and had an AI experience. During the AI experience, they learned the theories behind deep learning, machine learning, and generative AI. They also explored the use of computer vision, neural networks, and worked on object classification and creating 2D animations using AI. 
 In the afternoon, similar to August 5th, the students were divided into two groups to took part STEAM classes.
 In the evening, the ICT Summer Festival was held as part of the Japanese cultural experience. Students participated in various games, including traditional Japanese activities such as Katanuki (candy cutting), a Red Bean Picking Game using chopsticks, Japanese and English "Tongue Twister Challenges," Kendama Challenges, Original Fan Making, and so on. Students eagerly collected stamps for each game they completed, aiming to win prizes based on the number of stamps they earned. For dinner, they enjoyed festival-style foods, such as Ramune soda and shaved ice, giving them a taste of Japanese summer.
 Later in the evening, the Thai students gave a stunning demonstration of Thailand’s martial art, Muay Thai, before moving to the courtyard to enjoy Bon Odori (a traditional Japanese dance) to the music of "Tanko Bushi" and fountain fireworks. The event concluded with a surprise birthday cake for students and teachers who celebrated their birthdays in August, and everyone came together to celebrate and enjoy a memorable time.

【6日目　2024年8月9日（金）】

　最終日となったこの日、まずは「3Dモデリングコンテスト」が開催されました。前日に3Dプリンタで製作した橋を使って、耐久テストが行われました。10kgと20kgの重りが用意され、生徒たちが製作した橋に吊り下げました。すぐに割れてしまう橋もあれば、2つの重りを吊り下げてもびくともしない橋もあり、会場は歓声と拍手で包まれ、大いに盛り上がったコンテストとなりました。
　次に、「My ICT Summer Fair」が開催されました。このイベントでは、ICT Global Summer Campで製作した作品や成果を発表するというものです。生徒たちや教職員は、個々の生徒たちのブースを訪れ、成果発表を聞きました。3Dプリンタで作った橋、レーザー加工で製作したキーホルダーやイラストデータ、染物体験など、初めての体験ばかりに挑戦してきた生徒たちでしたが、その成果発表する姿は自信に満ち溢れていました。
　その後、閉会式が行われ、最後には金沢キャンパス「夢考房」や「ライブラリーセンター」などの見学をし、グローバルサマーキャンプの幕を閉じました。

Day 6 - August 9th, 2024 (Friday)

 On the final day, the 3D Modeling Contest was held. The bridges created with the 3D printer the day before were put through a durability test. Weights of 10kg and 20kg were prepared and hung from the bridges made by the students. Some bridges broke immediately, while others withstood the two weights without any trouble, creating an atmosphere of cheers and applause and making for a very exciting contest.
 Next, the My ICT Summer Fair took place. This event was an opportunity for students to present their works and achievements from the ICT Global Summer Camp. Students and teachers visited individual student booths to hear about their presentations. Although the students had only recently tried new experiences, such as creating bridges with a 3D printer, laser-cut keychains and illustrations, and dyeing techniques, they presented their achievements with great confidence.
 Afterwards, a closing ceremony was held, and the camp concluded with a tour of the Kanazawa campus, including Yume Koubou and the Library Center.

　今回のグローバルサマーキャンプを通じて、自分達のアイデアを考え、テクノロジーやデザインを活用してカタチにしていく楽しさを感じられたのではないでしょうか。英語でのグループ活動では、チームで目標に向かって取り組む大切さや楽しさ、時には難しさも感じる場面もあったかもしれません。しかし、言語や非言語のコミュニケーションスキルを活用しながら自分自身を表現し、国や地域を越えて新しい友人との関係を築いていく姿は素晴らしいものだったと思います。そしてまた、新たな出会い、日本文化、地域の伝統や歴史に触れることで自身の視野を広げる機会になったことでしょう。今回参加してくれた生徒の皆さんにとって、このグローバルサマーキャンプが国際高専への入学に繋がるものであってほしいと思います。

 Through this Global Summer Camp, I hope students experienced the joy of turning their ideas into reality using technology and design, and that they gained confidence in being creative. In group activities conducted in English, they encountered the importance, fun, and sometimes challenge of working towards a common goal as a team. How the students were able to express themselves while utilizing both verbal and non-verbal communication skills and building relationships with new friends across different countries and regions was truly remarkable. Additionally, interacting with new people and exploring Japanese culture, local traditions, and history broadened perspectives. I hope this Global Summer camp serves as a stepping stone towards their future admission to ICT.

間加田 侑里
Yuri Makada