1. Explain the Map Metaphor
    The map metaphor is a representation on the distribution of knowledge, meaning that the map is a visual depiction of how certain aspects of knowledge can be more emphasised compared to others for specific audiences.
  2. What is the difference between Personal Knowledge and Shared Knowledge.
    Personal knowledge is more of ‘what I know’ and can be influenced through multiple different factors, such as memory, events and point of view. Personal knowledge is more so developed through independent perspectives, and is often generated through personal experience. Shared knowledge is regularly formed through public influence. Personally, I think shared knowledge is a general consensus of factual information amongst different individuals. However, shared knowledge can also be personal knowledge, as one’s personal opinion can be persuaded by others, but it doesn’t necessarily work vice versa.
  3. If you cannot explain something to someone else, you do not know it. Do you agree or disagree with this statement and why?
    I disagree with this statement because there are some individuals who aren’t not equipped or are not able to explain concepts to others, yet still fully understand the idea themselves. Some people could possibly have a struggle in finding vocabulary in order to coherently explain things to others, or find it difficult to teach others in general due to their personal expansive knowledge on the topic. Additionally, some people could mix up the concept of personal knowledge and we knowledge, meaning that when one is explaining/teaching a topic to another, we often assume that the things we personally know, can be applied to the one who is being taught, thus creates a gap between the information both individuals understand.

On Saturday, I volunteered to be a tutor for one of the tutoring sessions the RESPECT club holds every Saturday. The RESPECT club promotes education for refugees who reside in Hong Kong, the programme primarily targets to teach young children. The children are also enrolled in some local schools in Hong Kong, this programme is mostly directed for extra tutoring for kids who are either willing to learn more or struggling within school. The children ranged from 4 to 8 years old, and their parents are also there as well, just in case anything happens. I was overwhelmed by the energy these children had, and their eagerness to do activities with us. I guess in a way, they aren’t exposed to many teenage individuals like myself, it is evident that most of them only interact with parents or teachers from their school, not so much people within the adolescence category.

In the beginning of the session, we were paired with some children and were teaching them about plants and nature. We were given worksheets in order for them to increase their knowledge about this topic, and were assigned to provide guidance to them in case they needed it. We provided them with one on one tutoring, and allowed them to be exposed to different type of activities, whether it’s a crossword, verbal dialogue, colouring and etc., this helped them be able to learn in different types of contexts. We asked them about their favourite plants, and what they enjoyed about natures, and this really helped me be able to connect with them on a personal level, and have discussion topics.

The main challenge of the tutoring with the refugees is that they don’t really understand English, considering Hong Kong’s predominant language is cantonese, most of the local schools teach their syllabus in that language, therefore teaching them English can be harder, especially when they don’t understand. The children are also very young, therefore they have a lot of energy as well as shorter attention spans, so it was definitely hard to keep their attention whilst teaching them a topic that might not be in their best interest.

This learning experience has definitely made me more aware of my patience as well as to exercise my organisational skills, considering I had to structure what I wanted to teach the children and I also had to be very patient whilst teaching the kids. Overall, I really did enjoy the experience, and knowing that I was able to positively impact someone through teaching, is truly a gift!

For the past three weeks, Mother’s Choice has been participating in many external activities in order to promote the club’s purpose. Mother’s choice is a student led club that helps young girls during teenage pregnancies as well as promoting safe sex amongst the younger population. The project that I was assigned to was to take part in the creation of a silent film, that helps encourage the topic of ‘consent’. It was interesting to be part of the film creating process, especially because myself and my group were in charge of designing the storyline, and also to create an analogy of the term ‘consent’ and to represent the idea through a visual microscope.

For most meetings in regards to this project, we would always sit down and discuss some of the ideas we had, despite the fact that we weren’t the ones doing the cinematography for the film, it was still important for us to be able to fully comprehend the concept and be able to successfully execute the main intention of the silent film. The story plot our group produced was that we were going to use a ‘pizza’ as a symbol for consent, meaning that we wrote different examples in different contexts to demonstrate to younger audiences the meaning of having someone’s consent and when it’s appropriate. Similar to the ‘bike’ video on Youtube, however, the short film will not have any words, instead visuals to represent the dialogue.

This project was somewhat challenging, because regardless of the fact that I have been exposed to these topics, it was definitely hard to be able to execute the idea without meaning it to be inappropriate for younger audiences, and we were afraid that the message we were hoping to share, won’t be accurate, therefore we decided to use a food that everyone loves, which is pizza! I learnt a lot about script writing, but I also learned a lot about the importance of young people understanding the meaning of consent and how it can possibly positively impact the people around us and ourselves, which was awesome!

Over the past couple weeks, I have participated in a peer mentorship programme in which Upper school students ranging from grade 10 to 11 are required to mentor or guide lower school students ranging from grade 4 to 6. It is a voluntary programme, meaning that we are supposed to take initiative and sign ourselves up for this opportunity. Students who are often involved in this programme, are often either signed up by themselves or teachers/counsellors have recommended them to join, most of these students either seek for guidance or having some difficulty in school; whether in the academic field or a social environment. Therefore, there is a responsibility on us (as in the mentors) to be able to collaborate with the mentee, as well as understand their situation.

For most parts of the session, it requires both communication and collaboration. With my mentee, because she loves to talk, the session usually revolves around subjects about her life or what she did in school, whilst I listen. For the most part, she seems to love to talk about topics of her family, or her things that she considers as her “favourite”. The session regularly starts with us talking for 5 minutes, and then we would immediately start playing board games, that are targeted to boost these student’s self esteem. It’s amazing how a simple board game could act as a catalyst to spark a conversation topic, the games also allow me to learn more about my mentee, as some questions/statements on the game cards lead towards social issues, or personal aspects.

The main challenge was directly connecting with my mentee, not because she wasn’t approachable, but considering of the age difference, it was hard to know what interested her, as well as what she liked to talk about. However, after the ice breaker, I think I was able to know more of her personality and to know the appropriate things to talk about with her. This was definitely an enjoyable experience, and it allowed me to exercise my communication as well as interacting skills, as I was required to be able to conduct a direct conversation with her for a full hour, as well as being able to collaborate with her during the games.

On Friday, I volunteered to participate in the Reading Tree’s Kids4kids reading programme that requires me to be able to read and teach young children aged from 4 to 7 years old (for that particular session). The Reading Tree is a club that attempts to promote education towards young children, whether it’s in Hong Kong or other countries (Myanmar). I was excited to be part of this programme, considering I enjoy interacting with children as well as teaching them new concepts in the form of english. The children who were enrolled in the programme were very different, some were very energetic and enthusiastic, whilst some were more shy and quiet. It was amazing to observe how excited these children were, and their energy helped contribute to all the volunteer’s energy as well, since the room’s atmosphere was more lively and active!

For the entire session, we were assigned one or two children that we were in charge of interacting with as well as teaching them some new concepts. I was assigned with a girl named Rachel, and her other friend who was extremely shy. However, after some dance routines and playing a game that was based on movement adjectives (such as sit, stand… etc.), he got more excited and energetic as I continued to play with him, and eventually he got comfortable with everyone around him. It was amazing to see his change in attitude and his behaviour towards everyone. After singing and dancing, I read a book that was about firefighters to the two children, and as the book progressed, I would ask them to act out some of the words that were in the novel, to which they both seemed very enthusiastic to do!

Through this experience, I learned that it is important to be able to connect with the children, especially if they lean towards the shy or quiet side. Even the simplest things, such as kneeling down, or talking to them in a more “sweet” voice, could potentially turn their entire perspective on yourself, and could help them progress out of that uncomfortable mood. I also learned that sometimes it is essential to talk to them in their mother tongue language, despite the fact that the programme attempts to teach them through english, it is important to make them feel comfortable and make yourself approachable before they actually start listening to you, therefore I felt lucky enough to know the language of cantonese and continued on from there.

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This past Saturday, I’ve volunteered to participate in a service event, to which myself and my fellow peers were required to prepare and cook a meal for refugees residing in Hong Kong. Considering I am an executive member of Cooking for a cause; a student led club that promotes helping refugees through the art of cooking, I was fortunate enough to have the opportunity to be able to cook with my peers as well as meeting the refugees from the local organisation of ‘Christian Action’. Cooking for a Cause is an active club that partners with the ‘Christian Action’ Organisation; every month there will be one or two cookouts to which anyone is eligible to sign up and volunteer!

The cookout session was scheduled to last for 3 hours, and the entire preparation and cooking process was challenging. You would think 3 hours would be a long time, however, in this context, 3 hours was not enough, especially because we had to prepare a meal for a lot of people. Most of the refugees were from asian countries, the exception being from Africa, and all of them were adults.

The session started with us gathering all our ingredients, and giving each other assignments before we dispersed into our own stations. I was assigned the role of cutting the vegetables and also creating the tomato sauce mixture. It was fun being able to interact with the volunteers, who were my classmates, and was able to improve on my cooking skills at the same time. After cutting the vegetables, I proceeded to make the tomato paste along with two other people. We had to make sure that we didn’t use beef or pork, due to the fact that some refugees were allergic or were not allowed to eat it, therefore we had to choose a recipe that could satisfy everyone’s eating requirements. After the food was ready to be served, many refugees came in, in an orderly fashioned, and started to get the food that they desired, it was a bit overwhelming to see so many of them, however, they all were very independent and quiet whilst eating their food.

The most challenging part of this service activity was that a lot of the refugees seemed reserved, or very independent. It was difficult having a conversation with them, mostly because there was a language barrier between us, but also because a lot of them weren’t comfortable talking with us, and desired to be left alone, which I completely understand. It definitely isn’t easy to open up to a person you haven’t met before, and I think that is something I’ve learned throughout the entire experience, but also to appreciate what I have now, as well as the enjoyable experience whilst helping others.

This cookout was definitely a learning experience, not only within the cooking field, but also in helping others. I think I’ve learned the importance of contributing back to society, and to also be grateful for every meal that I have, especially because these organisations (Christian Action) relies on volunteers to provide for these refugees, without them, a lot of the refugees would be struggling. I am definitely excited to volunteer for this cause again, and hope to be able to make a bigger contribution in the future!
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Link to Documentary:

To what extent has the film raised the target audiences knowledge and understanding of how the theme/event influenced the central characters?
I think the documentary has definitely raised our target audiences attention towards how the SARS epidemic influenced our interviewees, due to the fact that most of the content that was included in the short film were from first person perspective, it wasn’t all secondary source information based, rather it was centralized on the interviews that were conducted and their responses. The documentary also included an introductory scene, in which describes how most of the Hong Kong population were impacted by this tragic event, and then it transitions into the central characters, and their perspective on how the SARS epidemic have impacted their lives, which include their family and personal life. The documentary not only includes information on how the central characters were impacted during the SARS epidemic, but it has also included information on how it had influenced them during the long run. The film includes responses to questions such as ‘What were your key takeaways?’ or ‘How has your views on doctors or medical field workers changed?’, this is to provide our target audience with an impression on how severe the SARS epidemic was, and how it could also positively impact their lives, as they’re more appreciative to medical field workers and have a deeper understanding on the life threatening circumstances they were in. Additionally, our group’s research question predominantly desired for our documentary to provide the targeted audience the knowledge in how the SARS epidemic had influenced the central characters, in which were the interviewees/our relatives. To successfully answer our research question, our entire documentary was predominantly based on first person perspective, and 80% of the film were revolved around the interviews.


I would like to improve on prioritising the more essential specifications and aspects in order to be able to successfully reach either the design/history or personal criteria.

This specific goal can be measured or indicated through criterion B, when the annotations or proposals are sent to the producers of the project, in which within these propositions are required to state all the equipment, resources, time and locations that are going to be included within the documentary. Through this, I am able to practice the skill of prioritising, as the submission will contain only the important sections or branches of the documentary not the specific components.

For this particular goal, I think the individual who has to do it, would be predominantly myself, however my group has to also contribute towards my achievement to this goal. Considering the proposals for this documentary is a group assignment, prioritising and coming into a consensus on the importance of certain production components will be done as a group, however pitching in ideas or suggestions would be an individualised activity.

With this goal, the results that can be realistically achieved would include increasing my ability to be capable of organising certain aspects of the film in chronological order in correspondence to its significance, as well as improving my skills in writing or developing propositions for the content and equipment for the documentary. This can be achieved through utilising multiple available resources such as digital applications that provide functions that could assemble tasks or materials/equipment in sequential disposition, and through criterion B, when collaborating with the group to develop a documentary proposition to the producers (design teachers).

In my opinion, I think in order to successfully achieve this goal, it would take more than this interconnectedness project in order to maximise my ability to prioritise and organise specifications and tasks that are required to be completed before commencing on the product. However, I think after this process, particularly in criterion B when I have the chance to experience the role as both an editor and contributor towards the master plan and development of the proposal, I will have the experience to exercise my prioritising ability, as well as improving the skill in order to achieve the goal.