Hello everyone. I’m James Taylor, one of the English teachers at Hakusanroku Campus. I’d like to tell you about a couple of Christmas events that took place in the neighbourhood during December, 2024.

 First, on Tuesday, December 10th, the workers from the Oguchi Social Welfare Council – one of whom was dressed as Father Christmas – delivered Christmas cakes to every household with children. This year we got a snowman, a Santa, and a reindeer. My children ate the snowman and reindeer, and I had the Santa.

 Then, on Wednesday, December 18th, I went to Oguchi Community Centre, which is just down the road from ICT, to participate in the annual English Café Christmas party. This year we had 11 children and 4 adults from the Oguchi, Yoshino, and Shiramine areas. We started the party by decorating the tree and taking pictures when it was finished. Earlier in the afternoon, the staff from the Oguchi and Shiramine Community Centres spent hours making pancakes using a British recipe. After we’d finished decorating the tree, everybody was given a pancake and some ingredients to decorate it with, like cream, fruit, and sprinkles. While the guests were eating, I read them a story: ‘The Snowy Day’ by Ezra Jack Keats. When everyone had finished eating, I read ‘Don’t Let the Pigeon Drive the Bus’ by Mo Willems, which was as popular this time as it had been in Shiramine in the summer!

 We played bingo and a game called Stick the Nose on Rudolph, where players had to stick a red magnet on a picture of Rudolph without looking. The children got much closer to the right spot than the adults! The party ended with a visit from Father Christmas, who brought a small present for everyone.

 As ever, the staff from the Oguchi and Shiramine Community Centres worked really hard organising the event and preparing bingo prizes, presents, and food and drink for the party. I always appreciate their efforts.

James Taylor

 　
 Hello, I’m Yoshihiro Kushima, the advisor of the Hakusanroku team (Team B) in the ROBOCON College of Technology. Today, I would like to introduce the event we participated in, the Tokai-Hokuriku Regional ROBOCON 2024 that took place on Sunday, October 6th, 2024. Michihiro Hayashi sensei has already introduced this year's theme, each team's robot, and the results of the competition , so I would like to talk about the students of Team B.
 This year, as in previous years, Team B consisted of 1st and 2nd year students from the Hakusanroku Campus, including 10 students who were the main team members and a few students who occasionally helped out. Each of these main 10 students had a few words to say about their roles and activities this year, and I would like to introduce these student’s comments.

2nd year student, Rinse Okiyama
Role: team management
 This year, I was glad that all team members were able to fulfill their roles and activities. On the other hand, the rules were complicated, and we created three robots at the same time to achieve a goal, so we found issues in dividing roles and managing the progress of the plan. From now on, we would like to repeat the trial-and-error process, overcome the areas for improvement, and make the best use of them in our next activities. We will do our best to grow further as a team.

2nd year student, Rintaro Kamoshita
Role: design and adjustment of robot 1
 I could challenge myself through the ROBOCON project. Our abilities, direction of thought for ROBOCON, how we work in ROBOCON and who should work on the tasks were always there as a topic that should be argued. It was very difficult to realize the meaningful project for each person in the situation where each person has different purposes of joining in ROBOCON. Thanks to all of the people who were helping us so much for this year’s ROBOCON. I will grow as much as I can by keeping this valued experience in my mind.

2nd year student, Hiroko Takeda
Role: exterior and decoration
 I'm happy that the battery didn't fall off from the robot. I am also satisfied because the exterior is very nice. It was the right decision to ask 1st year student, Ayane Ito to do the illustrations.
 When communicating with the members, I did not realize that there was a gap in understanding between me and the other members, and I went ahead with the project as it was. I would like to use this experience to make sure that my understanding is the same as the members' understanding before working on the ICT ROBOCON.

2nd year student, Eita Nakamura
Role: development of Robot 2-2
 Over the past year, through ROBOCON, I realized the difficulty of team competition and the importance of information sharing. Nevertheless, it was very rewarding to be absorbed in the robot contest and to be able to cooperate with other members while trying new things. I also found several things to reflect on, which I intend to work on improving in the future.

2nd year student, Kanamu Yamamoto
Role: development of Robot 2-1
 This year, I built a robot on my own for the ROBOCON, which allowed me to gain extensive knowledge about mechanical design. Reflecting on last year’s experience, I paid more attention to code readability and organized wiring, which was a positive change. However, I regret focusing too much on my own work and not being able to help address issues with other robots.

1st year student, Kaishu Ishiharada
Role: control design and team leader
 I enjoyed ROBOCON because everything was new for me. However, I made some mistakes in soldering and other operations this time, but I would like to make a better robot next year based on this experience.

1st year student, Ayane Ito
Role: machining
I feel that learning to use machines like the drill press and lathe for the first time was a valuable experience. Additionally, I was able to closely observe and learn from the machine design process led by my seniors. I hope to apply these experiences in my future activities.

1st year student, Shuntaro Tanaka
Role: machining
 It was enjoyable and fulfilling to complete the tasks assigned by my seniors neatly. This year, I went to Tokai-Hokuriku Regional ROBOCON for cheering, but next year, I want to participate either as a competitor or as part of the pit crew.
 I regret that I had a lot of overtime and didn't participate much in activities during the first semester. However, I was able to get along well with the seniors and the 1st year students, so although it was frustrating that we couldn’t go to the nationals, I think it turned out okay in the end. Next year, I want to make an effort to get off to a better start.

1st year student, Ikki Hashimoto
Role: machining
 The machining group is making parts for robots. In this year's ROBOCON, I joined as a pit crew member. When I joined into ROBOCON, I thought, it was very busy, but it was fun. Also, I could understand the fun points of processing something. I thought joining the robot contest was a very good experience for my life.

1st year student, Chihiro Fukumoto
Role: mechanical design and machining
 For me, as a 1st year student, every step—from brainstorming ideas to design, machining, and assembly—felt like a full-fledged job. The competition was my first experience, and although we had to tackle most things on the spot during the event, we managed to pull through, so it’s all good!

 Since ICT is physically separated by grade, with 1st and 2nd year students at the Hakusanroku campus, 3rd year students studying abroad in New Zealand, and 4th and 5th year students at the Kanazawa campus, and robot contest activities are held separately at the Hakusanroku and Kanazawa campuses, it is difficult for students to communicate with each other and to pass on the know-how of techniques and team activities. I feel that the environment for our activities is reset every year. This is a challenge for both the students and advisors, and it is a constant process of trial and error. For this reason, we have been working daily to improve students' technical skills and create an environment that facilitates connections between students and advisors at each campus, such as by holding the ICT ROBOCON at the end of the school year since last year and connecting Kanazawa Campus and Hakusanroku Campus online after school since this year.
 At the end of the school year, I am looking forward to seeing what kind of robots the students will build for the ICT ROBOCON.

Yoshihiro Kushima

 Hello everyone! This is Sade Moore, a Learning Mentor at the ICT Hakusanroku Campus! I have lived in Japan now for 6 years. For the first five years, I lived in Tsubata Town in Ishikawa before moving to the Hakusanroku Campus last year when I began working at ICT. Every year since I moved to Japan, I have taken part in an activity that has become close to my heart. Since the Spring of 2018, I have volunteered and helped the Kahoku Lagoon Lake Research Institute NPO (NPO法人 河北潟湖沼研究所) plant and harvest rice in their rice paddies on the edge of Tsubata Town and Kanazawa City. 

 From creating and laying down the nursery for the, what I have come to lovingly call my “rice babies”, in the early Spring, to weeding in the Summer, to finally cutting the rice stalks down by hand with a kama （鎌）, I always have enjoyed taking care of my “rice babies” every year.

 The overall process of the cultivation of the rice sounds quite simple, even if the actually labor can be a bit intensive. The left over rice that was not sold from the previous year’s harvest are used as seeds in early spring to create a nursery in the paddies and is planted inside the nursery plot and then covered with vinyl to create the optimal growing environment for the seeds to take root.

 Once the sprouts have grown enough in the nursery plot, around late May we will then transplant the baby sprouts by hand into the 3 rice paddies. There is a small, medium, and large size rice paddy. In order to make sure that each of the sprouts are planted in the correct area, a traditional wooden takorogashi (田転がし) is used to create the grid pattern in the mud.

 After all the seedlings are planted in the paddies, hand weeding takes place several times during the summer. In late September, the rice is then cut, bound, and hung on racks to dry in the sun for several weeks.

 One of the important aspects about the rice for this organization is that the rice grown in these paddies are environmentally friendly. They do not use pesticides nor antibiotics to help grow the rice and I think it makes it even more healthy for people to eat. The Institute is also dedicated to community outreach and holds several events through out the year, both at the rice paddies, and around the Kahoku Lagoon. Specifically, during the events at the rice paddies, the ecology and environment of the rice paddies is discussed with elementary children and they search for many different animals, insects, and organisms that live and thrive in the paddy environment. The goal is to educate others about the ecosystems and fauna that are in and surround the Kahoku Lagoon and to preserve it with conservation outreach. There are also many different kinds of research projects taking place not only in the rice paddies but also around the Kahoku Lagoon that deal with conservation, ecology, agriculture, environmental protection, and preservation.

 I also have learned a great deal about paddy ecology from these events and find myself comfortable as I did research when I was in university surround the ecology of animals living in small ponds and waterways in my home state of Virginia. Actually, because of this volunteering I have met and become acquainted to many professors and teachers at local universities such as Kanazawa University and Seiryo University and their students because they also come and volunteer for the rice paddies and we have had wonderful cross-institution interactions between each other. Now that I work here, I hope that I can represent ICT well in these conversations, and I also wish that our students could take part in such dialogues as well. 

 The planting, growth, and harvesting of the The Kahoku Lagoon Lake Research Institute NPO’s rice paddies is truly a community endeavor and it is one of the most enjoyable experiences that I have had since coming to Japan. I wish that I could also take our students to help with the rice paddies and learn about the ecology of them that I have come to cherish so much. Either way, the rice grown in these paddies is some of the most delicious rice I’ve ever tasted! Also, I think, it is one of the few places in Ishikawa that sells brown rice, which seems very difficult to find in Japan! I hope that everyone will be able to taste the love that we put into growing our “rice babies” when they eat it. It has been a wonderful experience and I look forward to continuing learning more about cultivating rice and the ecosystems that thrive within the rice paddies for many more years to come. I have also gained a wonderful “rice baby family” with the Kahoku Lake Institute and the participants, professors, students, and community members who join in helping at the rice paddies over the years. The connections and network that I have been able to create with this one opportunity is vast and I am thankful for all the time spent working in these fields. It truly has become one of my greatest “happy places” and a place that I feel at home and at ease at.

Sade Moore

 Have you ever heard of a "learning mentor"? Many people may not know a lot about this job and I want to share what my day is like.

 My name is Apirak Sang-ngenchai, and I am a learning mentor. My work begins in the afternoon when I join the classes I am assigned to. I usually sit at the back of the classroom to listen to the lecture in order to understand the topics and context, which helps me better support the students later on. If students have questions, I provide explanations. Sometimes, I assist students who feel shy about speaking up in class.

 The evening learning session runs from 7:30 p.m. to 9:30 p.m. This is the heart of my job. Students come to me for help with their studies during these two hours.

●Homework and Quizzes: During the evening session, many students bring their homework to ask for guidance. Some assignments are straightforward, like math problems or writing exercises, but others can be more complex, like science reports or project research.
●Projects and Activities: Not all students come for help with homework. Some need support for extracurricular activities or personal projects. For students interested in robotics, I help them design, build, and program robots for competitions like Robocon. This includes brainstorming ideas, debugging code, and testing the robot’s performance. Some students have their own goals, like creating a small AI application or programming a game. I guide them by teaching coding techniques, suggesting tools, and troubleshooting their problems. It’s inspiring to see their creativity and determination.
●Life Issues: Some students just want to talk. They share their worries or ask for life advice. Some students need someone to talk to. They might feel stressed about exams, homesick, or unsure about their future plans. I listen without judgment and offer encouragement. Other students ask for advice on balancing school and personal life, building friendships, or setting goals. I try to give them practical tips and share my own experiences to help them feel more confident.

 Learning mentors are like the students' older brother or sister. We play, study, and enjoy time together. It’s not just about schoolwork. It’s about building relationships. Students often feel more comfortable sharing their thoughts with me than with their teachers. For example, some students ask me for help with programming, especially for robots or AI. Then I guide them step by step through the process, and it makes me happy to see their progress.

 Besides helping students with their studies, learning mentors organize events like Halloween parties, Christmas celebrations, or cultural festivals. These events help students feel more connected to each other and the school.

 Being a learning mentor is busy, but it is also very rewarding. The best part of the job is watching students grow, solve problems, and become more confident. We are not just helping them with school; we are helping them with life. Now if you meet a learning mentor, you know what we do!

Apirak Sang-ngenchai

Hello, I am Ian Stevenson, an English teacher here at Hakusanroku Campus.
 On Thursday, October 24th, 2024, in what has become an annual tradition at ICT, students made jack-o'-lantern. This year, because of weather and monkeys, I was not able to grow any pumpkins in my garden. All the jack-o'-lanterns this year are made from paper mache. 

If you’re interested in making paper mache see the link below for the recipe.
Hakusanroku Journal: November 19, 2022 Making Jack-o’-lantern

 1st year students Kotori Mae, Madoka Nakazawa, Ayane Ito and Takeshi Murayama, as well as Learning Mentor Sade Moore sensei, all made jack-o'-lanterns, put lights in the jack-o'-lanterns’ mouths and hung them so they could look across the road at Sena Roadside Station. Madoka cut a fanged and star eyed monster from her paper mache pumpkin, Sade sensei made a Cinnamoroll Roll jack-o-lantern, Kotori’s jack-o'-lantern had green hair, Ayane created an original pumpkin character called “Kabo Kabo” and Takeshi turned his paper mache pumpkin into a bat.