GCD Reflection Global Understanding – Cambodia Trip

The Cambodia trip was an exceptional learning experience for me in many perspectives. I believe my participation and multiple learning outcomes shows my engagement to the community, namely the HOPE Cambodia service group as an extracurricular activity, and also the NGO HOPE International Development Agency through the Cambodia trip. The experience has taught me Power/Privilege in the following ways:

Firstly, it allowed me to demonstrate engagement with issues of global significance, as I interacted with communities outside my own local areas, or in other words, another country, which allowed me to broaden my perspective of economic issues such as poverty in a more global scale.One of the biggest things I learned was the importance of access to clean water, which I have an privilege to having easy access, because of economic resources. Although I had prior knowledge about clean water, they were quite superficial because they were from news and other internet websites about water. However, during the trip we visited a two families on the waiting list for a well, and we came face to face with their harsh lives of having to get water (which was contaminated and unsafe) from a stream 1 km from their homes. This really was a moment when I realized the difference installing wells can make – it provides safety from illnesses such as typhoid, it allows families to grow more water rich crops which increases their income, and it reduces their labour from having to walk all the way to a river.

The trip also taught me about the power from a political perspective, through learning about the radical communist party Khmer Rouge, and the impacts it has had on the country. Khmer Rouge had forced most of the areas in Cambodia to become rural farmlands, and it is still apparent in the present that many areas in Cambodia, such as Pursat where we will be visiting, still economically developing, and is an impoverished rural area. Additionally, the Khmer Rouge did not favor high education, in fact executed many intellectuals, and focused children to work for agricultural labour, rather than encouraging them to go to school.

I’ve attached a video I made after the trip about the things we did. Kim Leng from HOPE is also (very briefly) in the video – it was such an honor to meet her and learn things about Cambodia from her.


GCD Reflection Intercultural Communication – Bilingualism

Being Bilingual

I have grown up speaking two languages Japanese and English. Being bilingual allowed me to realize how different my attitude and register between speaking the two languages. For example when I speak English I tend to be more confident. So when I’m in a position where I teach, like when I tell my friends something about school, I tend to speak English. Although this is influenced by the fact that I learn most of the material in English, I also found my self talking about a Japanese literary work in English, and I found myself more comfortable. On the other hand, when I speak Japanese I tend to be more modest and respectful. For example, when I talk to a new student or a when I ask a classmate favor, I find myself using Japanese, because it has a more polite tone. Additionally, although not quite about language, I noticed that when I talk to someone older in English, I find myself doing typically Japanese gestures such as bowing, or using passive/indirect expressions.

Learning Korean

Inspired by a friend who speaks 3 languages, English, Korean, and Japanese, I started to learn Korean online (outside of classes). I definitely still a beginner, but I find it fascinating that there are many similar pronunciation between Korean and Japanese words. For example, library in Japanese is “To-sho-kan”, while in Korean it is “Do-seo-kwan”. I found this interesting because it shows the way words diffused across countries, and how words were traded long time ago.

GCD Reflection Community Engagement – Combatting Human Trafficking

I have joined the combatting human trafficking group from the start of G11 and am continuing to contribute to it in G12 as well. So far, the CHT group has worked alongside with the NGO Lighthouse, founded by Shihoko Fujiwara. The NGO has greatly contributed in taking action against human trafficking through consultation services, educating the law enforcement/government officials, organizing awareness campaigns and lobbying the government to change legislations.

CHT has made continuous communication with Lighthouse, which has made us aware of the ongoing issue of human trafficking in Japan, and the severe situation the victims need to go through. Through donations and advocacy, we seek to make a change, and push for a difference.  CHT can support the Japanese community by spreading the knowledge that we’ve gained through our time working as a group – this is through actively communicating to our people in our school community during food fairs and other school events, and bringing it up our interpersonal time, such as transferring it to our school subjects, or sharing our knowledge to our parents. I am committed to promoting Lighthouse, and making sure younger students would be interested in joining CHT in order to continue YIS’s support to the NGO. Personally, I contributed to this, by attending speaker events, advocating for the cause and promoting the NGO during food fairs and other school events.

I believe this has contributed to the Japanese community,  because it diffuses the knowledge beyond the school community. Perhaps  once we talk about it to our parents, they’ll talk about it to their friends or relatives. This helps to make our knowledge on human trafficking more common among Japanese people, which is a small step to making a change, especially since the Japanese government still has this attitude to overlook the serious national and international issue of human/sex trafficking.

From this experience, I learnt practical skills, such as  the skill to organize effectively. As mentioned before, we’ve had the honor to invite Lighthouse to our school for speaker events, but this required operative organization and effective collaboration, which I believe I have developed more through this experience. Additionally, I also learnt the skill to communicate effectively – for example, in food fairs we are aware that we have both parents and elementary students visiting our booth, so we make pamphlets about our cause in both levels of language (one type of pamphlet for small kids, and one type of pamphlet for adults). This is needed because sometimes our younger audience could have a difficult time understanding what human trafficking is, and we can potentially get complains from parents by telling their children something that is stigmatized. For these reasons, the experience has taught me the skill to critically think what an appropriate form of communication is for our audience, to fully fulfill our purpose to raise awareness.

GCD Reflection Artistic Expression – K8

In the koto ensemble as an extracurricular, some of us have participated in a sub-unit called K8 to perform certain music pieces other than the ones from school. We participated in a koto competition held by publisher Shueisha at the Tokyo International Forum on January 2. Leading up to this event, the 8 of us met up during the break several times to practice and rehearse. This effort, and thanks to the initiative and leadership by the seniors in the group, resulted in us winning the competition in first place.

I believe my participation showed that challenges were undertaken, because we were up against professional koto players from Tokyo University of Arts and other incredibly talented people. Additionally, among the judges of the competition was the actual composer of the music piece we were playing, so we felt a huge pressure to meet up to his expectations and the way he wants to hear the song. Despite the pressure, I believe we were able to convey the hard work we’ve put in to both the judges and the audience, and we were able to enhance the beauty and essence of the musical piece. I developed new skills, because during the process of practicing a rehearsing, I really felt the challenges of synchronizing with the group whilst focusing on your own part, but by the last days of the rehearsals, I felt that I was able to do them simultaneously, whilst making the music sound whole as a group.

GCD Reflection Public Communication – KMUN

KMUN was my first conference, and everything was new to me. During the conference I learned how the discussions and debates work, such as how to make an amendment, and how to effectively present your amendment. I also learned practical things like the specific terminology and the procedures, such as how a draft resolution should look like, and how to evaluate it.

This was also a great opportunity to use all background knowledge on global issues – the debate was based on nuclear acquisition amongst rogue nations and mars colonization. Despite contributing to the discussion with my full effort, I was disappointed at how little I knew compared to the other delegates, which allowed me a to set a new goal to be more intuitive with global news. However, I believe that I did challenge myself into acquiring a new skill, because this was my first time practicing public speaking skills. Additionally, the issue in which was debated showed global significance, because around 20 different delegations came together to debate global issues that can impact the future of this world.

Hogaku Concert: Performance Reflection

Whilst practicing, my areas of focus were synchronisation and dynamics.  The genre of this song was minimal, and so although the two parts within the piece were not perfectly together, there was a clear harmonic pattern. This made it quite difficult for the group to identify what the correct overlapping tune was, because the song was intentionally made to not be perfect yet there was a correct answer. Unlike individual practice, practicing during class periods allowed us as a group to hear each others part as well, so I gradually got the idea of what the music piece was supposed to sound like. By the end, I had improved the synchronisation by a lot, as I was able to tell between when the two parts were off, and when it was played correctly.  Playing the song correctly itself took the group some time, and our next step was to polish the song and making it more musical by adding dynamics and other factors. I did improve, as did the entire group, because when we watched a video of our final performance, we could distinguish between the fortes and the pianos.

Playing an entire movement in the piece, helped me find places I need to improve. I then played that section repetitively, which allowed me to eventually fix where I couldn’t play. This was an effective way to prepare for me, because it perfected where I need improvement. It also helped with memorisation, because by playing a part over and over, it becomes easier for the part to be memorised.

For future preparations, I would like to spend more individual time practicing. I would aim for 20 minutes per day. The reason being is because I mostly relied on class practice sessions, where I would discover places I would need more practice on when playing as a group. This will also allow me to memorise the piece at an earlier stage.

The class’ performance overall was excellent, as we had clear dynamics, we were well synchronised and made very minimal mistakes. Watching the video on our final performance, I (as an audience) could tell there was practice and dedication towards the music piece. And as a performer, I felt as if there was a silent communication going on with each group member, as we were listening to each other, leading to minimal mistakes in the phasing harmony. The only part where we could have done better would be the consistency in tempo; there were times we would rush. As an individual I did meet my expectations, as I was well blended in and was part of the group, meaning I contributed well to the group performance. Next time, I will work on the consistency in tempo, to not rush or play too slow.

3 Focus Areas in ‘Clouds for Alma’ Part 2

Movement 2 – Lines 1 to 6

My area of improvement for this part was to emphasize the dynamics, and to do this I used the recordings as a source. I also noted down the fortes and pianos on my score, but as I practiced, I started memorising them. The strategy I used to practice was effective, and the pianos and fortes do seem to be clear, when comparing this video and the previous video.

Movement 3 – Lines 7 to 12

My goal for this area, was to play the notes in between consistently, and to play at the same speed as the recordings. The way I practiced this was to use a metronome to keep a consistent speed, and gradually make the speed the same as the recordings. In the second video, I am able to play it at the speed, but it seems to still be not consistent, and it sounds strange because of the sound of other strings. The way I practiced was not effective, because when I was listening to the recording, I was too focused on that and not listening to how I sounded. I still need to practice playing consistently, and clearly without touching other strings.

Movement 4 – Lines 58 to 65

For this part, my goal was to play clearly and accurately, with the same tempo as the recording. To do this, I started by playing slowly, and gradually picked up speed. Also, as I practiced I started counting in sections. For example, for line 58, this part starts with 八and九十playing at the same time, while it ends with 八,九十and斗playing all separately, so I would count that as one, and count four of that. This prevents getting confused with counting line 63, where it starts with 八,九十and斗played separately and ends with八,九十played together. Overall, I think the way I practiced was effective, as I did meet my goal.

3 Focus Areas in ‘Clouds for Alma’

Movement 2 – Lines 1 to 6

This part is moving especially with the change of the triads. It is played better when the dynamics are emphasised, which is what I struggle on. My goal is to play this part with very clear dynamics. To practice this, I will first write the dynamics by following the recording. Then I will repetitively play the entire piece focusing on exaggerating the piano and forte, while listening to the recording.

Movement 3 – Lines 7 to 12

Playing the notes in between consistently is the key to this section because it keeps a consistent beat. My goal is to play the piece, especially the in between notes clear and consistent. To practice this, I will begin with a slow tempo while using a metronome to keep a consistent beat. I will focus on playing each string loud and clear. At the end, I will play it with the same tempo as the recording.

Movement 4 – Line 58 to 65

This movement is very challenging, because of the left and right hand have to play simultaneously. My goal is to play this section with the same tempo as the recording, clearly and accurately. Similarly to movement 3, I will start with a slow tempo like the audio in the video, and gradually increase the speed having a metronome keep a consistent beat.

The Death of Matthew Carrington: Why Didn’t They Help?

Matthew Carrington was a student at Chico State University, and was a pledge, in the Chi Tau fraternity house. Along with his friend(s), Carrington initiated the pledge, which was essentially hazing; it consisted of forceful push ups and trivia quizzes. Throughout the hazing, they were told to drink water from a 5 gallon jug, filled over and over. The pledges would urinate a vomit on each other, and then unfortunately, Carrington collapsed starting a seizure. He was taken to the hospital, but died of water intoxication on February 2, 2005 at the age of 21.

The extreme callisthenics alone was a questionable act, however the incident rose with discussions about how the 4 fraternity brothers and friends of Carrington reacted to the accident. Gabriel Maestretti, John Fickes, Carlos Abrille and Jerry Lim were sentenced to jail for man slaughter, after not calling the ambulance when Carrington collapsed.

There are some reasons that I believe why the fraternity brothers didn’t act immediately. One must be because they too, were mildly intoxicated by water, and therefore their thoughts weren’t functioning normally. The other must be because each of them were waiting for one another to make the first move, and it took a long time for each to decide who was going to take that action. Eventually, someone realised Carrington wasn’t breathing, but by then it was too late. The hesitation of taking responsibility is a psychological impact known as the bystander effect.


  • Korry, Elaine. “A Fraternity Hazing Gone Wrong“. 14 November, 2005. Web. December, 2015: http://www.npr.org/templates/story/story.php?storyId=501215
  • HeroicImaginationTV. “Bystander Effect – Death of Matthew Carrington“. 24 September, 2011. Online Video Clip. YouTube. December, 2015.