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Category: Grade 8 (page 1 of 3)

GCD Core: Community Engagement

For the past 2 years I have been part of Refugee International Japan (RIJ) group. In RIJ we fundraise during school events, which we send them to NPO RIJ. This NPO use our funds to invest to support refugees all over the world.

My first RIJ fundraising that I participated was during PTSC in September 2017, where we sold postcards, which was relatively successful as we were able to sell sufficient amount of cards. We then sold postcards along with keychains during food fair 2017, but this was not as successful as not as many people came to where RIJ booth was. This was an important lesson for me, as it made me think of ways that could raise school community’s awareness towards refugees around the world and the RIJ.

The most significant event that RIJ hosted, was the Live Aid in March 2018. I personally suggested several activities that should be played during Live Aid, and it was a great opportunity for us to interact with school community and raise awareness of refugee status and RIJ.

On September 24 2018, we hosted a bake sale, where we sold Tapioca Tea during school recess. Before selling the tea we all had a discussion on who brings what, and I volunteered to bring 2L of milk tea, and help to set up the booth. We also had a long discussion regarding price of the tapioca tea, as it will be very important for us to gain money, but at the same make students and teachers buy them, so it was hard for us to have a balance between demand and supply. Eventually, thanks to all RIJ members’ collaboration, this sale resulted in great success, that tapioca sold out very quickly. I also think that warm weather also made students and teacher want to drink the cold tapioca tea.

During food fair 2018, we decided to sell fully hand made keychains, along with postcards. I was participating in selling procedure for 1 hour. However, for the first twenty minutes we were not able to sell as much, because we were quiet, and RIJ booth was in front of Language Building, where not many people came. So, me and my partner decided to move to entrance of cafeteria, where there were more people, and we started saying “Buying this will help you save refugees around the world”, both in English and Japanese. Because of this, a lot of people started buying keychains and postcards, that by the end of our shift there were only few keychains left. Through this, I also learnt that showing passion, location and creativity is very crucial in raising community’s awareness towards RIJ and refugees.

Participating in RIJ not only helped me to learn about refugees around the world. However, along with geography class (which I take), I was also able to learn how we can help refugees, and the ways that we could raise awareness of community towards RIJ and refugees. For example, not only selling postcards and keychains, but with passions, and I also learnt the importance of thinking how we can get more communities’ attention, which can lead to increase in RIJ’s revenues, and more awareness towards refugee, which may lead to change in something. As aforementioned, this was evident during food fair 2018, after finding out that it is not a good method just to sit and wait for people to come, we decided to move to another place, and started talking to people passing by, and because of this, more people stared talking to us, and bought our product. Moreover, through Tapioca Sell, I learnt the importance of considering not only  RIJ ourselves (revenue, profit), but also customers into account (price, what they want in this weather), so that both RIJ and communities will be satisfied, and if customers are more satisfied, then there will be more awareness towards refugees around the world.

Me selling Tapioca Tea during morning recess on September 24 2018 

GCD Area of Expertise: Leadership

I have been playing YIS Varsity Tennis since 9th grade. Until last year (11th grade), thanks to captains I did not necessarily took leadership, but rather specifically focus on my tennis performance. Moreover, after my match I used to just relax and doing personal things, while I did not often go watch my teammates play or cheer them.

However, now that I became co-captain this year, this changed. This is the first time I ever take leadership in any kind, so I was very nervous whether I can lead the team, but at the same I wanted to try myself as well. As a captain of the team, not only I need to focus on myself, but also the whole team. I would need to look after my teammates (communication, during practices), cheer them, give them advices (tennis skills, mindset, points about opposing player if I have seen him before) support them based on my 4 years of tennis experiences.

Based on what captains were doing in the past 3 years, I did not find it as difficult as I was thinking all I need to do was to just communicate well, and support my teammates. However, being captain turned out to be very difficult on the first match of the year against St Mary’s in September 1, 2018.

After the loss of my match, I was thinking about what went wrong, and what I need to improve. I was also eating lunch, and doing my personal things. However while I was doing it time passed very quickly, and I was not able to watch teammates play and cheer them. Some of my teammates also lost, so I regretted that if I cheered them then maybe they might have won.

This experience taught me the importance and difficulty of being a captain, especially in terms of sacrificing myself a bit to help the team by encouraging my teammates and so forth. My first experience as a captain definitely helped myself on the next match against CAJ on September 28, when YIS beat CAJ by 4-1. I personally won the match as well, and after the match  I was able to watch teammates play, cheer them, and give advices which I was not able to do on the last game against St. Mary’s, although this is one of the key roles that captain should play. From this match, I further learnt the importance of not only caring about myself but also everyone in the team, by leading, cheering and giving advice, which would guide to success as a player but also a team.

After the October break, we will be having our final tournament, Kanto Tournament, which would be the last match for me to play for YIS. As a compilation of what I’ve done as part of Varsity Tennis, I am looking forward to perform at my best, but at the same time have leadership as the captain.

Me playing against CAJ on September 28 2018.

Chapitre 6: Mise en Train

    1. Where did Céline and her friends go for the day?
      They went to a castle called Chateau de Chenonceau.
    2. How did they get there?
    3. How did they find out about the history of the château?
    4. What did they do at the château?
      They walked around and inside the château.
    5. What happens at the end of the story?
      Hector got stuck in the river.
    • n’est pas allé au château? Bruno
    • a visité le château? Céline, Hector, Virginie
    • a trouvé Chenonceau magnifique? 
    • a lu le guide du château? Céline
    • a dit qu’il y a des gens qui disparaissent? 
    • a disparu? Hector
    • a cherché Hector partout? Céline et Virginie
  1. Ce week-end, je suis allée visiter le château de Chenonceau. C’était magnifique! On est parti les billets à la gare et le car à 8h10. On est arrivés à Chenonceaux à 8h55. On est allés directement louer des vélos. J’ai lu mon guide du château à haute voix, mais Hector n’écoutait pas. Il nous a dit que des gens disparaissent dans les châteaux, mais je ne l’ai pas cru. Après la visite guidée du château, on a remarqué qu’Hector n’était plus là! On l’a cherché partout, mais il avait disparu sans laisser de traces! La suite au prochain numéro…
  2. 1. ask for an opinion?  – BrunoC’était comment? Ça t’a plu?
    2. express enthusiasm? – Céline: Oui! C’était magnifique! Quelle aventure, je te dis!
    3. express disbelief? – CélineJe ne te crois pas.
  3. Je pense que je vais demander quelqu’un puissant pour tier Hector, où aller demander les persons dans le château pour prêter une échelle.

Le Compte de Monte – Cristo: Chapitre 2

1) Faux
2) Vrai
3) Faux
4) Vrai
5) Faux
6) Vrai
7) Vrai

1) Face à Edmond Dantès, Monsieur de Villefort est d’abord surpris de recontrer un garçon qu’il trouve sympathique.
2) À toutes les questions qu’il lui pose, Edmond Dantès repond de manière franche.
3) En se rendant sur l’île d’Elbe, Edmond Dantès a imprudent.
4) Monsieur de Villefort éprouve un sentiment d’haine.

1) c
2) a
3) d
4) b

a) Ville fort est rentré a son marriage
b) Dantés ne crie pas pour l’appellent
c) Un policier le menace de son pistolet

Le Petit Nicolas Chapitre 3

1) Non, ils n’étient pas contents de le voir.

2) Il est resté derriere de la classe pour écouter des élèves

3) Il est resté devant de la porte.

4) Non, il n’est pas le bien surveillant.

5) Ses lunettes et la livre de l’arithmetique.

6) Il ont eu le nez gonflé parce que il était devant de la porte quand le Bouillon a la ouvri.

7) Le porte

8) Il est énerve parce que les enfants l’appele le Bouillon.

9) Ils ont tout crié.

10) Oui, il y a des surveillants dans ma école.


French Chapitre 11: Mis en Train

Activitité 1:

1) It’s summer as they talk about what they would do during the summer holiday.

2) Ahmed is planning on going camping, and then work at gasoline station.

3) Ahmed is going to work at gasoline station because he needs money to buy his new scooter.

4)Florent is going camping in UK to learn English.

Activité 2:

Ahmed a l’intention d’aller dans les Alpes.

Ahmed a l’intention de travailler en Arles.

Florent a l’intention de rester en Arles.

Magali a l’intention de partir en colonie de vacances.

Magali a l’intention d’aller voir ses cousins.

Ahmed a l’intention d’aller à la montagne.

Ahmed a l’intention de faire du camping.

Activité 3:

1) Faux

2) Vrai

3) Vrai

4) Faux

5) Faux

6) Faux

Activité 4:

1) Qu’est-ce que vous allez faire… ?

2) C’est super joli…

3) C’est génial!

4) Je n’ai pas encore décidé.

5) Pourquoi est-ce que tu ne… pas?

6) Je préfère…

Activité 5:

Je préfère jouer au tennis. Parce que c’est un sport génial, est je sens très comfortable quand je frappe la balle. Et j’adore voyager aussi parce que je peux faire ce que je veux, comme nager à la mer. Mais, je devrais étudier pour préparer l’année prochaine.

French Chapitre 10: Mis en Train


Activitité 1:
1) Because there is Sophie’s birthday upcoming on the next day.
2) T-shirt and jeans.
3) Something original and not expensive (?).
4) The green skirt.

Activité 2:
1) Magali
2) La vendeuse
3) Hélène
4) La vendeuse
5) Hélène
6) Magali
7) La vendeuse
8) Magali

Activité 3:
1) le jean et le tee-shirt d’Hélène

Activité 4:
1) b
2) a
3) c
4) d

Activité 5:
1) Je ne sais pas quoi mettre.
2) C’est simple et agréable à porter.
3) J’aimerais quelque chose de…
4) Je fais du…
5) C’est pas tellement mon style.
6) Est-ce que vous l’avez en… ?

Activité 6:
J’aime le style de Magali, parce que le style d’Hélène est trop simple, et barbant. Je pense que nous devons porter quelque chose spécial.





Facts about Eidetic Memories

Big_Ben_on_a_rainy_evening_in_London_by_Stephen_Wiltshire_MBE(Big Ben on a rainy evening in London, drawn entirely on the basis of memory by Stephen Wiltshire.)

2nd one:

In this project, I researched on eidetic memory, and from now on, I will show the full quote from Wikipedia and society of Neuroscience.

“Photographic memory is a term often used to describe a person who seems able to recall visual information in great detail. Just as a photograph freezes a moment in time, the implication for people thought to have photographic memory is that they can take mental snapshots and then recall these snapshots without error. However, photographic memory does not exist in this sense. ” (From Society of NEUROSCIENCE)

“Eidetic images are available only for a small percentage of children aged between six and twelve and are virtually nonexistent for adults. Extensive research, however, has failed to demonstrate consistent correlations between the presence of eidetic imagery and any cognitive, intellectual, neurological or emotional measure.” (From Wikipedia)

“It is easy to demonstrate this by asking people who think they have photographic memory to read two or three lines of text and then report the text in reverse order. If memory worked like a photograph, these people would be able to rapidly reproduce the text in reverse order by “reading” the photo. However, people cannot do this.” (From Society of NEUROSCIENCE)

“Memory is more like pieces of a jigsaw puzzle than a photograph. To recollect a past event, we piece together various remembered elements and typically forget parts of what happened (the color of the wall, the picture in the background, the exact words that were said). Passing over details helps us to form general concepts. We are good at remembering the gist of what happened and less good at remembering (photographically) all the elements of a past scene. This is advantageous because what is important for memory is the meaning of what was presented, not the exact details present at any given time.” (From Society of NEUROSCIENCE)

However, there are skeptical ideas about eidetic memory…

“The American cognitive scientist Marvin Minsky, in his book The Society of Mind (1988), considered reports of photographic memory to be an “unfounded myth.”[12]

An example of extraordinary memory abilities being ascribed to photographic memory comes from the popular interpretations of Adriaan de Groot’s classic experiments into the ability of chess grandmasters to memorize complex positions of chess pieces on a chess board. Initially it was found that these experts could recall surprising amounts of information, far more than nonexperts, suggesting eidetic skills. However, when the experts were presented with arrangements of chess pieces that could never occur in a game, their recall was no better than the nonexperts, suggesting that they had developed an ability to organize certain types of information, rather than possessing innate eidetic ability.

Scientific skepticism about the existence of photographic memory was fueled around 1970 by Charles Stromeyer, who studied his future wife, Elizabeth, who claimed that she could recall poetry written in a foreign language that she did not understand years after she had first seen the poem. She also could, apparently, recall random dot patterns with such fidelity as to combine two patterns into a stereoscopic image.[13][14] She remains the only person documented to have passed such a test. However, the methodology of the testing procedures used is questionable (especially given the extraordinary nature of the claims being made)[15] as is the fact that the researcher married his subject, and that the tests have never been repeated (Elizabeth has consistently refused to repeat them)[16] raises further concerns.” (From Wikipedia)

Even though some people say that the eidetic memory exists in real life, I don’t think that exists, because even though Mr Stromeyer’s wife claimed that she could recall the poem written in unknown language and combine these dots, maybe it’s not real, and maybe she just lied (?). Also, other quote that I can say that is that even though the top chess player in the world still couldn’t recall the positions of the chess pieces, while they were able to recall the possible positions, they couldn’t recall the impossible positions. In my opinion, top chess players should be able to recall the positions of pieces even though it wouldn’t occur in real life. Also, I think that even though the woman has extraordinary memory ability, it’s almost impossible to memorise the image in very short time with high detail, and recall it quickly. Also, there is no evidence of it existing either. That’s why I disagree with the thought of eidetic memory exists in real life. To prove that eidetic memory exists, I think that the researchers should experiment 1000 people in the same way they did to Mrs Stromeyer. I think that if more than 50 people managed to recall the information, this means that the eidetic memory exists, then the there would be huge surprise to researchers who believes that the eidetic memory exists. And also, it would be even more reliable if researcher managed to find the way that phenomenon works in brain, and even though it didn’t work, the result would be better and everyone would be convinced if they proved why it didn’t work.

Works Cited

Larry, Squire. “Is Photographic Memory Real? If So, How Does It Work?” Ask an Expert. SOCIETY for NEUROSCIENCE, 17 Apr. 2013. Web. 4 May 2015.


1st one:

Eidetic memory is a term often used to describe some people who are able to recall visual information in great detail. As a photograph freezes a moment in time, the implication for people thought to have photographic memory is that they can take mental snapshots and then recall them without any error. However, eidetic memory doesn’t exist in 5 senses. Quite rare children between approximately six and twelve years old have eidetic memory, but normally that phenomenon wouldn’t  exist when they became adults. However, some adults have phenomenal memories (doesn’t have to be only images), they aren’t able to recall them back and draw in high detail.

Of course many people can memorise the texts and write them in the piece of paper. Also, if that memory worked for a photograph, it would be so much easier to show the audience how did it looked like and to prove about things that happened, but unfortunately people aren’t able to do this, which means they have to write a long essay to explain how did it feel and look like.

Normally, memory is like pieces of jigsaw puzzle rather than photograph. To recall the past event, we put pieces of information about events, for example emotion you felt, and where you were etc. We are good at remembering the point of what happened and less good at remembering everything of a past event. This is advantageous because the important part for memory is the meaning of what was presented, not the exact details present at any given time. 

However,  there are also some skeptical ideas about eidetic memory. The American cognitive scientist, Marvin Minsky, said that reports of photographic memory to be an “unfounded myth.” An example of extraordinary memory abilities ascribed to photographic memory is from Adriaan de Groot (famous Dutch chess player)’s experiments into the ability of chess grandmasters to memorise complex positions of chess pieces on a chess board. Initially many scientist thought that the experts could recall surprising amounts of information, far more than non-experts, suggesting that this occurs because of eidetic memories. However, when the experts were presented with arrangements of chess pieces that could never occur in a game, their recall wasn’t  better than the non-experts, suggesting that they had developed an ability to organise certain types of information, rather than possessing natural eidetic memories.

For me, I think that the eidetic memory exists in real life, because even though the chess players couldn’t recall the impossible positions of the game, some drawers still can draw a drawings of moments they saw in real life. However, it’s still a shame that normally this phenomenon wouldn’t exist any more when people became adult. However, I want the research team to test whether the adults don’t have eidetic skill and prove why, so that more people would be convinced. In this way, I learnt that the proving is the best way to convince people, and without proving, there might be argument and fighting. So that the proving and convincing is the most peaceful way to end the argument.

Works Cited

– “Eidetic Memory.” Wikipedia. Wikimedia Foundation, 5 May 2015. Web. 06 May 2015.

– Larry, Squire. “Is Photographic Memory Real? If So, How Does It Work?” Ask an Expert. SOCIETY for NEURONSCIENCE, 17 Apr. 2013. Web. 4 May 2015.

Drama: Persuasive Speech Reflection

In drama class, we were told to chose global issue that might affect our lives, and present the persuasive speech on information I got to the classmates. So, I decided to research and present on drugs.

From now on, I will list up the things that went quite well: 

– I am quite confident with my information, because I researched as much as possible and I tried to summarise as much as possible. Also I put quite a lot of effort in conclusion, so that people would understand and see what I wanted to say.

– I think my speech went well. Before the speech, I was so nervous because I was wondering whether I can speak clearly, and not to get stuck during the speech. However, During my speech, I didn’t get stuck and I think I spoke clearly than I thought. That made me quite confident, and I should make good use of this result.

However, there are also something that I could improve:

– I could speak more confidently. The reason for this is that during the speech, I wasn’t looking people’s eyes, which means I didn’t make an eye contact. This would affect the speech a lot, because if I kept looking down, people would think I am nervous, so that they might found my speech boring. So next time, I will try to look at people, and not to rely on the paper. I believe this would make the speech better.

– I think I looked physically locked during the speech. I was a bit disappointed because my shoulder and body was completely locked. I think I was nervous like I mentioned before. Also my face looked very sad and scared. This would make the listeners uncomfortable, because I was locked and I looked so scared. So next time, I will try to look happy, and relaxed that I can move my body. This will make the people so much comfortable.

I liked Aitor’s presentation. His speech was clear, and he looked very confident while he was speaking. I think that his speech was the one that represented the speech the most. His topic was to convince rich businessman to donate to the poor people.

During the speech, he captivated the audience’s attention. He was speaking very confidently, and he was making eye contact, which made the audience comfortable. He talked in detail, and he also had a bit of sense of crisis about current situation, which made us think a lot. He had good body movement (?), and his arms are moving effectively to show example. His voice was clear, that was easy to understand. As I mentioned before, he was talking very confidently when he was presenting, and his content also related to the topic, which made for a good persuasive speech.

Things that he could improve was to improve on evidence and data. I think typical businessmen would want to know the data before getting into conclusion, however, his speech had more assumption than factual data. If he improved this speech, I believe there is nothing we can say that his speech will become so much reliable. However, Aitor had good detail in his speech that persuaded us a lot.

Motion Graphs

In science class, we worked on motion graphs and how to create different patterns. Here are some of the lines we attempted to recreate by using a motion sensor.


Our first goal was to create a straight line, and we did this by keeping the motion sensor still.

Screen Shot 2015-02-06 at 14.50.16



Our second goal was to create a line that increased and decreased slowly. To do this, I walked towards the motion sensor at a constant speed, and walked away from the sensor at the same speed.

Screen Shot 2015-02-06 at 14.54.11


Screen Shot 2015-02-06 at 14.54.44



Our third goal was to create a zig zag, and we created this by moving back and forth in a fast speed.

Screen Shot 2015-02-06 at 15.00.25



After completing Part A of graphing, we moved onto the next challenge, to try to recreate a line. To complete the first challenge, we used the ceiling and moved the sensor up and down. We first started a meter from the ceiling, holding the sensor above our head. Next we tried to lower the sensor in order to follow the increase in slope. We tried to keep the sensor still to create the straight line, and then we slowly stood up again, ending with a straight line, as shown on the graph.





After multiple challenges, we moved onto the next challenge, Part D. (We were told to skip C as we were running short on time and we should try a graph with velocity as the y axis). Although we were not very successful, to recreate the graph here, we used a white board, and one of us walked back and forth. Zen first stayed still, and then moved back quickly in order to create the vertical line. Next, Zen walked back maintaining the same speed (0.5 meters per second). I took a giant leap forward, stayed still, and took another leap forward, and ended by walking at the same speed as before, however in a different direction (0.5/s). As you can see, it wasn’t successful.




Lastly, we tried to complete task E. Here, we had to start by walking backwards in a slowly increasing speed. Next, we tried to keep that speed, followed by a giant leap towards the sensor. Then we walked in a fast speed in a forward direction, ending it with sudden stop. As you can see, we couldn’t do it successfully at all.






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