In this blog post, I will summarize the efforts I devoted to my studies and club activities during high school, as well as examples of how I practiced consideration and cooperation.
Efforts in Academics and Learning Experiences
All creativity stems from analytical learning. During my high school years, I attended an independent private high school, where I primarily worked on creative assignments alongside my regular coursework. In fact, up until middle school, assignments were given with all conditions specified, so I could complete them without difficulty. However, in high school, assignments required students to reflect their own creative and independent thinking, and generally provided fewer predefined conditions. For example, there was an assignment to collect five examples of how mathematics can be found in everyday life and to propose formulas or concepts to solve the problems contained within those examples.
To complete this assignment, I had to constantly think deeply to draw ideas from daily life, and even after discovering an idea, I had to strive to apply analytical solutions to it. However, I believed that in order to derive ideas in the first place, I had to engage in analytical learning. This is because, no matter how hard I tried to come up with a good idea, I couldn’t generate a solid one without sufficient information and resources. So, whenever I was assigned a task, I would first gather a wide range of information related to the topic. For the assignment mentioned above, I referred to books that compiled examples of everyday situations reflecting mathematical principles and collected learning materials and video resources, making an effort to review as much relevant material as possible.
As I was exposed to more and more material, I began to find aspects that piqued my interest, and topics I wanted to analyze further emerged. So, when I wanted to discover the mathematical and scientific principles behind the ice cup, I spent a lot of time at the library, sometimes visiting the website of the ice cup manufacturer directly to find information and other times consulting encyclopedias. I then transformed the information I gathered into mathematical formulas to derive simple solutions and conducted research to determine the optimal amount of refrigerant needed for the ice cup to function properly. As such, this creative idea—researching the relationship between the cup’s size and the amount of refrigerant—was fundamentally the result of collecting and analyzing a large volume of data.
Consumer Information Analysis Club Activities
During my freshman year of high school, I submitted a proposal regarding the milk distribution program and received approval from the school to change the system. At the time, the change in the milk distribution system was made possible through the students’ efforts, and I came to realize that individual effort can make a significant difference. This experience sparked in me a sense of the importance of protecting consumer rights and sovereignty. At that time, there was a club at my school dedicated to sharing consumer information and collecting data, and it was around that time that I joined and began participating as a member.
Our club operated an online community featuring consumer information, and we modeled our social community after a site called “Smart Consumer.” Through my club activities, I learned that various members of society were making efforts to protect their rights as consumers. This made me realize that I, too, needed to become one of those people and learn how to assert my rights as a young consumer. As a new member, posting on the online community and managing information was an interesting experience. Drawing on the knowledge I gained through club activities, I would process the data I had collected myself to create and publish posts.
Through these club activities, I was exposed to a great deal of new knowledge that I hadn’t been familiar with before. At the time, while collecting data with my fellow members, we analyzed statistical data such as the Consumer Trend Index, the Consumer Sentiment Index, the status of consumer damage relief, and the number of damage relief cases received by type. Rather than simply searching for this numerical information, we compared and analyzed the content provided by different websites on an annual basis and worked to draw our own conclusions based on the data.
We also analyzed the ingredients and functions of various products we use in our daily lives. For this activity, each of us brought in items we frequently use to identify the characteristics of their ingredients and determine whether any information violated consumers’ right to know. In particular, we conducted price and cost analyses, comparing retail prices with raw material costs to assess whether the products were fair and provided sufficient information.
We compiled our findings into articles, enhancing their credibility by including charts, images, and illustrations to create visually appealing posts. To support students’ healthy consumption habits, we posted links to this information on the school website. We also conducted a survey on the items and foods students most frequently purchase and shared information about those products. When ingredient levels exceeded standard thresholds, we included warning messages to encourage students to reduce their snacking frequency; similarly, for products with high levels of endocrine disruptors, we recommended limiting their use.
Consideration and Cooperation: A Case Study in Resolving the Milk Distribution Issue
When I served as class secretary during my freshman year of high school, I kept a class log, collected student feedback, and submitted suggestions on their behalf. While we rarely received suggestions under normal circumstances, students occasionally submitted feedback regarding school meals or milk distribution. That particular semester saw a flood of complaints and suggestions regarding the milk distribution. Unlike the advanced systems at neighboring schools, our school distributed plain white milk to the entire student body, and students requested that this be improved so they could choose from a variety of flavored and nutritious milk options.
I recorded these opinions in the class log and forwarded them to the teacher in charge. However, the teacher explained that simply submitting a suggestion wouldn’t move the issue forward; I would need to draft a formal proposal and obtain the students’ consent. Taking this into consideration, I took on the role of representative myself, drafted the proposal, attached the students’ consent forms, and submitted it to the school. In a sense, I went beyond the role of class secretary to demonstrate a spirit of selfless sacrifice in addressing a difficult issue. Thanks to my efforts, the proposal was approved by the vice principal, and the school conducted a survey of the entire student body in response to our request.
The survey on milk distribution, which originated in our class, ultimately led to our opinions being accepted. A progressive system was introduced that allows students to change the type of milk they receive once a month and to order and receive the specific milk they prefer individually. Of course, this required higher costs than the existing milk distribution system, but the proposal was approved after obtaining parental consent. As a result, milk distribution that takes individual preferences into account is now possible, and since we achieved this in just one semester, I felt a great sense of pride. In particular, as the person who spearheaded this proposal, I received a lot of praise from my classmates, making it a very rewarding experience.
