Radio interview on stress

Young people are taking over the roles of experts in the topic of stress and are asked in a radion intervies (mp3) how stress can be dealt wirh in eyeryday life. 
Objectives: 
Give information how to deal with stress in daily life.

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School as it is.

At its birthplace

We have to face
the problem that this place where we struggle
does not need to be chased nor erased
just changed.
We have to face the fact that everything changes
with time
even though it’s not a crime, our system
we climb, has not.
And how do you want to make a change in
the world, in the future when the base
is still at its birthplace.

 

Where is Education
an unhealthy station is what I see
through sleepless nights and starving through days
to nourish ourselves with masses of textbooks instead
hydrate with information, no water
so tomorrow I can put pen down it all
and throw it all out once again
now we can have a meltdown.
Pay attention around because that
is an illness that needs to be cured.

 

And no,
we are not unfocused
this all is just unspoken, look at the bigger picture
can’t you see it’s broken?

 

Game over or Time out?

our worth, defined by grades
behind all the shades, can’t you see we have
to perform well every day
yet under all the uniform, can’t you see we are bleeding
regardless of it all
yes, I will bring high performances daily
I’ll try
but trying is not enough
when really what for?

Get my A levels and forget about the information
I was fed for so many years
because after all these dropped tears and anxiety attacks
we finally did it, didn’t we?
But what actually?
surviving and living anxiously for several years
questioning our intelligence brutally due grading system
binge learning and forgotten answers.
Yes, yes, we did it.

this play act need to drop
it is a fact.
Like we are in some sort of game
trying to escape
while desperately reaching for the top.

Game over or Time out?

Face this case

                                                

Hope you see clearly now
a change, is more than needed

Hope you see clearly now
There needs to be more than just a degree
and some wannabee teacher
no more go to Yale or go to jail.
 

Hope you see clearly now
In this case “less is more”
should truly define this place we call school

May we can all exchange our knowledge
and deepest experiences
And may we can learn from that more than
written textbooks

May we travel and learn more on airplanes
than classrooms
learn more on our way to a destination
than our way to graduation
My we travel and learn from eager successful people
more than from science teachers.

May we share our favourite books and
sink and find ourselves in them
May we find peace in learning
because learning is great, why do we make it hard?
Because learning is important, and School is not.

 

Objectives: 
Reflection on the educational system in form of a poem

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Digital Implants

This is a poem about the dangers of digital implants. For animals, especially for dogs, it is common practice to implant  RFID (Radion Frequency Identificatio) chips, in order to easily identify them when getting lost. Humans use implants in the size of rice grains for an “easy” way to open car-, house or officedoors, for e-banking,  to access the mobile or to provide medical data in case of emergency. These chips are not too expensive and can even be implemented in a piercing-studio. But do we really want a future like that?

 

Roses are red,

implants are small,

we don’t know whether they’re good at all.

What does the future hold,

Are we just being controlled?

Is surveillance the only goal?

Are we selling our soul?

Only the future will tell,

Well.t

Objectives: 
Sensitize for the danger of human digital implants.

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IES F. García Bernalt of Salamanca participates in the E-EVALINTO project

The IES F. Garcia Bernalt of Salamanca in one of the European schools that joined the E-EVALINTO project piloting in 2018.

The school, very active in the social field through numerous projects in the field of Service Learning, involves the students in “living experiences” in collaboration with different associations, movements, residences and NGOs such as the Food Bank and Cáritas.
During 2017-2018, as part of the initiatives undertaken under the annual school programme, named this year “Include yourself, include me”, a group of teachers participated in the EVALINTO teacher training course and organized peer mentoring activities with their students.

Learning, discussing and innovating Turkish schools with the WYRED Project

Another success story from our Turkish partner Doga School, brought to us by the words of one of our young WYRED ambassadors:

I am Deniz Özkan, a high school student from Turkey. Since I was a child, I always dreamed to be someone able to produce new ideas. I love experimenting with different things, getting to know new people and learning in general. I love learning about different topics, hobbies etc.

I attended WYRED social dialogues and workshop because I thought it was a great idea. WYRED is a great platform to speak out, to share our projects and ideas, and to discuss them with like-minded people. I attended a WYRED session in 11 November 2017 and met great people. We discussed different kind of problems in today’s society. This was a great experience. I then thought about doing a project that could be beneficial to our world. I have read various scientific researches about Chlorella, a green algae. Eventually I decided to work on a zero-waste, 100% ecofriendly project that could help fight global warming and produce organic fertilisers at the same time. With the help of my biology teacher, Emine Eryılmaz, we carried out some research and experimented with Chlorella vulgaris. The idea was to use the Chlorella as a carbondioxide absorbant and then reuse it as a fertiliser. Our hypothesis was apparently correct and the model worked fine.

We attended 2 different national science contests, and we hope to attend more. I also hope to attend international contests and to introduce my project to the wider world. I am always open to starting new projects and constantly think of good ideas that could be useful and beneficial. Attending the project sessions and conferences was a major contribution to strengthening my self-confidence and to develop my creativity.

Projects such as WYRED are a great platform to meet new people and to exchange opinions and points of view. Another exciting aspect is that this is an international project. A similar example is the Demokleos project, which was great because we had the opportunity to visit the democracy capital of the world, Greece. We discussed democracy with other teens from different parts of the world. We voiced our opinions about democratic understanding in today’s world, the problems of it, how it can be improved etc. We also learned about cultures, traditions of other countries and made good friends. We also invited them come over to our country to continue the workshops and share some of our traditions with them.

These were great experiences. I hope to experience more, learn about other cultures, invent, produce things that can help other people. I am really grateful that I have great teachers, mentors and a great family that helped me to be who I am today. I had great opportunities and it really helped me become the person I am today.

My school (teachers, friends) always back me up and help me to turn my ideas into reality. My mentors, friends (some of them I met through these projects) are always there when I need some advice or feedback. Currently, I am working on few different projects, some which are still just ideas, I believe I can really be a good, innovative citizen for our world, thanks to all the people who helped me and these great experiences I had.

Deniz Özkan

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Tourism in China

Did you know that in 2016 China accounted for 21% of the world’s spending on tourism? This text deals with the fact that tourism can bring many economic and social benefits, particularly in rural areas and developing countries, but mass tourism is also associated with negative effects. Tourism can only be sustainable if it is carefully managed so that potential negative effects on the host community and the environment are not permitted to outweigh the financial benefits. Find out miore in the text attached!
Objectives: 
Provide information about China and its tourism.

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Using the eye of the camera to address social issues

Students at DV8 media college in Brighton recently took part in a Social Dialogue Session as part of the WYRED project. Each student was creating a photo essay and a film project on issues that were important to them. Subjects ranged from online gambling addiction to the effect of technology on the behaviour of young children to the impact of stereotyping on youth groups.

One student had chosen to take portraits of the people in the streets of Brighton to explore the issue of diversity. If you’ve ever walked up to a stranger on the street and asked to take their picture then you’ll know how hard that can be. Another girl made a photo essay about Brighton at 4am showcasing the characters, colours and curiosities of the city streets late at night. “I was struck by how many people were out and about.”

The short film on the effects of gambling illustrated how certain betting companies will offer freebies and reminders and incentives for people to return to their websites. This can be very difficult for someone who is actively trying to give up an addictive and detrimental relationship with gambling. The films also showed how easy it can be to get into serious debt and the other severe consequences. “I was surprised how many companies offered incentives for people to spend a target amount each month.”  Although only available to people over 18, the easy access from your smartphone as soon as you turn 18 is an issue that is important for some young people.

DV8 students will be uploading their projects onto the WYRED platform soon. They would love to get feedback on their projects and participate in online dialogues with other young people across Europe.

Join their community to find out more!

Students at DV8 Media College in Brighton learn to create multi-media such as film, photography, fashion and music production.

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What’s wrong with the education system

The project is carried out by High School students from “Hof HaSharon” regional high school in Israel. This group is called “Shfayim Community” in the WYRED platform

Number of participants: 14.  Age: 17
Project and topics discussed: What’s wrong with the education system and how it can be improved.

Summary of discussions:

The problem: What’s wrong with the education system in Israel – “vomiting the learned material”

During several meetings, discussions developed regarding the shortcomings of the education system in Israel as perceived by the participants. The discussion focused specifically on the difficulties that arise from the conduct of the current education system, which, in our opinion, makes our learning very difficult and hampers our ability to reach high level achievements. Highlights are listed below:

In the discussions we have reached the understanding that the current situation is very burdensome and does not allow us to maintain an efficient lifestyle that includes participation in additional frameworks other than the school.
We feel that the education system does not really see us as students, as individuals. Our feeling is that we are wasting our time memorizing material that will not help us in future. 
During the exams period, the students are under a heavy pressure. The teachers don’t consider us and our difficulties in this period, and give us a lot of homework. This doesn’t help to alleviate the pressure. 
We feel frustrated in particular because every teacher is sure the she is the only teacher, and gives a lot of homework without considering the assignments we get from other teachers.
All these  – assignments, homework, exams  – cause us to fail; Instead of helping us, the teachers only increase the burden, and they don’t understand that we have life outside of school.
At the end of the day, we feel frustrated from the school system, because the way it works today really makes our life difficult.
We want the school to pay more attention to values and less to grades. We want more meaningful learning, so that we learn necessary life skills, rather than memorizing the material.
Our desire is to change the teaching method, to apply the learned material in a useful way, and that the system find a better way to appreciate the student, besides exams.
 

Specific expectations from decision-makers:

Listening to young persons and understand them in order to alleviate the burden that students experience. They should come not just to hear us but also to really listen.
Changing the education approach and the curriculum. Reducing the workload and more consideration of students’ private lives.
To open the possibility for students to choose the topics of learning, namely allowing them to choose the subjects of study in a broader manner.
Reduce the number of compulsory subjects.
Changing the reform done in the high school curriculum, returning the start of matriculation exams to 10-th grade, and distributing the exams over the three years in high school.
The implementation of so-called “meaningful learning” in a clearer and broader sense.
To stop causing the students to just “throw up” the learned material, with an emphasis on changing the teacher-student relationship.
Especially to emphasize the significant reduction of pressure on high school students and the expansion of their activity possibilities after the school hours.

 

Planned artefact: Graffiti

We decided to present our frustration from the education system through a graffiti on the school wall. The aim is to arouse attention and awareness of the stressful situation that we experience as 11-th graders.

Proposed design of the Graffiti:

An image of a “hypnotized” person whose brain explodes due to extensive learning. To this image, we will add a statement that will express our frustration and feelings towards the Israeli education system.

 

Objectives: 
To discuss the problem/shortcomings of the education system in Israel, from the perspective of high school students.

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Gender and Non-Binary Gender Identities

Gender and non-binary gender identities group have been set up in order to address the issues of individuals with different identities and expressions. The YEU volunteers, aged between 20 and 30 years old and based in Belgium, researched the ways different societies react towards the topic of gender, and what is the role played by Social Media in this.

Research Question: What is the impact of Social Media on building awareness and understanding around gender and gender identities?

The participants chose this topic because of their past experience working on different international events and projects on it as organizers, facilitators, trainers etc. By analyzing Social Media and other online sources, the group recognized that in most debates about gender identities, the non-binary gender identities and expressions are less addressed and debated. Consequently, it is also obvious that many young people around Europe here lack of the proper understanding and awareness on this topic.

The main outcomes* of the group’s work and researches were:
– The sources promoting understanding and awareness on gender issues are just a few;
– There are lots of aggressive and “hate” speeches online;
– There is the need to promote a gender-sensitive educational approach online and offline from early years;
– There is a necessity to talk about this kind of issues, especially in relation to online behavior, respect and tolerance;
-It is very important to link Formal Education and Non-Formal Education to actually promote, support and raise awareness on these issues. That can also support the development of digital material and help people tackle related issues.

*Note: These are the current conclusions, with the finalization of the process (beginning of June 2018), there could be more results.

 

The nonbinary flag.

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Tales from the first WYRED’s youth-led Showcase Workshop in Rome!

The first WYRED youth-led meeting, suitably named “Young researchers in the digital society”, took place last Friday at the Faculty of Political Science and International Relations of the University Roma Tre in Rome, Italy.

Our partner Oxfam Italia , organized and supervisor of the whole initiative, briefly introduced the project and the work carried out by the young participants over the last academic year and then merged into the roundtables that were scheduled for the day. The meeting did not provide for an external moderator, in order not to steal the show from the young researchers and let them expose the methodologies used, make their points, host and foster the debate on their own. The audiences consisted of students, lecturers, representatives from the main local authorities, all praising the innovativeness of the event, the methodologies used and the topics chosen by the young ones. Sometimes, the Oxfam staff had to cut the debate short to make it possible for everyone to have their say…they were so caught up in conversation that they totally forgot about the time limits!

The topics discussed between the young researchers and their audiences are listed below. We truly wish to repeat this wonderful experience next year, so that even more young people will be able to enjoy the opportunities provided by the WYRED Project. Please keep supporting us!

 

The Showcase Workshop’s roundtables:

  • Young people, media and self-depiction social media foster the narcissistic need of receive approval from peers: as a consequence, relationships developed online often lead to social isolation, emotional distress, performance anxiety, and then to bullying and cyberbullying. However, young people often are not informed about data privacy and Internet security at all. What to do?
  • Young people, labour-market and political participation The research projects all point out that young people today do not feel any sense of belonging to communities and/or generations. They do not feel anything that is not apathy and withdrawal when confronted with civic engagement and rational voting. They do not even recognize themselves as NEETs and prove to be unable to find individual solutions to achieve active citizenship and personal fulfilment. What to do?
  • Young people, globalization and social inclusion– The stereotypes on Italy and Italians by foreign people show how, even in our country, people changed their perception of immigration over the last few years. Only the negative side of globalisation are addressed, that is precisely why foreign students are often discriminated in schools. What to do?

 

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