91³Ô¹Ï

Having been in the field of international relations for my entire career and with no professional experience as an educator, it was a big decision for me to accept the invitation to teach Stanford e-Kawasaki. It is hard to believe that four years have already passed, and the fifth year of Stanford e-Kawasaki has just started. 

An opening ceremony was held on September 30, 2023 in Kawasaki City Hall, and I was able to attend the event in person for the first time. The Honorable Norihiko Fukuda, Mayor of Kawasaki City, addressed the new students, saying ¡°Kawasaki is a diverse city where many of its residents have come from other parts of Japan as well as from outside of Japan. As our city has proven, I want you to learn in this program that diversity brings strength, possibilities, and innovation.¡± Dr. Gary Mukai, Director of 91³Ô¹Ï, encouraged the students to stay curious, think critically, and show empathy as they embarked on the six-month-long course that provides an overview of the United States with a focus on diversity and entrepreneurship. The ceremony concluded with each student giving a self-introduction in English from the podium. Seeing the spark of excitement in their eyes, I felt excited myself and fortunate as well to have this opportunity to work with young students like them. 

A few days after the opening ceremony, I visited Kawasaki High School and Tachibana High School to meet with the students from this year and last year. Students from these two public high schools are selected for participation in Stanford e-Kawasaki annually. The ¡°senpai¡± (upper class) students shared their experiences with their ¡°kohai¡± (younger class) students and offered advice on how to handle assignments. It was nice to see a sense of community emerging around Stanford e-Kawasaki in each school. The conversations I had with the students were also informative, and they helped me understand what this program means to them. Below are some examples of their reflections.

Before, I studied English only as a subject. Now I see it as a communication tool that changed my attitude towards English study.

Lessons on diversity gave me an opportunity to think about my identity as a Japanese living in Japan. Lessons on entrepreneurship gave me a hint to think about my future.

I enjoyed the discussion board because it was so exciting to learn what the other students thought of different topics.

I discovered myself through this program. I found out what I think, what I¡¯m interested in, and what I want to learn.

I¡¯m still on a learning curve, but I have come to believe that my role in this program is to help students enjoy learning. Most students are in the 11th grade when they enroll in this program. I believe that it is meaningful for them to have an opportunity to learn for the pure joy of it before they start their last year of high school when they have to study hard for college entrance exams. I also want this program to be a space where students feel encouraged to give things a try and embrace mistakes. One day I visited my son¡¯s elementary school in Colorado and saw a poster saying, ¡°Mistakes are proof you are trying.¡± I truly wish I had this poster around me when I grew up in Japan. What I can do now as an educator is to be that poster for the students. 

Kawasaki City will celebrate its 100th anniversary in 2024. I hope that the students in this program will help to shape the future of Kawasaki City in the next 100 years. 

Finally, I would like to express my deep gratitude to all the people who have supported this program. In particular, I would like to thank Mayor Fukuda for his vision and leadership. I would also like to thank Section Chief Kentaro Kojima, Kawasaki City Children¡¯s Future Bureau General Affairs Department Planning Division, for his regular communication and support and his many predecessors who have helped to make what Stanford e-Kawasaki is today.

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Drawing from former U.S. Ambassador to Japan Edwin O. Reischauer¡¯s legacy of developing a deep understanding of the Japanese people, culture, and society, the ¡ªa unique online program that offers U.S. high school students an opportunity for the intensive study of Japan and U.S.¨CJapan relations¡ªhas fostered lasting connections with Japan for young students in the United States since its establishment in 2003. Welcoming the 20th RSP cohort at the beginning of 2023 was a milestone. Online teaching and learning was somewhat of a novelty back when the RSP was envisioned in the early 2000s, with many in the first few cohorts of Reischauer scholars needing to seek out computer access and Internet connections at their local libraries in order to participate in the weekly online classes. 

As interest and funding in Japanese language waned following the bursting of the Japanese economic bubble in the early 1990s, a subsequent decline in the study of Japan at the higher education level was beginning to cause some concern within the Japan studies field. Former U.S. Ambassador to Japan Caroline Kennedy shared the following in videotaped remarks to the Reischauer scholars in 2013: ¡°Appointed as ambassador to Japan by my father, President Kennedy, Ambassador Reischauer made tremendous contributions to America¡¯s understanding of Japan¡­ and he remains a model for me and all who follow in his path. As strong as our ties between the United States and Japan are, they are not self-sustaining. Our relationship is something each generation has to rediscover, recreate, and nurture.¡±

With these priorities in mind, 91³Ô¹Ï sought to create a space for high school students to deeply engage in the study of Japan and U.S.¨CJapan relations, regardless of where in the United States they called home. Introducing students to leading scholars, experts, and diplomats who could share both American and Japanese perspectives on their studies of these two countries, Dr. David Janes, former Director of Foundation Grants at the U.S.-Japan Foundation, Dr. Gary Mukai, 91³Ô¹Ï Director, and Ms. Waka Takahashi Brown, the inaugural instructor of RSP, set the stage for a truly unprecedented learning opportunity. I began teaching the RSP from year three.

Importantly, the RSP sought to not just offer content expertise on the history, religions, culture, society, politics, economics, and foreign policy of Japan and U.S.¨CJapan relations, but to create a community of learners who could discuss these topics on a deeper level that would allow for different perspectives to be shared and understood. The goal of the RSP was never to offer a solely academically-focused course on Japan and the U.S.¨CJapan relationship. The hope was always to foster the next generation of leaders who could come together from across the United States, bringing together their shared passion for Japan and for learning new global perspectives, and to support each other in their continued growth as individuals who hoped to make a difference in the world as they moved through their academic and professional careers.

As the academic year began to wind down in late June 2023, the magnitude of 20 years of the RSP began to settle in. Since the first RSP cohort in 2004, nearly 600 talented high school students from across the United States have gone on to lead rich and fulfilling lives which, in many cases, have continued to involve Japan. I reached out to some RSP alumni this past summer, curious about how the RSP experience has influenced the life choices of our Reischauer scholars over the years. Connecting with alumni¡ªespecially when the rare opportunities arise to do so in person, as we did over lunch at 91³Ô¹Ï in 2021¡ªis always a privilege. It was both enlightening and inspiring to read reflections from 20 years of RSP alumni; the depth and scope of the RSP impact clearly varying depending on how much time had passed since they had signed off after our last virtual class together.

In the final pages of Dr. George Packard¡¯s biography, Edwin O. Reischauer and the American Discovery of Japan, he shares that Reischauer had scribbled the following note in 1984: ¡°Peace in this world depends on international understanding and understanding on knowledge and skills at communication. Thus, peace ultimately depends on education¡± (Packard 293). It is my hope that the work that students have done in this course to deepen their international understanding will have a lasting impact not only for themselves, but for the U.S.¨CJapan relationship and beyond. Here are a few reflections that were shared with us by RSP alumni that reflect the range of experiences¡ªand legacies¡ª of the RSP, in their own words.

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RSP was my first opportunity to delve deep and learn more about Japanese culture and history through an academic lens. Growing up in borderline rural Florida, prior to RSP, my only exposure to Japan and Japanese culture was through Cartoon Network anime shows and video games. I would say my time at RSP sparked an interest to continue to learn about Japanese culture. In college, I ended up taking Japanese language courses, which led to studying abroad in Japan. I have had two careers, both in medicine and in art. In both careers and in my personal life, Japan and Japanese culture continue to be a big part of it all.

¡ªCarmel Mercado, RSP Class of 2005

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After participating in the RSP in 2009, I went on to complete my undergraduate degree in Japanese Studies, graduating in 2013. The RSP laid a solid foundation for my undergraduate studies. Out of undergrad, I went straight into the JET Program where I was an assistant language teacher at the elementary and junior high school level on the island of Tokunoshima, which was historically part of the Ryukyu Kingdom but is currently administratively part of Kagoshima Prefecture. At the time I participated in RSP, I had never been to Japan but was really wanting to (re)connect with my Japanese heritage as a Nikkei gosei (fifth generation) from Hawaii. Since undergrad, I have also been exploring my Okinawan/Uchinaanchu heritage, and reflecting on RSP today, I think I'm doing much of what I did as a participant in 2009 by researching my genealogy and trying to (re)connect with indigenous Okinawan spiritual practices by learning more about lunar obon practices and doing (y)eisaa. I am also still connected to my RSP cohort members through social media. Although we don't talk much, it's nice to see how everyone is doing and how far we've come since we participated in RSP together.

 ¡ªMicah Mizukami, RSP Class of 2009

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I took RSP 12 years ago and it changed my life! Growing up in rural Maine, RSP did the remote Zoom classroom experience way before it was cool...and it worked! The program exposed me to Japan's culture and history, giving me an international mindset that I've kept with me since. I remember being able to talk to high level diplomats like the former ambassador to Japan which was especially formative. Years later, my Stanford RSP experience encouraged me to pursue a PhD in Computer Science at Stanford, where my specialty became English-Japanese Machine Translation. Today, some of my best friends in the world are Japanese. I split my time between Seattle and Tokyo. I consider Japan a second home on the other side of the world, all thanks to my RSP experience which kindled the initial interest and inertia.

 ¡ªReid Pryzant, RSP Class of 2011

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RSP gave me a window into the college classroom while I was a high school student. From my room in Alabama, I suddenly had access to scholars, former diplomats, and experts from all over the world who gave fascinating lectures on subjects far outside my school curriculum but close to my own interests. Most importantly, however, RSP enabled me to connect with an incredibly unique group of students from all over the country, a group which became a surprisingly close online community by the end of the course.

 ¡ªVincent Wesselmann, RSP Class of 2016

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I loved the cultural and historical lessons RSP offered me as a young scholar. They shaped my academic interests and drove me to pursue literature and cultural studies with a focus on East Asia. I went on to study abroad at Doshisha University in Kyoto during my junior year of college. After my short stint in Asia, I decided to further broaden my horizons by spending some time in Europe. I traveled on to Amsterdam, where I received a MA in comparative literature. Yet, once again, I was drawn back to Japan. I am typing this response seated in an express train speeding through Tokyo! I will spend the next year teaching English to young children in the Kanto region. Needless to say, my interest in Japan hasn¡¯t waned in the slightest since enrolling in RSP. I¡¯m happy to be back!

 ¡ªMadison MacKenzie, RSP Class of 2016

I applied to RSP with the motivation to learn more about my cultural background, but what I remember most vividly is the exhilarating experience of bouncing off ideas with my peers¡­ it was during those thoughtful discussions that my knowledge of Japan (and my stance on certain issues) was enriched the most. Our intellectual exchanges reminded me that learning happens not only from the consumption of educational materials, but also from the synergy of diverse perspectives.

 ¡ªMika Isayama, RSP Class of 2016

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I had an amazing experience participating in the Reischauer Scholars Program. It inspired me to participate in the Sejong Korea Scholars Program and to receive a Bachelors in East Asian Studies. Thanks to the interest in East Asia that it inspired, I have now studied abroad in Korea, traveled around Japan, and hope to participate in the JET Program. I still think about the Buddhist monk who visited our class and the stories he told us!

 ¡ªGrace Rembert, RSP Class of 2018

The RSP completely broadened my horizons with regards to Japanese culture and U.S. - Japan relations. I think so often in the U.S. we are taught with a bias towards the U.S. angle and it was so refreshing to view history through the lens of Japan and the Japanese perspective. Moreover, the RSP attracts a broad range of students from everywhere around the U.S.; the melting pot that facilitates was such a pleasure to be a part of and engaging with students with a variety of perspectives and experiences relating to Japan made the RSP extremely dynamic and engaging for me. Many of the guest speakers were extremely memorable. RSP '21 students were extremely fortunate to hear from George Takei, and my particular favorite was the film discussion we had on "´óÈˤÎÒŠ¤ë½}±¾¡¡Éú¤ì¤Æ¤Ï¤ß¤¿¤±¤ì¤É" (I was born, but...). That film, which was silent and black and white, was so incredibly fascinating and the discussion we had on it was extremely thought provoking. In a sense that's what made the RSP so compelling -- we engaged in so many aspects and elements of Japanese history that there was something to satisfy everyone's personal interests, as well as something that sparked new interests and curiosities in everyone. Almost three years removed from doing the RSP, I look back on my experience with great fondness and am grateful for the friends I made along the way, many of whom I still am in contact with today. 

 ¡ªJack Turner, RSP Class of 2021

I applied for RSP because I wanted to learn about Japanese history and Japanese-US relations, but what I took from the program was so much more than that. Particularly through the diverse set of speakers we had the opportunity to hear from, I was constantly realizing that no history is static, and that the study of history can not be an isolated field, it is connected to every profession and every person. My most favorite lecture was that from Andrew Lee, the U.S. Consulate General in Sapporo at the time, as I felt he showed how a deep understanding of history is vital to diplomacy. 

 ¡ªSara Baudler, RSP Class of 2022

For more information about 91³Ô¹Ï's online courses for students, visit our Student Programs page. To stay informed of 91³Ô¹Ï news,  and follow us on , , and .

In 1858, Yukichi Fukuzawa established a school for Western studies in Edo, the former name of Tokyo. On February 9, 1860, the Tokugawa shogunate sent the first Japanese diplomatic mission to the United States and Fukuzawa was aboard the ship, Kanrin Maru, which escorted the USS Powhatan upon which the Japanese embassy traveled. The objective of the diplomatic mission was to ratify the new Treaty of Friendship, Commerce, and Navigation between the United States and Japan. After the Japanese embassy¡¯s stay in San Francisco, the USS Powhatan continued with the embassy to Washington, DC, where they met President James Buchanan, and also visited Philadelphia and New York City. The embassy returned to Japan on November 9, 1860. Fukuzawa¡¯s experiences with the first Japanese embassy had a profound impact on his views of education, and in 1868, Fukuzawa changed the name of the school to Keio Gijuku, a leading institute in Japanese higher education. 

One hundred and sixty-three years after Fukuzawa¡¯s trip to San Francisco, a student delegation of 14 students from Keio University visited the San Francisco Bay Area in September 2023. The students were part of Keio University¡¯s Global Passport Program (GPP) and represented the Faculty of Business and Commerce, Faculty of Law, Faculty of Letters, and Faculty of Policy Management. The delegation was led by Professor and GPP Chair Naoko Moriyoshi, Professor Noriyoshi Yanase, and Associate Professor Nobuhiko Kijima, all with the Faculty of Business and Commerce; and assisted by Misako Sack, a graduate of Keio University who lives in the San Francisco Bay Area.  

The Global Passport Program, which is offered in English, is a two-term program of Keio University for junior and senior students that started in 2014 and managed by the Faculty of Business and Commerce to cultivate global leaders. A one-week overseas study program for selected students is one of the highlights of the GPP. During the recent one-week overseas study program, I had the chance to meet the student delegation at U.C. Berkeley on September 12 (photo above courtesy Global Passport Program, Keio University), and at 91³Ô¹Ï on September 15. At U.C. Berkeley, I was joined by KC Mukai, Assistant Director, Parent and Family Philanthropy, Berkeley Cal Parents & Families. KC (front row center in photo above) and I informally spoke with the Keio students, and KC had the chance to share her experiences as the reigning 2023 Northern California Cherry Blossom Festival Queen and her identity as a Japanese and Chinese American. 

At Stanford, I had the honor of giving a lecture on ¡°What Does It Mean to Be a Global Citizen?¡± While preparing my lecture, I was aware of the long history and strong synergy between Keio University and 91³Ô¹Ï. I located an article in the April 18, 1914 edition of The Daily Palo Alto about the Stanford-Keio baseball game that was played at Stanford. Numerous sporting events have been held between Keio and Stanford. 

There are many examples of student exchanges as well. For example, the includes the following on its website:  
SJEC originated in 1954 as a two-part exchange program with Keio University in Japan. This was engineered by Professor James Watkins of Stanford through his personal contacts with Keio graduates while working in Nagoya, Japan in the late 1920s. The program originally was named The Keio Committee as part of the Institute of International Relations (IIR), a larger umbrella organization. Even today, the Keio-end of the exchange is still operated under IIR. In 1991, SJEC expanded the program by including students from Doshisha University; in 2009, Kyoto University joined the program.

Another student exchange program is the (SKIP), which notes the following on its website: 
SKIP is an international program between 91³Ô¹Ï students and Keio University students. Every year the program invites more than 15 Stanford students in September and is held for two weeks. Through the program, we deepen our understanding about the society and culture of both countries and discuss the futuristic Japan-America relation based on what we have learned in the program.

In addition, the brings together students from Keio University and 91³Ô¹Ï to engage in contemplative/artistic/somatic approaches to conflict resolution, intercultural understanding, and creative leadership development. It is led by 91³Ô¹Ï¡¯s Dr. Stephen Murphy-Shigematsu and Keio University¡¯s Dr. Yuki Imoto. 

Lastly, many Keio alumni and faculty have studied or participated in Stanford programs. For example, in 2018¨C2019, Keio alumnus Junichiro Hirata was a visiting scholar with the Shorenstein Asia-Pacific Research Center¡¯s and is now an advisor to 91³Ô¹Ï¡¯s Stanford e-Japan program and Stanford regional e-Japan programs for Japanese high school students. Many alumni of these programs have gone on to study at Keio University and 91³Ô¹Ï. Photo above: Stanford e-Japan alumni (Jun Yamasaki, currently a PhD student in Aeronautics and Astronautics at Stanford, far left; Hikaru Suzuki, University of Tokyo graduate and now an attorney with Nishimura & Asahi, second from left; Haruki Kitagawa, Keio University graduate and now a Service Commercial Sales Executive at SAP, far right) with Stanford e-Japan spring course instructor Waka Takahashi Brown (third from left) and advisor Junichiro Hirata (second from right); photo taken on February 26, 2019.  

I can imagine how proud Yukichi Fukuzawa would be of these programs and Keio¡¯s Global Passport Program and the 14 students whom I had the pleasure of meeting. Among the diverse student delegation were eight women and six men, including 10 Japanese, two Koreans, one Chinese, and one Taiwanese. I am so impressed with how Keio University is building upon the vision of Fukuzawa with programs like the GPP. Many of the students in the delegation have already spent significant time abroad and the GPP continues to contribute to their expanding global mindsets. For example, Keio senior and GPP member Risa Toyoda has studied at the University of Hawaii at Manoa. Reflecting on the GPP and the recent trip to the San Francisco Bay Area, she noted:

Throughout this journey, I have had the privilege to explore two important themes: ¡°connection¡± and ¡°failure.¡± These themes have provided valuable insights that I would like to reflect on. First, regarding ¡°connection,¡± which is about building and nurturing relationships with others, I was inspired by how our trip was organized by Professor Moriyoshi, and her effort and sincerity to establish trust with people in the Bay Area. This reminded me of the crucial role trust plays in creating opportunities. I also had meaningful interactions with my fellow Overseas Field Trip (OFT) members during the week. Unlike my usual activities at Keio, this experience allowed me to engage with a diverse group, including those who have lived outside Japan. It emphasized the importance of going back to basics, especially for those visiting the United States for the first time. I would like to cherish this idea of appreciating each other¡¯s diversity, and going back to the starting point as I start to work next year. Next, concerning the topic of ¡°failure,¡± I had an opportunity to have a presentation during this trip with five other members about the challenges Japanese startups face¡­ and was introduced to the concept of ¡°failing forward,¡± which means making progress by learning from failures, even in the face of setbacks. This approach involves venturing out of one¡¯s comfort zone, and I imagine how it will lead to success in a competitive environment¡­ I am sure that these will undoubtedly guide my future endeavors as I continue to pursue personal and professional growth.

On November 6 and 7, 2023, I will have the honor to speak at the Mita and Hiyoshi campuses of Keio University and hope that the lectures will in a small way help to further strengthen the relationship between Keio and Stanford and build upon the vision of Yukichi Fukuzawa. I also hope to see the OFT students again and encourage them to apply for graduate school in the United States with hopes that they will seriously consider applying to San Francisco Bay Area colleges such as U.C. Berkeley and Stanford.  

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In 2015, 91³Ô¹Ï launched Stanford e-Japan, a national online course that enrolls high school students from Japan to engage in an intensive study of U.S. society and culture and U.S.¨CJapan relations. In 2016, 91³Ô¹Ï launched Stanford e-Tottori, 91³Ô¹Ï¡¯s first regional program in Japan that enrolls high school students from across Tottori Prefecture. As of this fall, 91³Ô¹Ï now enrolls approximately 230 students from eight regional programs in Japan. Five programs are prefectural programs (Fukuoka, Hiroshima, Oita, Tottori, and Wakayama), and three are municipal programs (Kawasaki, Kobe, and Kagoshima). 91³Ô¹Ï¡¯s newest course, Stanford e-Kagoshima City, was just launched this month. Six top students from Fukuoka, Oita, and Kobe were honored on Stanford campus on August 15, and six top students from Kawasaki, Tottori, and Wakayama were honored on August 17. The ceremony for Stanford e-Hiroshima was held virtually last month. 

Both in-person ceremonies began with opening comments by Yumiko Ishii, Advisor for Cultural and Educational Affairs at the Consulate General of Japan in San Francisco. She commented on how envious she felt that high school students in Japan today have access to online programs such as Stanford e-Japan and the regional programs and can learn various aspects of U.S.¨CJapan relations virtually, an opportunity she didn¡¯t have as a student. She also noted that ¡°as I was born and raised in the city of Tokyo, I wish that I could have interacted with high school students like you from other regions of Japan¡­ I hope you, young leaders, will continue to deepen our countries¡¯ friendship and exchange as we move forward.¡± 

Ishii¡¯s opening comments were followed by remarks by the instructors of the courses and student presentations. The instructors and student honorees are:

Stanford e-Fukuoka (Instructor Kasumi Yamashita) 
Student Honoree: Rui Ogura   
School: Chikushi Jogakuen High School   
Project Title: Creating a New System for a Sustainable Society: From Fukuoka to the World 

Student Honoree: Ayumi Ryu   
School: Kurume High School   
Project Title: A Better Hometown with a Sustainable Food Supply  

Stanford e-Kawasaki (Instructor Maiko Tamagawa Bacha)  
Student Honoree: Miho Ebisawa   
School: Tachibana High School   
Project Title: Possibility of Entomophagy 

Student Honoree: Aoi Yagi   
School: Kawasaki High School   
Project Title: Forest Fires in the U.S.

Stanford e-Kobe (Instructor Alison Harsch)  
Student Honoree: Kiyoka Ueda   
School: Kobe Municipal Fukiai High School   
Project Title: Multiculturalism of Cuisine in Japan and the U.S.: How Washoku Influences Food Culture in the U.S.

Student Honoree: Jaine Haruka Buck   
School: Kobe Municipal Fukiai High School   
Project Title: LGBTQ+ History: Japan vs. USA 

Stanford e-Oita (Instructor Kasumi Yamashita)  
Student Honoree: Sae Higashi   
School: Usa High School   
Project Title: Gender Inequality in Schools

Student Honoree: Nanako Hara   
School: Kusu Miyama High School   
Project Title: ¡°A Pantry for Everyone¡± Project 

Stanford e-Tottori (Instructor Jonas Edman)  
Student Honoree: Miyoko Mabuchi   
School: Tottori Nishi High School   
Project Title: How to Stop Depopulation in Tottori with Uber Taxis  

Student Honoree: Marin Okabe   
School: Yonago Higashi High School   
Project Title: How to Make the Rate of Foster Parenting Increase 

Stanford e-Wakayama (Instructor Makiko Hirata)  
Student Honoree: Hanako Tanose   
School: Seirin High School   
Project Title: Education Support in Southeast Asia

Student Honoree: Sena Ishibashi   
School: Hashimoto High School   
Project Title: On HSP, Highly Sensitive People

Following each ceremony, the students enjoyed a luncheon, a campus tour, and a dinner. Many students commented that one of the highlights of the visit to Stanford was having the chance to meet high school students from other regions of Japan. Instructor Yamashita commented, ¡°It was an honor to observe the 12 students deliver their presentations in English. They were all very well prepared and spoke with such ease and poise. When challenging questions arose during their Q&A session, they were unflustered and approached each question with curiosity and confidence. They all showed genuine concern for the world around them.¡±

Importantly, 91³Ô¹Ï is grateful to the Board of Education representatives who accompanied the students to Stanford. They are Kyoko Tomita (Fukuoka Prefecture), Kentaro Kojima (Kawasaki City), Shin Hasegawa and Hiroko Murakami (Kobe City), Hironori Sano and Noriko Fujitsuka (Oita Prefecture), Shuichi Hata (Tottori Prefecture), and Masanori Toda (Wakayama Prefecture).

Stanford e-Hiroshima was launched in 2019 with the support of the Hiroshima Prefectural Board of Education. It is one of 91³Ô¹Ï¡¯s regional programs in Japan. 

In 2022¨C23, Stanford e-Hiroshima enrolled 29 students from 19 high schools across Hiroshima Prefecture. The lessons focused on several topics, including diversity, peace education, environmental issues, and entrepreneurship and Silicon Valley. Students Yoshino Dake and Haruka Koga performed at the highest levels in the course and were chosen as this year¡¯s honorees.

91³Ô¹Ï held an online ceremony on August 7, 2023 to honor Dake and Koga. It began with opening comments by Yumiko Ishii, Advisor for Cultural and Educational Affairs at the Consulate General of Japan in San Francisco. She stated, 

I believe the future of Japan¨CU.S. relations is in the hands of the next generation like you [Yoshino Dake and Haruka Koga], and I hope that young leaders like you will continue to strengthen our countries¡¯ friendship as we move forward. I hope that your study with the program has motivated you to consider an international career involving Japan and the U.S.

Ishii¡¯s opening comments were followed by remarks by Mineko Kobayashi and Noriyo Hayashi, Teacher Consultants at the Hiroshima Prefectural Board of Education. They expressed appreciation for the opportunities that Stanford e-Hiroshima provides students to deepen their critical thinking skills, congratulations to Dake and Koga, and gratitude to course instructor Rylan Sekiguchi.

Sekiguchi followed by introducing his student honorees. He noted that Yoshino Dake is currently a third-year student at Hatsukaichi High School in the city of Hatsukaichi. She is interested in the legal field, and her dream is to help people as an international lawyer. He noted, ¡°Yoshino¡¯s final research project was extremely well researched and formatted, with an impressive list of references in both Japanese and English.¡± Dake followed by presenting her award-winning research project, titled ¡°What Can Japan Learn from the History of Discrimination Against Immigrants in the U.S.?¡±

Following Dake¡¯s presentation, Sekiguchi introduced Haruka Koga, who is currently a third-year student at Hiroshima High School. Koga hopes to work in a job related to international peace and equality. Sekiguchi commented, ¡°Throughout the course, Haruka was extremely active on the online Discussion Boards, always sharing extensive, well-researched posts every lesson, to everyone¡¯s benefit. Her participation made the course better for everyone.¡± Koga then presented her award-winning research project, titled ¡°What We Can Do to Reduce Food Waste.¡± After their outstanding presentations, both Dake and Koga skillfully fielded questions from the audience, several of which focused on comparisons between U.S. and Japanese society and culture. What became obvious is how much they both came to learn about the importance of perspective-taking.

Throughout the ceremony, I was fully aware that the day prior to the ceremony (August 6th) marked the 78th anniversary of the atomic bombing of Hiroshima. In my closing comments, I noted that as a Japanese American with ancestral roots in Hiroshima, this time of the year is always very emotionally challenging for me. During World War II, I had relatives in both the United States and Hiroshima. Seeing the interaction between students and Board of Education staff from Hiroshima and 91³Ô¹Ï/Stanford staff and guests from the United States made me feel very hopeful that our two countries will continue to join hands in both challenging as well as happy times and that the future of U.S.¨CJapan relations remains very bright. I agree with Yumiko Ishii that ¡°the future of Japan¨CU.S. relations is in the hands of the next generation.¡± Fortunately, we have future leaders like Yoshino Dake and Haruka Koga at the forefront of the next generation. 

91³Ô¹Ï is grateful to Governor Hidehiko Yuzaki for his vision and leadership and Superintendent Rie Hirakawa and High School Guidance Division Director Hiroyuki Ono for their support. 91³Ô¹Ï extends its appreciation to Teacher Consultants Mineko Kobayashi and Noriyo Hayashi of the Hiroshima Prefectural Board of Education for their regular communication with Stanford e-Hiroshima Instructor Rylan Sekiguchi.

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It was in 2020 that I participated in the Stanford e-Hiroshima Program. I was 16, a first-year student at Hiroshima Prefectural Hiroshima Kokutaiji Senior High School. I had wanted to study abroad since I was a junior high school student in Nagoya, Aichi Prefecture. Unfortunately, the outbreak of the COVID-19 pandemic impacted my whole high school life. However, moving to Hiroshima Prefecture and being chosen to be a part of the Stanford e-Hiroshima Program¡ªone of the amazing regional online courses run by the Stanford Program on International and Cross-Cultural Education (91³Ô¹Ï)¡ªwas a watershed in my life.

In the Stanford e-Hiroshima Program, I felt extremely privileged to have been given a chance to learn from leaders and experts who are at the forefront of various fields in the United States. This enabled me to ask questions to the experts directly, which fully enriched my understanding of the lectures. The opportunity to discuss ideas with other participants via Zoom and the online discussion boards helped me deepen my knowledge, as well. The lessons on ¡°Peace Education,¡± ¡°Diversity,¡± and ¡°Entrepreneurship and Silicon Valley¡± interested me the most.

After completing the Stanford e-Hiroshima Program, I became more interested in studying peace.  As I realized the difference in peace awareness between Hiroshima and Japan¡¯s other prefectures, I strongly began to think that I wanted to be a person who could spread peace and take action by myself, not just study peace.

In my second year of high school, I was chosen as one of the participants in the 6th Hiroshima Junior International Forum and exchanged ideas about global peace, peacebuilding, and the abolishment of nuclear weapons with participants from 14 countries. We also collaborated in formulating the ¡°Hiroshima Declaration.¡± 

As a student attending the high school closest to ground zero of the atomic bombing, I strongly felt the horror and inhumanity of nuclear weapons. War should never be repeated again, and peace is not something to be taken for granted. We should increase awareness for peace, and it must be maintained with efforts to achieve a peaceful world without nuclear weapons.

Putting words into action, last year, in my third year of high school, I decided to become a Hiroshima Nagasaki Peace Messenger. I was very happy that I was chosen as one of three high school students to represent Hiroshima Prefecture in the 25th cohort of Hiroshima Nagasaki Peace Messengers. Now, I have been a Peace Messenger for a year, and I have gained many precious and insightful experiences that I will cherish forever.

The key activity of the Peace Messengers each year is to collect signatures for the abolition of nuclear weapons and the realization of a peaceful world. We deliver the signatures to the United Nations Office for Disarmament Affairs (UNODA) in Geneva, Switzerland, and give a speech during the Conference on Disarmament. Although the 23rd to 25th Peace Messenger cohorts were not able to visit the United Nations (UN) due to the pandemic, my successors, the 26th cohort of Peace Messengers made it this year to the UN to deliver about 600,000 signatures collected from 2020 to August 2023. I was delighted and honored to be a part of this activity. Now the Peace Messengers have collected more than 2,600,000 signatures in total for over 20 years, and we have been nominated for the Nobel Peace Prize since 2018.

Sara Arakawa giving a speech at 2023 United Peace Assembly in Hiroshima.

Because of COVID-19, the 25th cohort of Peace Messengers wasn¡¯t able to perform our normal activities like visiting the UN. Instead, we went to Tokyo and visited several places significant to peace activities, including several foreign embassies. I was able to talk with Consul Stephan Heisler of the Austrian Embassy. It was the first time for the Peace Messengers to make such a visit. Having a discussion with the Consul, I learned that Austria is one of the pioneers in working for world peace, and under the Austrian constitution, Austria will never use and develop nuclear weapons. In addition, Austria has a resolute position in terms of nuclear power. Austrian citizens have a high awareness of peace, and they never allow their government to use nuclear power plants. Moreover, Austria has friendly relations with its neighboring countries, so it doesn¡¯t have to rely on nuclear weapons or the nuclear umbrella. Through this visit, I realized that each nation has different historical backgrounds, situations, and issues to take into consideration for peace building.

We also visited Japan¡¯s Ministry of Foreign Affairs and met with Deputy General Shigeki Ito to submit 11,119 signatures and a letter requesting further peace initiatives in the Russian invasion of Ukraine. I hope that Japan¡ªthe only country in the world to have ever suffered atomic bombings¡ªwill lead the way to a nuclear-free world. 

Moreover, this year in March, I proposed and coordinated a peace activity with Ms. Maya Mizuno, whom I met through the Stanford e-Hiroshima Program. She works at the United Nations University for Peace (UPEACE) in Costa Rica. She traveled to Japan to give a peace education workshop to my fellow Peace Messengers. My peers and I learned about holistic peace education and peace and conflict studies. I was able to study actively by thinking logically¡ªnot emotionally¡ªabout why peace is so important and why wars and conflicts are evil. I was very happy that the workshop went well. We all had a very valuable experience actively learning and discussing peace. 

I believe that peace varies from person to person and it cannot be defined exactly. Peace Messengers normally conduct peace activities for the abolition of nuclear weapons, but Ms. Mizuno¡¯s workshop gave me a new perspective. It was great to learn about other peace-building projects to address issues such as gender equality, human rights, poverty, the environment, etc., and many kinds of approaches such as music, the arts, group work, and so on.

This year in May, the G7 Summit was held in Hiroshima. Eager to support this important event, I applied for a job. I was glad to be able to land the job and took part as a staff member at the International Media Center of the G7 Hiroshima Summit 2023. I experienced the frontiers of world media and its effect on the world first-hand. This was an experience I will not forget for the rest of my life.

Needless to say, as a Peace Messenger, I give priority to talking to hibakusha, atomic bomb survivors. Their average age is now 85, and I, being a part of the last generation to listen to their testimonies directly, hope to continue conveying their voices to future generations and around the world. I would like to help keep their memories alive and prevent their testimonies of war and the atomic bombings from fading away. Also, I will bear in mind the slogan of the Hiroshima Nagasaki Peace Messengers, ¡°Our efforts are humble but not powerless.¡± Although my tenure as a Peace Messenger is now officially over, I intend to continue taking part in various peace activities, contributing to achieving world peace, and striving to be a global citizen in the future.

I am now studying in Malaysia, a multi-ethnic country. My university, Monash University Malaysia (MUM), has students from 76 countries. Here I am able to build a diverse network of people. By gaining cross-cultural understanding, an international outlook, language skills, and a high level of expertise, I hope to become someone who is both globally minded and active in international society, working to solve international issues and contributing positively to Japan and the world. I believe that it will bring significance and fulfillment into my life.

Last but not least, I would like to extend my sincerest gratitude to Stanford e-Hiroshima instructor and my mentor, Mr. Rylan Sekiguchi, for his unwavering support, the many guest lecturers in the Stanford e-Hiroshima Program, 91³Ô¹Ï, and all the people supporting the activities of the Hiroshima and Nagasaki Peace Messengers.

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Stanford e-Entrepreneurship Japan is an online course offered to high school students in Japan. It is offered annually in spring and fall by 91³Ô¹Ï in collaboration with the Japanese NPO e-Entrepreneurship, led by . The instructors in 2022 were Maiko Tamagawa Bacha (spring) and Irene Bryant (fall). The goal of the course is to foster creative thinking and problem-solving skills in students with a focus on innovation to address social issues.

On August 19, 2023, the top students in the 2022 spring and fall Stanford e-Entrepreneurship Japan cohorts were honored in a virtual ceremony. 

Spring 2022 honorees: 
?    Aiko Hayashi, Higashi Katsushika High School, Kashiwa, Chiba Prefecture
?    Airi Tachino, Island School, Hong Kong

Fall 2022 honorees: 
?    Ririko Noda, Tokyo Metropolitan Kokusai High School, Tokyo
?    Yuna Otsuki, Shibuya Kyoiku Gakuen Makuhari Senior High School, Tokyo

The ceremony began with opening comments by Yusuke Ed Matsuda, who noted,

[T]his is a very rigorous course and very selective as well. Your contributions were very much appreciated and made the 2022 courses very successful. Stanford e-Entrepreneurship Japan is becoming a huge buzz here in Japan. A lot of students who are considering enrollment want to study abroad¡­ I hope that you will continue your endeavors with the social projects that you conceptualized in this course and connect the projects with your future pursuits.

Course instructors Maiko Tamagawa Bacha and Irene Bryant shared general reflections on the 2022 courses as well as specific contributions of each of the four honorees. The honorees then made outstanding presentations that focused on ¡°Suggesting a New Solution for the Problem of Vacant Houses in Urban Areas¡± (Hayashi); ¡°Reviewing the Current Situation Concerning Organ Transplantations for Children in Japan¡± (Tachino); ¡°The Emergence of ¡®Silver Democracy¡¯: Lack of Youth Political Participation in Contemporary Japan¡± (Noda); and ¡°Analysis of Barriers for Japanese Female Students in STEM¡± (Otsuki). They also skillfully answered questions from the audience. 

Reflecting on the growth of the course since its launch in spring 2020, Bryant noted, ¡°I am so pleased that Stanford e-Entrepreneurship Japan has become so popular in Japan. I believe that one major contributing factor to this is our roster of engaging guest speakers, such as Stanford MD/PhD candidate Richard Liang, who was in attendance during the ceremony.¡± And reflecting on the presentations by the four students, Bacha reflected, ¡°Each year, I am so impressed by the caliber of the student honorees, and the 2022 honorees were certainly no exception. What I believe is special about teaching Stanford e-Entrepreneurship Japan is observing students learning to work together as a team to tackle a problem. I believe that this is a crucial aspect of problem-solving skills in general.¡± Bryant and Bacha both expressed their gratitude to Junna Hagiwara, Program Manager at NPO e-Entrepreneurship, for her unwavering support throughout the 2022 courses.

Stanford e-Entrepreneurship Japan is currently accepting applications for its fall 2023 course. For more details, visit the program page at /fellowship/stanford-e-entrepreneurship-japan. Applications are due September 8, 2023. 

The spring 2022 Stanford e-Entrepreneurship Japan course was generously supported by the Water Dragon Foundation. The fall 2022 course was generously supported by Noriko Honda Chen and the Capital Group, Norman Chen, Andrew Ogawa, and Mako Ogawa.

For more information about 91³Ô¹Ï¡¯s online courses for students, visit our Student Programs page. To stay informed of 91³Ô¹Ï news, and follow us on , , and .

Stanford e-Japan enrolls exceptional high school students from Japan to engage in an intensive study of U.S. society and culture. The Reischauer Scholars Program (RSP) enrolls exceptional high school students from the United States to engage in an intensive study of Japanese society and culture. Both courses underscore the importance of U.S.¨CJapan relations. is the current supporter of Stanford e-Japan, and the Japan Fund at the Freeman Spogli Institute for International Studies (FSI) is the current supporter of the RSP.

On August 7, 2023, an award ceremony was held at 91³Ô¹Ï to honor 91³Ô¹Ï¡¯s Spring and Fall 2022 Stanford e-Japan student honorees and 2023 Reischauer Scholars Program (RSP) student honorees. The honorees performed at the highest levels of their courses as determined by Stanford e-Japan Instructors Waka Takahashi Brown and Meiko Kotani, Reischauer Scholars Program Instructor Naomi Funahashi, and the research paper review committees. The honorees are:

Spring 2022 Stanford e-Japan Program 
Hana Kameyama, Seikei High School, Tokyo
Miyu Kato, Hiroshima Prefectural Senior High School, Hiroshima
Yuta Muraki, Matsumoto Shuho Secondary School, Nagano

Honorable Mention: 
Mona Abe, Urawa Akenohoshi Girls¡¯ Senior High School, Saitama
Oki Sugiyama, Musashi High School, Tokyo

Fall 2022 Stanford e-Japan Program 
Yukie Arashida, Yonezawa Kojokan High School, Yamagata
Yohkoh Hineno, Tokai High School, Aichi
Ami Osaka, International Christian University High School, Tokyo

Honorable Mention: 
Risa Fukushima, Senzoku Gakuen High School, Kanagawa
Kotaro Tomita, Shibuya Junior and Senior High School, Tokyo

2023 Reischauer Scholars Program 
Adrien Bouvard, Riverdale Country School, New York
Oliver Cho, Nueva School, California
Sienna Yamashita, Lincoln High School, Washington

Honorable Mention: 
Elise Chin, Oak Ridge High School, California
Tara Hagerty, Harpeth Hall, Tennessee
Hanah Youn, Roslyn High School, New York

The program began with welcoming comments from the Honorable Yasushi Noguchi, Consul General of Japan in San Francisco. (Photo above courtesy Mia Kimura.) He commented,

Platforms such as the Reischauer Scholars Program and Stanford e-Japan are very important for our two nations. Through these programs, young people from both countries learn about the other country and mutual history, and have a chance to engage in direct exchange. To build a reliable and amicable relationship, mutual understanding is an essential factor. I believe that our young people¡¯s deeper mutual understanding will enhance our two countries¡¯ further cooperation and friendship.

Also in attendance from the Consulate General of Japan in San Francisco were Noritoshi Kurokawa, Consul for Education, Science and Technology, and Yumiko Ishii, Advisor for Cultural and Educational Affairs.

Following the welcoming and opening comments, Brown, Kotani, and Funahashi gave introductions of their courses. The student honorees made outstanding presentations based on their research papers and expertly fielded questions from the audience.

One of the audience members was Jun Yamasaki, a recent graduate of Northwestern University who was a Yanai Tadashi Scholar and is now a PhD student at Stanford. (Photo courtesy Mia Kimura.) Yamasaki, who is originally from Tokyo, was a Stanford e-Japan honoree in 2017. Reflecting on the ceremony, he noted,

I am truly grateful for the continued interactions with the e-Japan program and its students over the years, and in particular, this opportunity to meet the honorees in person. I was very impressed by the unique perspectives from which they viewed the U.S.¨CJapan relationship, as well as the initiative, creativity, and rigorous thought they displayed in conducting the analysis. As I look back on Japan Day five years ago, I remember that my interactions with e-Japan and RSP students¡ªwho were intellectually curious and willing to discuss their opinions¡ªsolidified my decision to apply to U.S. colleges. I hope the students will continue to engage with each other and further build upon their cross-cultural awareness even after the conclusion of their programs.

The RSP and Stanford e-Japan are about to enter their 21st and 9th years, respectively. Many of the alumni are now engaged in various fields related to U.S.¨CJapan relations and continue to give back to both programs by being guest speakers or mentors to the current students. Also in the audience were Stanford e-Japan guest speakers, including . (Photo courtesy Mia Kimura.)

Following the formal event, the student honorees¡ªmost having just met each other in person for the first time¡ªhad the chance to enjoy lunch and a Stanford campus tour together. It is the hope of Brown, Kotani, and Funahashi that the Japanese and American student honorees will continue to strengthen their budding friendships and ensure that the U.S.¨CJapan relationship remains strong.

91³Ô¹Ï is grateful to President Tadashi Yanai for his generous support of Stanford e-Japan and to Chikano Shiroma of the Yanai Tadashi Foundation for her regular correspondence and encouragement. 91³Ô¹Ï is also thankful to the Japan Fund committee at FSI for its generous support of the Reischauer Scholars Program. These courses and the ceremony would not have been possible without them.

The Reischauer Scholars Program¡¯s next application period will begin in September 2023. Stanford e-Japan¡¯s next application period will begin November 2023.

To stay informed of 91³Ô¹Ï news, and follow us on , , and .

Stanford e-Japan is an online course that teaches Japanese high school students about U.S. society and culture and U.S.¨CJapan relations. The course introduces students to both U.S. and Japanese perspectives on many historical and contemporary issues. It is offered biannually by the  (91³Ô¹Ï). Stanford e-Japan is supported by the .

Throughout the entire Stanford e-Japan Program that I participated in fall 2020, I was able to develop the ability to critically consider my perspectives on social issues in Japan. The participants came from various regions in Japan, not only public high schools like mine, but also private schools and international schools. The student backgrounds were diverse, ranging from individuals who grew up in Japan like me to those who were born and raised abroad, with experiences in different countries. Engaging in discussions with such members made me realize that different backgrounds can bring significantly different perspectives and opinions to class discussions. For example, when I read posts on the discussion board from participants who held opposing views, I found myself understanding and accepting their perspectives, while often thinking, ¡°Oh, I never considered that way of thinking before.¡± By listening to the reasons behind their thoughts during class discussions, I also found that my perspectives could be reconsidered. It was the first significant opportunity for me to contextualize myself on a global scale, extending beyond Japan.

At that time, I was on the debate team in high school, and I experienced that I could argue both for and against controversial topics if I had appropriate supporting data. However, I found it challenging to express opinions that were beyond broad generalizations. Stanford e-Japan had a thrilling course design centered around discussions, with a significant portion of the class dedicated to Q&A sessions. Initially, I struggled to express my genuine opinions, and could only provide general arguments that were often heard. I felt quite frustrated with this. However, as the classes progressed, I began to pay closer attention to the various elements behind my opinions, such as my country of birth, my gender, or my experiences that might have shaped my views. I learned from how others formed their opinions, and gradually, I was able to post my original ideas. To this day, this way of thinking remains an important foundation for my aspirations and their impact on the future.

Furthermore, Instructor Meiko Kotani cultivated an open atmosphere throughout the course where everyone was encouraged to think about the course¡¯s progression. We were able to provide feedback on the course and discuss how to utilize our time effectively, and the feedback influenced the design of future courses. It became a catalyst for considering what learning methods were most comfortable for me, as it introduced a different style of learning compared to that of the high school I had attended.

The most memorable module during the 13-week course was about innovation in Silicon Valley, where we compared the industries of the United States and Japan. It was not only fascinating to learn about innovation, which I was already interested in, but also genuinely gratifying to work on the group assignment. In particular, the ability to examine innovation from various perspectives such as ideas, work styles, and economic trends directly relates to my current endeavors, and I still keep in touch with those group members who are now friends.

For the final assignment, I combined the ideas I had been contemplating during my local activities to promote a regional and global understanding of the SDGs with what I learned in the Silicon Valley module. In my paper, ¡°U.S.-Japan Cooperation on Innovative Technology: The Way to Balance Economy and Protection of the Earth,¡± I concluded that by leveraging traditional Japanese lifestyles, combining the strengths of Japanese and American companies, and engaging in joint ventures, we could potentially influence the values of people worldwide and achieve a balance between economic growth and environmental protection. Looking back, the idea of balancing the two things has become elemental to my way of thinking since then.

Currently, I have a strong desire to apply cutting-edge technology in everyday life. I took the entrance examination for the Faculty of Engineering at the University of Tokyo and was accepted. After completing two-year liberal arts education, I will specialize in precision engineering starting next year. My goal is to create a cycle of technology where advanced robotics technology used in space can be applied to solving challenges on Earth, and vice versa. I am excited about working in the space industry, which has always been my dream. To achieve that, I am currently acquiring knowledge in the fundamental study of robotics and learning about business and backcasting methodologies through Deep Innovation Creation Ecosystem (DICE), a research and development-oriented startup community that focuses on fostering talent. In March 2023, I had the opportunity to visit Silicon Valley through DICE, where I observed the robotics laboratories at Stanford and the community of startups and investors. It was an overwhelming experience to meet Meiko Kotani in person for the first time. Additionally, driven by the desire to address social issues while maintaining profitability, I am working on creating a web service to solve mobility challenges for the elderly in Japan. My team has established , and we are planning to proceed with service demonstration experiments in Japanese cities.

The society I would like to create in the future is one that can simultaneously address immediate challenges and achieve long-term goals. Engaging in conversations with diverse individuals allows for deeper consideration of topics and enables us to contemplate what society and the future should aspire to from multiple evaluative perspectives. Although decision-making often requires one to narrow down options to a single evaluation axis, which can be challenging, I believe it will gradually become possible by engaging with many people with a positive mindset.

Finally, I am truly grateful for the opportunity to have participated in Stanford e-Japan and to have met amazing fellow participants. Moving forward, I want to continue learning, form teams, and strive toward my vision with unwavering determination.

For more information about the Stanford e-Japan Program, please visit . Application deadline for the fall 2023 session is August 12, 2023.

To stay informed of news about Stanford e-Japan and 91³Ô¹Ï¡¯s other programs,  and follow us on , , and .

Applications opened today for Stanford e-Entrepreneurship Japan (SeEJ), an online course conducted in English to foster Japanese students¡¯ creative thinking and innovative problem-solving skills to address social issues. SeEJ is offered twice annually in the fall and spring by the  (91³Ô¹Ï) at 91³Ô¹Ï and the non-profit organization e-Entrepreneurship in Japan. It is open to Japanese students in their first and second years of high school. The fall 2023 course will be taught by Irene Bryant and will run from late October 2023 through February 2024. 

The application form is now live at . The deadline to apply is September 8, 2023 23:59 Japan Time. 

SeEJ offers students an opportunity to engage with various scholars and entrepreneurs from 91³Ô¹Ï and beyond through its virtual classes, which are held twice a month on Sundays. The course will culminate in an individual research paper and final group projects. Students who successfully complete the course will receive a Certificate of Completion from 91³Ô¹Ï and NPO e-Entrepreneurship.

¡°When I came across this program, I had to look up what the word ¡®entrepreneurship¡¯ meant,¡± said Juria Kawabe, a student in the summer 2022 session of SeEJ. ¡°Three stimulating months later, I now have a clear vision of what entrepreneurship is, a goal that I desire to achieve, and a countless amount of information about our world¡¯s issues.¡± 

For more information about Stanford e-Entrepreneurship Japan, visit the program webpage. Interested high school students should  by September 8, 2023. 

Stanford e-Entrepreneurship Japan is one of several online courses offered by 91³Ô¹Ï.  To stay updated on 91³Ô¹Ï news,  or follow us on , , and .