Entrepreneurship Bootcamp is an intensive 10-day program for its participants to train their “entrepreneur muscles,” run by Robert T. Huang Entrepreneurship Center of Kyushu University, Fukuoka, Japan, in collaboration with TAKTOPIA, Co.
Members (proudly called "Bootcampers") meet in Boston, U.S.A., form teams to develop original business plans—modify, pivot, and do pretty much anything to make them better—and give a 5-min. pitch to investors in the end.
ExtraordinAIre is a monthly magazine of the Department if Artificial Intelligence and Machine Learning of the best engineering college in Bangalore, Global Academy of Technology.
Key learning points from the anti-conference organized by Business Arena Oy on themes of science-to-business, university-business-cooperation and creating long-term results with short-term projects. Active ownership is the key!
ExtraordinAIre is a monthly magazine of the Department if Artificial Intelligence and Machine Learning of the best engineering college in Bangalore, Global Academy of Technology.
Key learning points from the anti-conference organized by Business Arena Oy on themes of science-to-business, university-business-cooperation and creating long-term results with short-term projects. Active ownership is the key!
This is the presentation used in a Conversation Club class about "The selectivity of natural disasters", the lesson plan that complete it can also be found in this profile
This article captures my journey and experiences in this MindTree Campus Recruit Learning programme, in which I was playing the role of a Mentor/Co-PAL.
One of the modules 'Working in the Media'. We had to create a report based on the placements we did. I worked at Simbrix LTD and alongside Kev Theaker for the 'Dancing England 2019' event.
Gamification, Makerspaces, Minecraft: The Classroom of the Future is NowDouglas Kiang
What Does the Classroom of the Future Look Like?
Educators worldwide are looking at diverse models for the future classroom, ranging from the most innovative college and university spaces, to models of industry and dot-com startups. Perhaps more important than what the future learning space looks like, however, is what students are being asked to do to demonstrate their learning. In this talk, catch a glimpse of what a future classroom might look like, in both its curriculum and its physical space. Come explore the DIY “Maker” movement, and what it might mean for the future. Take a look at how companies like Google foster creativity and innovation, and see what kids’ visions of a “learning center” might look like. Finally, we’ll look at an original way to create stronger community in the classroom using the popular game Minecraft as a virtual learning environment.
Using lego serious play and multimedia blogs to stimulate effective reflectiv...Sue Beckingham
An innovative approach has been taken in the design of the foundation year for a new Extended Degree in Computing, whereby assessment is by competencies in a 120 credit module. The students need to pass 40 competencies to pass. In order to pass a competency they may have to demonstrate this first in class to the tutor where there is a practical element, and in addition the students are required to write a reflective blog post about each competency.
This paper will discuss how the use of Lego Serious Play was used first of all as a means to develop the students' communication skills and to explore effective teamwork and personal skills. The students are encouraged to draw, mind map, take photos or video of any aspect of their learning, and to use these within their reflective multimedia blog posts.
An introduction to reflective practice used the 'what - so what - now what' as a starting point; considered how reflective practice is used by the military who routinely conduct after-action reviews; and then how Gibbs six point reflection cycle can provide trigger points for reflective writing. This provided a pedagogical foundation for why reflection was used, but more importantly for the students it provided why it was beneficial to them both in academia and in preparation for placement or graduate employment.
An abundance of research has highlighted that communication is a skill that all graduates need to demonstrate, and is one our Computing graduates most often need to develop. The outcomes of the blogs to date have demonstrated that allowing students to take a more creative approach to expressing themselves has helped them to become more confident in reflective practice and articulation of their learning.
YOU in a Changing World: Creativity and Personal Development in the age of AIFahri Karakas
This lecture gives an overall perspective about personal development and creativity for individuals interested in creating their careers in our fast-paced era.
Introductions
Introduction to the module
Module Objectives
Module Structure and Assignments
Introduction to Career Management: Careers of 21st century
Self-Making and Creativity
New perspectives on careers and employability
New technologies and acceleration
Your career and new technologies
How can you learn from inspirational careers and outstanding success stories?
Ferran Adria - Michelin Star Chef
Prof. Brian Cox - Professor in Physics
Elon Musk - Entrepreneur, billionnaire
Marina Abramovic - Performance artist
https://medium.com/journal-of-curiosity-imagination-and-inspiration/how-can-you-learn-from-inspirational-careers-and-outstanding-success-stories-d149a0eeba00?sk=f8aa3299aee48d0f1287e4ba9ee0ef26
E4 Youth is a non-profit 501(c)(3) organization in Austin, TX that helps bridge the gap between underserved creative youth and careers within the creative economy. This "Get Creative" Enrichment Curriculum Sample demonstrates our approach to cultivating high achievement from creative learners. Each class starts with a 20 - 30 minute standards aligned (Social Emotional Learning, Texas Essential Knowledge and Skills) activity and transitions into creative projects based on the students' demonstrated interests. Projects are reviewed based on a rubric and students earn rewards that expose them to careers within the creative economy.
This is the presentation used in a Conversation Club class about "The selectivity of natural disasters", the lesson plan that complete it can also be found in this profile
This article captures my journey and experiences in this MindTree Campus Recruit Learning programme, in which I was playing the role of a Mentor/Co-PAL.
One of the modules 'Working in the Media'. We had to create a report based on the placements we did. I worked at Simbrix LTD and alongside Kev Theaker for the 'Dancing England 2019' event.
Gamification, Makerspaces, Minecraft: The Classroom of the Future is NowDouglas Kiang
What Does the Classroom of the Future Look Like?
Educators worldwide are looking at diverse models for the future classroom, ranging from the most innovative college and university spaces, to models of industry and dot-com startups. Perhaps more important than what the future learning space looks like, however, is what students are being asked to do to demonstrate their learning. In this talk, catch a glimpse of what a future classroom might look like, in both its curriculum and its physical space. Come explore the DIY “Maker” movement, and what it might mean for the future. Take a look at how companies like Google foster creativity and innovation, and see what kids’ visions of a “learning center” might look like. Finally, we’ll look at an original way to create stronger community in the classroom using the popular game Minecraft as a virtual learning environment.
Using lego serious play and multimedia blogs to stimulate effective reflectiv...Sue Beckingham
An innovative approach has been taken in the design of the foundation year for a new Extended Degree in Computing, whereby assessment is by competencies in a 120 credit module. The students need to pass 40 competencies to pass. In order to pass a competency they may have to demonstrate this first in class to the tutor where there is a practical element, and in addition the students are required to write a reflective blog post about each competency.
This paper will discuss how the use of Lego Serious Play was used first of all as a means to develop the students' communication skills and to explore effective teamwork and personal skills. The students are encouraged to draw, mind map, take photos or video of any aspect of their learning, and to use these within their reflective multimedia blog posts.
An introduction to reflective practice used the 'what - so what - now what' as a starting point; considered how reflective practice is used by the military who routinely conduct after-action reviews; and then how Gibbs six point reflection cycle can provide trigger points for reflective writing. This provided a pedagogical foundation for why reflection was used, but more importantly for the students it provided why it was beneficial to them both in academia and in preparation for placement or graduate employment.
An abundance of research has highlighted that communication is a skill that all graduates need to demonstrate, and is one our Computing graduates most often need to develop. The outcomes of the blogs to date have demonstrated that allowing students to take a more creative approach to expressing themselves has helped them to become more confident in reflective practice and articulation of their learning.
YOU in a Changing World: Creativity and Personal Development in the age of AIFahri Karakas
This lecture gives an overall perspective about personal development and creativity for individuals interested in creating their careers in our fast-paced era.
Introductions
Introduction to the module
Module Objectives
Module Structure and Assignments
Introduction to Career Management: Careers of 21st century
Self-Making and Creativity
New perspectives on careers and employability
New technologies and acceleration
Your career and new technologies
How can you learn from inspirational careers and outstanding success stories?
Ferran Adria - Michelin Star Chef
Prof. Brian Cox - Professor in Physics
Elon Musk - Entrepreneur, billionnaire
Marina Abramovic - Performance artist
https://medium.com/journal-of-curiosity-imagination-and-inspiration/how-can-you-learn-from-inspirational-careers-and-outstanding-success-stories-d149a0eeba00?sk=f8aa3299aee48d0f1287e4ba9ee0ef26
E4 Youth is a non-profit 501(c)(3) organization in Austin, TX that helps bridge the gap between underserved creative youth and careers within the creative economy. This "Get Creative" Enrichment Curriculum Sample demonstrates our approach to cultivating high achievement from creative learners. Each class starts with a 20 - 30 minute standards aligned (Social Emotional Learning, Texas Essential Knowledge and Skills) activity and transitions into creative projects based on the students' demonstrated interests. Projects are reviewed based on a rubric and students earn rewards that expose them to careers within the creative economy.
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Introduction to AI for Nonprofits with Tapp NetworkTechSoup
Dive into the world of AI! Experts Jon Hill and Tareq Monaur will guide you through AI's role in enhancing nonprofit websites and basic marketing strategies, making it easy to understand and apply.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
2. ACKNOWLEDGEMENT
ere we gratefully acknowledge the’ support we have received,
which has made Entrepreneurship Bootcamp possible.
Particularly, we thank SIGMAXYZ Inc., the Nishi-Nihon City Bank, Ltd., LTS, Inc., ENJEC
Inc., Aso Corporation, HP Japan Inc., for their support for the program. Financial support
provided by JASSO and Kyushu Univ. Fund for the program participants is also noted
with gratitude. Fukuoka City and Teach For Japan have helped in PR and outreach.
Entrepreneurship Bootcamp is part of the EDGE-NEXT program run by MEXT and
received financial support as such. Thank you for helping us create an environment
for Bootcampers to take actions, fail, learn, and grow as entrepreneurs.
本プログラムの実施にあたっては、多くの方々から多大なるご支援を賜りました。
株式会社シグマクシス様、株式会社西日本シティ銀行様、株式会社エル・ティー・
エス様、株式会社ENJEC様、株式会社麻生様、株式会社日本HP様からは、ご協賛、
寄付講座のご支援をいただきました。日本学生支援機構及び九州大学基金からは
プログラム受講生への奨学金を頂戴しました。また、福岡市と認定NPO法人Teach
For Japan様は広報面でご支援くださいました。ここに記して感謝申し上げます。
Entrepreneurship Bootcampは、文部科学省「次世代アントレプレナー育成支援事業
(EDGE-NEXT)」による助成支援を受けて実施されています。
九州大学ロバート・ファン/アントレプレナーシップ・センター特任准教授 松永正樹
3. WHAT’S ENTREPRENEURSHIP BOOTCAMP?
ntrepreneurship Bootcamp is an intensive 10-day program
for its participants to train their “entrepreneur muscles.”
Members meet in Boston, U.S.A., form teams to develop original
business plans—modify, pivot, and do pretty much anything to
make them better—and give a 5-min. pitch to investors in the end.
“Entrepreneurship Bootcamp”は、チーム結成から初期の
ビジネスアイデアを確立するまでのスタートアップ創業
プロセス—いわゆる「0 → 1(ゼロ・トゥ・ワン)」 —を
通してアントレプレナーシップを涵養する実践ベースの
プログラムです。参加者は多様で、国籍・言語・所属等、
まさにグローバルな環境をプログラム内で体験できます。
4. WHO RUNS THE PROGRAM
Main Instructor, Bootcampers’ “Guru”
Ning “Nene” Shirakawa
Program Director
Masaki Matsunaga, Ph.D.
5. roup left the hotel early in the
morning and dropped by a cafe for
breakfast, before heading over to
Harvard Campus for 1-min. pitch of
their business ideas.
See the excitement
in the Bootcampers' faces?
いよいよプログラム初日がスタート。
早めにホテルを後にし、会場となる
ハーバード大学の教室に向かう道中、
キャンパス近くのカフェで朝ごしらえ
です。皆、興奮を隠せない面持ち。
2019.02.26: DAY-1
6. J provided the memorable
first guest speaker for this
year's Bootcamp!
He has the master's degree
from MIT, founded his company,
NVBOTS, based on the world's
first automatic-serial 3D-
printing technology, which he
invented at the age 21, and
has sold that business and
now working on his Ph.D. back
in the grad school of MIT.
2019.02.26: DAY-1
7. 2019.02.26: DAY-1
he ’18-’19 cohort of Bootcampers inspiring each other through
the very first 1-min pitch of their original business ideas.
Bootcampersは、全員「プログラムを通して取り組んでみたい
ビジネスアイデアを考案して、それを1分ピッチ(口頭発表、
スライドなし)で発表できるよう準備してくる」という事前
課題を与えられています。
この日は、全Bootcampers 25名がそれぞれのアイデアを披露。
お互いの問題意識を知り、それを手がかりに
興味関心について話をして、この日の午後、
チームを組成。このときのピッチの様子は
右記のQRコードリンクでご覧いただけます。
Watch Bootcampers’
first pitch in Boston!
9. 2019.02.26: DAY-1
AY-1 was wrapped up
with her iconic "Be a
Rebel" narrative by Ning
Shirakawa, cofounder of
TAKTOPIA, the program
partner of Bootcamp. Ning
shared inspiring stories on
where her family originates,
how she grew up and built
her career, including the
experiences as a consultant
and getting into MIT, and
how/why she has become
an entrepreneur.
10. 2019.02.26: DAY-1
ootcampers' nights are long! Through DAY-1 activities
they all have formed (temporary) teams.
Their next mission is to explore potential customers' painpoint
and identify the problem to solve. For this, to figure out what’s
"out there," they actually must talk to people outside the team
and that's exactly what the members in this picture are doing.
Bootcamp、最初の“洗礼”は、
「顧客と直接話す」こと。
机上の空論を弄ぶのではなく、
ターゲットとなりそうな
人にWEB電話やチャットで
直接アイデアをぶつけて
感触を探る。まずは行動。
それがBootcamp式です。
11. 2019.02.27: DAY-2
fter a long day of DAY-1
(which went until midnight),
Bootcampers took UBER/Lyft in
separate groups to visit Tufts
CEEO, Center for Engineering
Education and Outreach. In this
center of excellence in
engineering education, (↙)
(→) our DAY-2 kicked off with
the lecture by CEEO Education
Specialist, Laura, who has the
Master's degree of education in
technology, innovation, and
education from Harvard.
12. 2019.02.27: DAY-2
ufts CEEO’s renowned hard-fun workshop
using LEGO® Mindstorm®! See how
Bootcampers are building their learning
experiences through trials-and-errors.
Ideate. Prototype. Test. Gain insights. Ideate
again and repeat this process as many times
and as fast as possible. This is the essence of
the design thinking method.
And see Bootcampers' faces
that reflect the beautiful
marriage of learning and
having fun.
Watch Bootcampers’ fun-filled
struggle with LEGO® Mindstorm®
13. COLUMN: Bootcampers help Bootcampers
iyin and Natsuko, survivors of
the ’17-’18 Bootcamp, came
back to Boston this year as the
program assistants. They impart
their experiences, including not
only fun and exciting moments
but also painful struggles, and—
most important, how to find
a way out of those “dark tunnels.”
Bootcampでは、過去の修了生が
プログラムアシスタントとして
現役生をサポートします。艱難
辛苦の経験とそれをどうやって
乗り越えるべきかの知恵を持つ、
頼れる先輩がいることの安心感。
14. 2019.02.27: DAY-2
gain, a long,
overnight
discussions!
Through DAY-2,
most teams have
faced big challenges.
But such challenges
are not negative at
all; to the contrary,
they provide true
learning moments
and, albeit painful,
all Bootcampers
are fully up to
embrace them.
15. 2019.02.28: DAY-3
hristina Qi, Forbes 30under30
(and a lot of many other things
to note) and a cofounder of
Domeyard LP, a hedge-fund startup
commanding $1B/day through AI-
powered high-frequency trading,
shared her life-history narratives.
For one of the most successful
women in her industry, Christina is
amazingly cheerful, friendly, and
engaging, while radiating the idea
that the world—as well as one's
life—can be changed on your own.
16. 2019.02.28: DAY-3
eams break up and get reformulated.
That's the reality for entrepreneurs.
Some Bootcampers had struggled to identify
the issue they find worth committing, and
finally realized that they should change whom
they work with. That’s what happened here.
チーム解散—スタートアップにおいては
ときに避けることができない出来事です。
この日、一部のメンバーたちは深夜まで
議論を重ねた末、それまでとはまったく
別のチーム編成にすることを決断。
ここまで5つだったチームが、
一気に7チームに分かれました。
17. 2019.03.01: DAY-4
ootcampers took a simple
profile analysis to explore their
leadership styles. Each group wrote
down their strengths, weaknesses,
interpersonal approaches they
prefer (and the ones thay don't
appreciate) to deepen mutual
understanding with one another.
劇的なチーム再編から一夜明け、
この日はアントレプレナーシップ
教育分野で全米ランキング#1の
バブソンカレッジで丸一日特別
ワークショップ。他では望めない
豪華絢爛な講師陣、多彩で濃密な
セミナーで学びを深め、プランを
一気にレベルアップさせました。
18. 2019.03.01: DAY-4
ction trumps everything!"
Dr. Yamakawa—known as
the “failure guy”—at Babson
College talked about the
entrepreneurial mindset in
the John E. and Alice L. Butler
Venture Accelerator Building.
Inspiring and energizing,
Dr. Yamakawa’s words stay
with Bootcampers throughout
the program to help them learn
whenever they face failures.
19. 2019.03.01: DAY-4
his afternoon, a total of seven Bootcamper teams gave pitches
to Babson faculty members, including Dr. Mathew Allen, who—
besides associate professorship of entrepreneurship at Babson
College—works as an accountant and consultant, and has held
positions in corporate finance at IBM and Hewlett Packard.
After giving their pitch, Bootcampers engaged in intensive 15-min.
Q&A sessions to receive feedback and seek advices from those
renowned, world's top-notch entrepreneurship scholars.
20. COLUMN: Breakfast for Bonding
ealthy food and hydration is
a key for success, especially
in such an intensive program as
Entrepreneurship Bootcamp.
Every morning, we get together in
a hotel room to share breakfast,
which turned out to be a great
opportunity to make memories
and build bonding among us.
毎朝皆で朝食をともにし、他愛の
ない会話を通してお互いの人柄を
知る。体調管理だけに留まらない、
大切な思い出の時間でもあります。
21. 2019.03.02: DAY-5
y this morning, all teams had
created original ad movies for
a contest! About 12 hours ago,
Bootcampers worked hard after
coming back from Babson College
to modify their ideas and creating
movies that showcase them.
And before lunch, Dr. Keigo
Kawaji from Illinois Institute of
Technology, talked about his
research on MRI and a number
of exciting health-tech projects
he is running.
22. 2019.03.02: DAY-5
n the afternoon of DAY-5, we visited MIT Media Lab.
Quite secretive for MIT standard, given that their research involves a
lot of patents developed with support from the world's most innovative
enterprises and inventions that will be rolled out in 4-5 years—so we
were understandably not allowed to take photos or movies inside.
But inside the building we saw graphically presented neurobiology,
socially engaging robots, biologically inspired fabrication, installations
of emotive computing, bionics, hyperinstruments, and all those human-
centered ideas for learning... Really literally mind-blowing stuff.
23. 2019.03.03: DAY-6
n DAY-6, there was little structure/content being scheduled,
and Bootcampers claimed the freedom to use most of the day
pretty much as they liked.
Then in the evening, we visited a hostel in the city to meet a group
of about 40 high school students from Japan, who came to Boston
for their leadership skills training.
Before mingling, Bootcampers gave a 5-min. pitch to high-schoolers
as a rehearsal for the mid-term pitch scheduled on the day after.
この日は、一日フィールドワーク。各チーム、それぞれ自律的に
プランを立て、ボストン市内で聞き取り調査を行ったり、企業を
訪問したりして自分たちのプランニングを煮詰めました。
25. 2019.03.04: DAY-7
oday is a big day for Bootcampers! Assembling in a classroom
on Harvard Campus, they gave practice pitches to each other
and exchanged feedback (Bootcampers help Bootcampers!).
プログラム7日目。今日は、ベンチャーキャピタリストを招いて
中間発表を行います。写真はまさにその直前、プラン内容を詰め、
発表の練習に余念がないBootcampersの様子です。
26. 2019.03.04: DAY-7
ntrepreneurship Bootcamp mid-term pitch event!
A total of seven teams stood up in a Harvard
classroom to give their pitches to Kirk Aleman,
a serial entrepreneur, consultant, mentor, and
successful venture capitalist.
The ideas ranged from reducing plastic wastes in
Jakarta to devising a new architectural technology
to utilizing VR for career development to developing
a passion-based community for the youth.
Great Q&A sessions followed, and Bootcampers
received warm, constructive, spot-on feedback.
27. 2019.03.05: DAY-8
his morning, we visited CIC, Cambridge Innovation Center, and
Venture Café. CIC is a for-profit organization that provides co-
working spaces/offices and meeting rooms for budding startups,
while Venture Café is an NPO that organizes and hosts a *large*
number of meetups, keynote talks by significant figures, and more for
entrepreneurs at all stages, as well as all sorts of non-entrepreneur
stakeholders who are interested in finding, helping, and working with
entrepreneurs. They have many branches, including the one in Tokyo,
Japan ( http://venturecafetokyo.org/ ).
28. 2019.03.05: DAY-8
lad Shoushan, MIT Sloan School of Management MBA-holder
and the founder CEO of READY4, which is "the" #1 study-app
platform for prospective students who aspire to be admitted to
premiere universities in the U.S., such as Harvard, MIT, Stanford, etc.
Laid back, confident, and radically
open-minded, Elad generously
responded to the many questions
Bootcampers eagerly asked after
his fun, exciting presentation.
29. COLUMN: Friendship in the Hardship
oment of comradeship captured.
Here in this photo you see a reason why Bootcampers stay connected
and have fun reflecting back over the hyper-intensive, hyper-stressful,
and hyper-yeah-whatever program called Entrepreneurship Bootcamp
even years after their program gets done.
They find friendship of their lifetime.
30. 2019.03.05: DAY-8
en Ortega, an ex-MITBootcamper and *yet* another great
entrepreneur Bootcampers had the fortune to get inspired.
Cheerfully animated and absolutely giving, Ben shared his personal
stories of growing up in a poor family in the Boston area, piling
up the experiences through his job history, and joining
MITBootcamp to realize his career as an entrepreneur.
31. 2019.03.06: DAY-9
abian Jarrin, left, is taking feedback from Natsuko Kitagawa, right,
who is the survivor of the last year's Bootcamp. It goes a long way
when your experience finds someone who is appreciative and willing
to integrate it into his business idea. Bootcampers help Bootcampers.
プログラム9日目。いよいよ、
最終プレゼンテーション前日。
ここにきて、アイデアに迷いが
出始めたファビアンに、昨年度
修了生の北川さんから「自分が
変えるべきと感じるなら今から
でもプランを変えた方がいいよ。
そうすれば後悔しないから」と
貴重なアドバイス。
32. 2019.03.06: DAY-9
ntrepreneurship Bootcamp gets into
DAY-9 of its 10-day schedule.
The clock is tickling. Tickling faster than
it should, at least you feel so.
It is now exactly 24 hours before
the final pitch event and the seven teams
of Bootcampers are not wasting a second
to improve their ideas.
他のチームのメンバーたちも、それぞれに
アイデアの詳細、プレゼンテーションへの
臨み方、そして何より自分たちがプランに
こめた想いの確認に余念がありません。
33. 2019.03.07: DAY-10
ere we are once again on
Harvard Campus.
The air is chilly, but the snow on
the roads has been cleared and
the sun is encouragingly shining.
Bootcampers now get on their
way to the final demo event to
pitch their ideas.
一夜明けて、最終プレゼンテー
ション当日。気温マイナス10℃、
目が覚める冷気と快晴の青空。
34. COLUMN: Cool Depot for the Squad
lover is an emerging sandwich place
that has started as a small foodwagon
and now commands several stores in town
( https://www.cloverfoodlab.com/ ).
They focus on local ingredients (all breads,
meat, vegetables, etc. come from within MA)
and producing healthy, delicious foods.
And—all Bootcampers love their stuff!
ハーバードスクエアの一角に店を構える
Cloverは、食材の地産地消にこだわりつつ、
ヘルシーで今風のサンドイッチやスープを
供する人気店。今回のプログラムでも
Bootcampersの憩いの場となっていました。
35. 2019.03.07: DAY-10
inally, Bootcampers reached
the stage of the final demo day!
Twenty-five Bootcampers,
seven teams, each with unique and
distinctive ideas (see below).
Bootcampers’ Ideas in Brief
36. 2019.03.07: DAY-10
wo expert judges provided sharp, spot-on, and
yet constructive feedback for Bootcampers.
それぞれの深い問題意識から生み出された、
Bootcampersたちの7つのビジネスアイデア。
これまでの10日間で紡ぎあげた強い想いを
5分という短い時間に込めたプレゼンの後には、
経験豊富なVCと熱い質疑応答が交わされました。
37. 2019.03.07: DAY-10
iving a pitch in-house wasn't our goal.
After the intensive 10-day program,
Bootcampers are now determined to pursue
their idea, so eager to make it happen for real.
Toward that end, they went to Venture Café,
the meetup center near Kendall Station, and
formidably talked about their business plans
to pretty much anybody up there.
Bootcampは、「内輪」でのプレゼンだけでは
終わりません。この日の夜はボストン市内の
ミートアップ施設に飛び込み訪問し、現地の
投資家や実務家にアイデアを披露。なかには、
帰国後正式な面談のアポを入れたチームも。
38. PAST BOOTCAMP MEMBERS
ehdi Hasan, ’17-’18 Bootcamper
Having 8 yrs of work experiences and Ph.D. in information
science at Kyushu University , Mehdi currently* is in New York,
U.S.A., pursuing his project, “dot+,” which aims to provide low-
cost health-tech service for the people in Bangladesh.
in Dong, ’17-’18 Bootcamper
While working on her Ph.D. in integrated sciences for global society
at Kyushu University, Xin has founded Global Connect Fukuoka to
establish cultural, professional, and entertainment bridges across
China and Fukuoka, Japan. Among many things
to note, GCF now collaborates with ByteDance,
a rising star in China that runs TikTok.
* As of Spring, 2019