Summer Internship Report

M1 WANG YUXUAN

During the summer vacation, I returned to China from Japan to participate in an internship. My brief yet enriching internship experience at the editorial department of Xinhua News Agency from August 16th to September 20th this year has ended. During this period, my primary responsibilities included:

• Assisting editors in collecting local news in China.

• Proposing story ideas.

• Editing content according to departmental publishing standards for publication on Japanese platforms.

  
  

Throughout this internship, I gained valuable insights into the fundamentals of news writing. I learned the importance of clarity and precision in journalism and developed good work habits that I plan to carry forward in my career. I am immensely grateful for the guidance and support from my supervisors, whose constructive feedback has been invaluable to my growth.

However, I also recognized several areas for improvement. Firstly, my Japanese writing skills could have been more polished, and I realized that my vocabulary for specialized topics was limited. I also needed help finding suitable materials efficiently within a short timeframe.

I am committed to enhancing my skills and knowledge in these areas. I plan to focus on expanding my vocabulary and improving my writing proficiency. I aim to apply the lessons learned during this internship to my future studies and endeavors, continually striving to increase my efficiency and overall capabilities.

In conclusion, this internship has been a significant step in my professional development, and I look forward to using this experience as a foundation for my future pursuits.

Considering Africa from Japan: Insights Gained from Seminar Series on Contemporary African Politics and Model AU Experience

B3 Haruka YOKOI

Overview of the Model African Union

The Model African Union (AU) conference was held for the first time on August 23, 2024, co-organized by the Model AU Executive Committee, UNDP (United Nations Development Programme), JICA (Japan International Cooperation Agency), Sophia University, and various embassies. The event's purpose is to provide young people with an opportunity to actively think about the sustainable development and partnerships of African countries, with a view toward the 9th Tokyo International Conference on African Development (TICAD9) to be held in Yokohama in 2025.

In this program, students take on the roles of representatives from various African countries and engage in discussions. This year's Model AU theme was "Green Economy and Climate Change." Students negotiated with other countries, considering their national interests, while discussing complex issues per the theme.

Implementation of Seminar Series on Contemporary African Politics

To make our participation in Model AU meaningful, we undertook various preparations. One of these preparations was organizing the Seminar Series on Contemporary African Politics to learn about Africa's political and economic issues that are gaining importance in today's international community. This seminar was held in four sessions between August 9 and 22, allowing participants to gain in-depth knowledge about the ongoing challenges faced by African countries.

In the first three seminars, we had the opportunity to learn about the political situations and issues in various African countries such as Uganda, Egypt, Angola, South Africa, and Tanzania, as well as the approaches and reflections regarding those issues. I also considered how the partnerships developed by the AU might change the international community's awareness of Africa as a whole. In the final seminar, following an in-depth study of these topics about South Sudan, we carried out a role-playing activity based on Model AU. In this role-playing activity, participants were divided into each African country and deliberated on whether the AU should be granted the authority to establish hybrid courts.

This seminar and role-playing activity gave me new perspectives on Africa and an excellent opportunity to simulate utilizing the information and knowledge I had gathered effectively. This experience has further clarified my vision of participating in Model AU.

Experience at Model African Union

On August 23, 2024, 130 participants, including Japanese students and African students studying in Japan, gathered at the venue of Model AU in Tokyo. Fifteen students from the seminar of Professor Hiroshige Fujii also participated, and I handled representing Guinea-Bissau along with Sana Yamamoto, a fellow seminar member.

Model AU was conducted in two parts: in the morning, discussions were held within each Specialized Technical Committee (STC), and the outcomes were compiled into a Working Paper. Based on the Working Papers submitted by the STCs in the afternoon, a Draft Resolution was formulated during the General Assembly. There were three STCs: the first focused on the Coordination of a Just Energy Transition for Sustainable Development in Africa and the African Continental Free Trade Area (AfCFTA); the second on Innovation in Climate Action through Cutting-Edge Technologies; and the third on Strengthening Climate Security: Strategies for Climate Change Displacement, Adaptation, and Mitigation.

We, Guinea-Bissau, participated in the third STC. In advance, we had contacted Leopoldo Victor SANCA, an international student from Guinea-Bissau. We exchanged views on how Guinea-Bissau should approach the STC's theme.

1, Morning Session-Specialized Technical Committee (STC)

During the morning session, participants first expressed their country's stance based on the Position Paper we had prepared, followed by a round of questions and answers to each other. Our Guinea-Bissau team emphasized the promotion of health policies in response to climate change and raised the issue of the need for more effective support from the AU in this field.

The most challenging thing I found was evaluating the feasibility of new proposals while comparing them with actual data. For example, regarding the proposal to establish a new disaster relief fund, the discussion expanded to questions such as why a new fund was needed when institutions like the African Development Fund and Bank already exist, who would manage this fund, and what criteria should be set if the fund were to be established. Sometimes, the conversation veered off into areas unrelated to the Working Paper, and it was also difficult to steer the discussion back on track.

2, Afternoon Session-General Assembly

During the afternoon General Assembly, much time was spent on informal discussions to clarify unresolved issues from each STC. Due to the pressure of submitting the final draft resolution within a limited time, I felt frustrated at not being able to assert my country's position as I had hoped fully.

However, through these activities, I also learned the importance of strengthening relationships with allied countries and fostering a spirit of cooperation. For example, when opinions raised in the STC I participated in overlapped significantly with those of other STCs and were absorbed into their discussions, leading to outcomes that differed from the stance we had supported, I shared our concerns with the Sierra Leone team. We also actively objected to wording that would impose undue burdens on our country and its allies, engaging in vigorous debate until the end.

As a result, we could not produce a satisfactory draft resolution as Guinea-Bissau. However, there were many valuable lessons to be learned from the other participants' passion, negotiation skills, and knowledge. In particular, it was a precious opportunity to observe up close the countries that played central roles in discussions during the STC and General Assembly and those whose Position Papers were recognized.

Conclusion

Similar to the Model AU being a pioneering attempt in Japan, this was also my first experience participating in a discussion forum as a representative of a country. While I typically observe information objectively, this activity required me to engage with them actively. Additionally, interacting with local students made me recognize that there is much information we cannot obtain just from the Internet. I had previously held the image of Africa as a distant continent, but I realized that it is possible to think about, discuss, and engage with Africa even though I was in Japan. Using this experience as a foundation, I aim to advance my research and will also pay close attention to the future partnership between Japan and Africa.

要約

2024年8月23日、模擬アフリカ連合（AU）が初めて開催されました。この参加を意義あるものにするため、私は、現代アフリカ政治連続セミナーに参加し、アフリカが抱える政治・経済問題について学びました。また、セミナー最終日には、模擬AUにも基づくロールプレイアクティビティを行い、模擬AUのイメージをより具体化することができました。

模擬AUは午前の分科会と午後の総会の2部構成で行われ、３つの分科会がそれぞれ１つのワーキングペーパーを作成し、それを総会で１つの決議案として作成することが目指されました。アクティビティを行う中で、意見を通しぬくことや議論をまとめることが非常に困難でしたが、同時に、自国と友好的な関係を持つ国と協力する重要性や、リーダー的な存在だった国やポジションペーパーが評価された国の知識や英語力、交渉力やそれにかける情熱的な姿勢を学びました。

  私にとって模擬ＡＵのような機会は初めてであり、非常に興味深い経験となりました。日本にいながらアフリカのことを考えることや議論すること、そして行動することができると知りましたが、同時に現地でしか得ることができない情報もたくさんあることを改めて認識する機会になりました。

Lessons and Bonds Gained from the Summer School and IHL Competition in Turkey

B3 Hitomi Hanatsuka

-       Overview of the Summer School and IHL Competition in Turkey

In 2024, the 4th Kırımlı Dr. Aziz Bey International Humanitarian Law Competition & Advanced Summer School was held on Heybeliada Island, Turkey. This summer school, organized by the Istanbul Center for International Law (ICIL) and the Turkish Red Crescent (Türk Kızılay), receives support from the International Committee of the Red Cross (ICRC) and is held annually. Participants from various countries gathered to deepen their knowledge of international humanitarian law (IHL) while providing a platform for intercultural exchange and networking.

The program consists of three intensive lectures and two days of the IHL competition. Teams of three to four members collaborate on role-play exercises, making teamwork and logical thinking essential elements of the experience under time constraints.

-       Experience at the Summer School

For me, participating in the IHL competition marked my first experience in a summer school, offering a unique opportunity to learn intensively alongside students from different countries. Heybeliada, situated in the Sea of Marmara near Istanbul and just an hour and a half away by ferry, captivated me with its beautiful environment and pleasant climate from the moment I arrived. Studying in such a fortunate setting made each day a delight.

On the first day, we explored Heybeliada to foster connections among participants and enjoyed dinner together, enhancing our camaraderie. Drinking tea, a significant part of Turkish culture, created an essential atmosphere for conversation and further interaction among attendees. While I felt some anxiety about the English lectures starting the next day, I was excited to learn from renowned instructors about my field of research in international humanitarian law.

This year's summer school and IHL competition theme was "Occupation and International Humanitarian Law." The first two days of lectures covered the legal concepts of "occupation," the obligations imposed on occupying states, and the status of civilians in occupied territories, progressing from foundational to specialized knowledge in IHL. We studied the obligations and responsibilities of occupying states under the Geneva Conventions, Additional Protocol I, and customary international law, along with the legal frameworks that constrain occupying states from the perspective of international human rights law (IHRL). I learned how IHL and IHRL function complementarily to protect civilian rights in occupied situations.

On the final day, we prepared for the IHL competition with practical sessions. We received lectures from actual ICRC staff on the organization's mission and mandate and detailed discussions on the fundamental principles that attackers must adhere to in armed conflict: the Principle of Distinction, the Principle of Proportionality, and the Principle of Precaution. We also had opportunities to learn about legal obligations in occupied territories based on the Fourth Geneva Convention and Additional Protocol I from a practical viewpoint.

In addition to the advanced lectures, the summer school offered various refreshing activities at the end of each day. Activities such as archery, experiences at a newly established athletic facility, and tours of nearby islands allowed me to relax while deepening my learning. Engaging in sports and exploring the island with fellow participants fostered friendships, creating solid bonds I hope to endure. Thus, the IHL summer school was a valuable experience for deepening my legal knowledge and building international friendships.

-       Experience at the IHL Competition

After three days of lectures, the IHL competition involved participants splitting into groups to engage in practical exercises that applied their learned knowledge. These exercises were conducted in a role-play format, requiring individual expertise and teamwork.

The exercises were divided into three scenarios, each based on conditions in occupied territories. Participants took on various roles, including officials from the occupying state, officials from non-occupying states, and ICRC staff, necessitating collaboration within teams to construct appropriate arguments. Each preparation time was very short, making it challenging to keep up with discussions while recalling what we had learned in lectures.

One particularly memorable exercise involved simulating a visit to an occupied territory. In this scenario, we took on the role of ICRC staff tasked with investigating local conditions. However, negotiating with the occupying state was essential, presenting significant challenges. While grounding our discussions in the knowledge of occupation law was fundamental, building rapport with hostile counterparts was even more critical. Government officials and military personnel from the occupying state often viewed us with suspicion, making it difficult to establish relationships from the outset. Although logical arguments based on the law were necessary, I felt the difficulty of creating friendly ties with adversarial parties. This was one of the unique challenges of the role play, reflecting the complexities encountered in actual negotiations.

Throughout all exercises, it became clear that while specialized legal knowledge is vital, communication skills are equally crucial for facilitating negotiations. The IHL competition provided a valuable opportunity to deepen my understanding of international humanitarian law and acquire the skills necessary for real-world situations.

-       Conclusion

I gained specialized knowledge of the law of occupation through my participation in this summer school and the IHL competition. I had the invaluable experience of exchanging ideas with participants from other countries internationally. Interactions with participants from diverse backgrounds helped me deepen my understanding of IHL and improve my intercultural communication skills. Moving forward, I intend to apply this experience and continue honing my expertise in international law under the guidance of Professor Fujii, striving to contribute to the development of international law.

－トルコでのサマースクールおよびIHL大会の概要 

2024年、トルコのHeybeliada島にて第4回Kırımlı Dr. Aziz Bey IHL Competition & Advanced Summer Schoolが開催されました。このサマースクールは、イスタンブール国際法センター (Istanbul Center for International Law, ICIL)とトルコ赤新月社 (Türk Kızılay)が主催し、さらに国際赤十字委員会 (ICRC) の支援を受けて毎年開催されています。参加者は多くの国々から集まり、国際人道法（IHL）に関心を持つ学部生や大学院生が参加するため、知識を深めるだけでなく、異文化間の交流を通じたネットワーキングの場にもなっています。

プログラムは、3日間にわたる集中講義と、2日間のIHL大会で構成されています。この大会は、3～4人のチームが協力しながら、与えられたロールプレイ形式の課題に取り組む形で進行します。そのため、国際法に関する知識だけでなく、チームワークや短時間での論理的な思考が問われる点が大きな特徴です。

－サマースクールでの経験 

私にとって、初めてのサマースクール参加となったIHL（国際人道法）大会は、各国から集まる学生たちと同じ屋根の下で集中して学ぶという、これまでにない貴重な体験でした。サマースクールが開催されたイスタンブール近郊のマルマラ海に浮かぶHeybeliada島は、イスタンブールからフェリーで約1時間半の距離にあり、到着した瞬間からその美しい環境と快適な気候に魅了されました。そんな恵まれた環境で学ぶことは、毎日が楽しみで仕方ありませんでした。

サマースクール初日は、参加者同士の交流を深めるためにHeybeliada島を散策し、夕食を共にしながら親睦を深めました。トルコの文化として、多くの紅茶を飲む習慣があり、紅茶を囲んでの会話は、より一層参加者同士の交流を促進する重要な時間となりました。次の日から始まる英語での講義に多少の不安はあったものの、国際人道法という自身の研究分野について、各国の著名な講師から学べることに胸を躍らせていました。

今年のサマースクールとIHL大会のテーマは「占領と国際人道法」でした。講義の最初の2日間は、「占領」の法的概念や占領国に課せられる義務、そして占領地における民間人の地位など、国際人道法の基礎から専門的な知識へと進みました。具体的には、ジュネーブ諸条約や第一追加議定書、国際慣習法における占領国の義務と責任、そして国際人権法（IHRL）の視点から占領国を制約する法的枠組みの解説が行われました。特に、IHLとIHRLが占領下の状況において相互補完的に機能し、民間人の権利を保護するための法的メカニズムを学ぶことができました。

講義期間の最終日には、翌日に行われるIHL大会に向けた実践的な準備が行われました。ICRC（国際赤十字委員会）のミッションやマンデートについて、実際のICRC職員からの講義を受けたほか、武力紛争法における攻撃者が守るべき基本原則、すなわち「区別の原則」（Principle of Distinction）、「比例性の原則」（Principle of Proportionality）、「予防措置の原則」（Principle of Precaution）についての詳細な解説があり、また、ジュネーブ第4条約や第一追加議定書に基づく占領地での法的義務についても、実践的な視点で学ぶ機会がありました。

サマースクールでは、これら高度な講義に加えて、日々の終わりにはリフレッシュできるアクティビティが豊富に用意されていました。アーチェリーや新しく設置されたアスレチック施設の体験、さらに周辺の島への観光ツアーなど、多彩なアクティビティを通じてリラックスしながら学びを深めることができました。特に他の参加者とのスポーツや島の散策を通じて、彼らとの友好関係を築き、今後も続くような強い絆を感じました。こうして、IHLサマースクールは私にとって、法律の専門知識を深めるだけでなく、国際的な友好関係を築く非常に貴重な体験となりました。

－IHL大会での経験 

IHL大会では、3日間の講義が終わった後、参加者がグループに分かれ、学んだ知識を活かした実践的なエクササイズに取り組みました。このエクササイズはロールプレイ形式で行われ、個々の専門的な知識だけでなく、チームとしての協力が鍵となります。

エクササイズは3つの異なるシナリオに分けられ、それぞれ占領地を想定した状況に基づいて議論を展開します。参加者には、占領国の官僚、非占領国の官僚、ICRC職員などさまざまな役割が与えられ、その度にチームメンバーと協力して適切な主張を構築することが求められました。このように、毎回の準備時間は非常に短く、講義で学んだ内容を思い出しながら、グループ内での議論についていくことが非常に大変でした。

特に印象に残ったのは、最後に行われた占領地への訪問を模したエクササイズでした。ここでは、ICRC職員として占領地を訪問し、現地の状況を調査する任務を与えられました。しかし、そのためには占領国との交渉が必須で、これが非常に難しい場面となりました。

IHL大会であるため、占領法に関連する法的知識を基に議論を進めることは基本ですが、最後のエクササイズでは、それ以上に相手とのコミュニケーションが大きな課題でした。占領国の政府関係者や軍人は、私たちを不審者として見なすこともあり、最初の段階で彼らとの関係を築くことが非常に困難だったのです。法律に基づいた論理的な主張は重要であるものの、まず敵対的な相手と友好関係を築く難しさを感じました。これは、ロールプレイならではの課題のひとつであり、実際の交渉でも同様の難しさがあると学びました。

全てのエクササイズを通じて、法律の専門知識が重要であることはもちろんですが、相手との交渉を円滑に進めるためのコミュニケーション能力の重要性を改めて実感しました。IHL大会では、国際人道法を深く理解するだけでなく、実際の現場で必要とされるスキルを身につける貴重な機会を得ることができました。

－まとめ 

今回のサマースクールおよびIHL大会への参加を通じて、占領法に関する専門的な知識を得たことはもちろんのこと、国際的な場でのディスカッションを通じて、他国の参加者との意見交換を行う貴重な経験を得ることができました。特に、多様なバックグラウンドを持つ参加者との交流を通じて、IHLの理解を深めるだけでなく、異文化理解やコミュニケーション能力の向上にも繋がりました。今後、この経験を活かし、藤井先生のご指導のもと、国際法の分野でさらに研鑽を積み、国際法の発展に貢献できるよう尽力していきたいです。