*Please see 'Notes' tab below for teaching notes for each slide*.
Our NEW schools’ resources explore children’s rights, children in conflict and how children can create change. In this assembly you can learn about the world's largest humanitarian crisis, Yemen, and explore what your school could do to improve the situation for children.
The document discusses international youth day 2010 and provides statistics about youth populations globally. It defines youth as those between the ages of 15 to 24, noting that approximately 1 billion youth live in the world today which is around 18% of the global population. The United Nations proclaimed 2010 as the International Year of Youth with the theme of "Dialogue and Mutual Understanding." The document also outlines several priority issues concerning youth as identified by the World Programme of Action for Youth including education, employment, health, poverty, and participation in decision making. It provides examples of challenges and proposals for action on some of these key issues.
The document summarizes information about the Model UN conference and the WISER organization. WISER aims to empower girls in Muhuru Bay, Kenya through secondary education, as before its establishment only 5% of girls in the area attended secondary school. It discusses the challenges girls in the region face, such as early marriage and high HIV rates. WISER has helped increase student enrollment and exam passing rates in the area. The document promotes the importance of girls' education and providing opportunities for secondary school.
The document discusses how Nelson Mandela's birthday on July 18th generated a large amount of discussion on social media as people commemorated Mandela Day by participating in community service for 67 minutes. Statistics show that the conversation was global with most participants being women aged 18 to 34. Various hashtags like #MandelaDay, #Madiba94 and campaigns to spread Mandela's message showed how he remains a globally inspiring figure even after his passing.
1) Poverty reduction begins with investing in children's education as it offers the best path to equitable and sustainable human development.
2) Over 1 billion people live on less than $1 per day, with illiteracy and lack of primary education rates remaining high globally and in poor countries like Nicaragua.
3) Non-profits like Empowerment International are helping put children in school in Nicaragua for just $100 per child per year, helping them attain an education that can break the cycle of poverty.
International Youth Day is celebrated annually on August 12th to raise awareness of youth issues and celebrate young people's role in society. This year's theme is "Youth Building Peace" which recognizes young people's contributions to conflict prevention and sustainable peace. The document discusses how empowering youth and including them in decision making processes promotes social inclusion and allows young people to reach their potential, while exclusion can increase risks of violence. It acknowledges the theme and calls for opportunities to support youth participation in peacebuilding and intergenerational dialogue.
Catholic Near East Welfare Association (CNEWA) works in Ethiopia to build schools and help the poor. Ethiopia has a population of over 85 million people, many living in extreme poverty without access to clean water, healthcare, or education. CNEWA is asking for donations to build schools in Ethiopia to provide education opportunities for children who currently must walk long distances barefoot to attend school. Donations will be matched to build more schools and improve lives in one of the world's poorest countries.
The document discusses challenges facing girl child education in rural Kenya. It notes that poverty, disease, and harmful cultural practices prevent many girls from accessing education. Even with free primary education, girls in rural areas still face barriers like transportation costs. The document proposes several solutions, including creating supportive school environments, raising community awareness, providing life skills training, and developing vocational programs to empower girls. It argues that educating girls reduces poverty, improves health and environmental sustainability, and promotes gender equality and development. The author believes in the power of education and is donating land to establish a school.
Andrea is thanked for her work to make the upcoming NAMIWalks a success, which is tomorrow. She has so far raised $255 for her team called BFWK: Basics Families Walking for our Kids. Rachel Goldsmith, the newly crowned 2015 Miss Teen New York International, will dedicate her year of service to promoting awareness of teen depression and will participate in the upcoming NAMIWalks at Jones Beach to help put a face to teen depression and encourage struggling teens to seek help rather than suffer in silence.
The document discusses international youth day 2010 and provides statistics about youth populations globally. It defines youth as those between the ages of 15 to 24, noting that approximately 1 billion youth live in the world today which is around 18% of the global population. The United Nations proclaimed 2010 as the International Year of Youth with the theme of "Dialogue and Mutual Understanding." The document also outlines several priority issues concerning youth as identified by the World Programme of Action for Youth including education, employment, health, poverty, and participation in decision making. It provides examples of challenges and proposals for action on some of these key issues.
The document summarizes information about the Model UN conference and the WISER organization. WISER aims to empower girls in Muhuru Bay, Kenya through secondary education, as before its establishment only 5% of girls in the area attended secondary school. It discusses the challenges girls in the region face, such as early marriage and high HIV rates. WISER has helped increase student enrollment and exam passing rates in the area. The document promotes the importance of girls' education and providing opportunities for secondary school.
The document discusses how Nelson Mandela's birthday on July 18th generated a large amount of discussion on social media as people commemorated Mandela Day by participating in community service for 67 minutes. Statistics show that the conversation was global with most participants being women aged 18 to 34. Various hashtags like #MandelaDay, #Madiba94 and campaigns to spread Mandela's message showed how he remains a globally inspiring figure even after his passing.
1) Poverty reduction begins with investing in children's education as it offers the best path to equitable and sustainable human development.
2) Over 1 billion people live on less than $1 per day, with illiteracy and lack of primary education rates remaining high globally and in poor countries like Nicaragua.
3) Non-profits like Empowerment International are helping put children in school in Nicaragua for just $100 per child per year, helping them attain an education that can break the cycle of poverty.
International Youth Day is celebrated annually on August 12th to raise awareness of youth issues and celebrate young people's role in society. This year's theme is "Youth Building Peace" which recognizes young people's contributions to conflict prevention and sustainable peace. The document discusses how empowering youth and including them in decision making processes promotes social inclusion and allows young people to reach their potential, while exclusion can increase risks of violence. It acknowledges the theme and calls for opportunities to support youth participation in peacebuilding and intergenerational dialogue.
Catholic Near East Welfare Association (CNEWA) works in Ethiopia to build schools and help the poor. Ethiopia has a population of over 85 million people, many living in extreme poverty without access to clean water, healthcare, or education. CNEWA is asking for donations to build schools in Ethiopia to provide education opportunities for children who currently must walk long distances barefoot to attend school. Donations will be matched to build more schools and improve lives in one of the world's poorest countries.
The document discusses challenges facing girl child education in rural Kenya. It notes that poverty, disease, and harmful cultural practices prevent many girls from accessing education. Even with free primary education, girls in rural areas still face barriers like transportation costs. The document proposes several solutions, including creating supportive school environments, raising community awareness, providing life skills training, and developing vocational programs to empower girls. It argues that educating girls reduces poverty, improves health and environmental sustainability, and promotes gender equality and development. The author believes in the power of education and is donating land to establish a school.
Andrea is thanked for her work to make the upcoming NAMIWalks a success, which is tomorrow. She has so far raised $255 for her team called BFWK: Basics Families Walking for our Kids. Rachel Goldsmith, the newly crowned 2015 Miss Teen New York International, will dedicate her year of service to promoting awareness of teen depression and will participate in the upcoming NAMIWalks at Jones Beach to help put a face to teen depression and encourage struggling teens to seek help rather than suffer in silence.
Invisible Children is an organization that aims to end the use of child soldiers in Uganda and restore peace. It seeks to protect communities from Joseph Kony's rebel group, encourage soldiers to defect, and provide rehabilitation and family reunification. It also supports post-conflict recovery through education and promotes Kony's arrest. While night commuting has reduced, nearly 1 million people still live in displacement camps. Invisible Children relies on critical thinking, reading, and action to educate and involve supporters in helping address the humanitarian crisis in Uganda.
The ten teddy bears are students who have just finished studying and are going on a gap year of travel around the world. They will document their travels on social media and a blog to track where they go. The teddies need sponsors to fund their flights, accommodations, meals and visas. Donations will also help set up digital kiosks in South African schools.
Little Wits is the first preschool in Howrah which completely focuses on activity based learning. Our motivation is to impart children the power of thinking, questioning and reasoning behind every fact.
The Green Youth Collective provides sustainable careers for disadvantaged young people by connecting them with environmental projects. This helps the environment through green initiatives while also helping young people develop skills for healthy futures. The collective works to address environmental challenges and support disadvantaged youth through its programs and projects.
Invisible Children aims to end the use of child soldiers in Joseph Kony's rebel war in central Africa and restore peace and prosperity. For over 23 years, the LRA and Ugandan government have been fighting, displacing nearly 2 million civilians. Over 1.2 million children have been abducted and forced to fight without amenities. Invisible Children seeks to end the war through awareness, negotiations, fundraising for schools and jobs to reintegrate children and rebuild communities.
Sciennes launched the United Nations Sustainable Development Goals (SDGS or Global Goals) on the same day they were adopted by the United Nations in New York in September 2015. Eight of our pupils are taking part in a Model UN Conference (MUN) on Monday 25th March with Rob Crawford from UN House Scotland which will have a focus on single use plastic. At the P4-7 Assembly on Friday 8th March 2019 (International Women's Day) we looked at the UN and MUN and listened to a powerful speech on the environment, given by 12 year old Severn Suzuki in 1992. Severn's speech still has a powerful impact today and all the children were visibly entranced and moved by her words. As on the day she gave the speech at the UN Environment Confernence in Rio, you could hear a pin drop in the Hall. Severn was a trailblazer in empowering young people to use their voice and P5B were commended on their End Child Labour campaign. Charlie and Sophie spoke about their involvement in the Children's Climate protests at Parliament and we informed pupils how they can be involved without missing school on Friday 15th March by taking part in the afternoon at the planned Southside Primary Schools Climate March on Parliament. Families have been emailed with details. Families have also been informed of The City of Edinburgh Council's announcement this week that pupils with signed permission to attend in the morning will not be marked as 'unauthorised absence.' P5B marched out of Assembly with placards in hand and distributed End Child Labour leaflets in the playground.
Cross Country runners and P6 Euroquiz Runners Up were congratulated and we ended the Assembly singing "Put A Nose On It' for Comic Relief. Next Friday 15th March is Red Nose Day and pupils were encouraged to wear red and bring a donation if they wish.
This document provides guidelines for photographing children including obtaining proper consent, respecting the children's situation and intentions, avoiding manipulation of content, and protecting children at risk. Photographs should be edited and captioned carefully and used to promote children's rights rather than exploit them. Permission is required to use UNICEF photographs and anyone with questions should contact the listed UNICEF photography editor.
Education Cannot Wait has reached over 150,000 children in Chad's refugee camps, including 69,000 girls, providing education opportunities for displaced children affected by violence in the region. In Afghanistan, Education Cannot Wait supports displaced children like 12-year-old Rabidullah, who was able to continue his education after being displaced from his home and school by conflict. Education Cannot Wait aims to reach 75 million children and youth in crisis-impacted countries and areas with an $8.5 billion funding gap for education in emergencies.
*Please see 'Notes' tab below for teaching notes for each slide*.
Our NEW schools’ resources explore children’s rights, children in conflict and how children can create change. In this one hour lesson you can learn about conflict, how it affects children, and explore what your school could do to create change.
Margaret Ledwith Northampton lecture 1 25 october 2011Tim Curtis
This document discusses community development in changing political times in the UK from the 1960s to present. It summarizes key events and political shifts that have impacted approaches to community development, including the rise of radical thought in the 1970s-80s, the impact of Thatcherism in the 1980s, the Blair government's promises in the 1990s-2000s to end child poverty, and the introduction of the "Big Society" concept under the 2010 Coalition government. Throughout, it emphasizes community development principles of social justice, equality, and empowerment and critiques approaches that lack structural analysis of poverty.
The document discusses a study on the impact of citizen journalism and digital storytelling in empowering marginalized youth. It focuses on a program called JUMP that worked with Kenyan teens affected by HIV/AIDS. The study found that through sharing their stories and voices via podcasts, videos and personal narratives, the teens developed greater confidence, hope and optimism despite discussing challenging topics like HIV/AIDS. It recommends supporting more programs that empower youth to create positive social change through digital media.
The document discusses a study on the impact of citizen journalism and digital storytelling in empowering marginalized youth. It describes a program called JUMP that worked with Kenyan teens affected by HIV/AIDS. The study analyzed personal stories, podcasts, and videos produced by JUMP members. Key findings included stories addressing HIV/AIDS, victimization, and anonymity, but also self-confidence, social change, and creating a better future. The conclusion is that such programs empower youth to create positive social change through their digital voices.
Children in Danger: Act to End Violence Against Children ABA IHRC
Every five minutes, a child is killed by violence, a new report by UNICEF UK said. A majority of these deaths occur outside of war zones. The report, published this week by the UK branch of the United Nations children’s agency, said that violence kills more than 340 people under the age of 20 every day around the globe. Seventy-five percent of these deaths are reportedly caused by interpersonal violence, rather than war.
Three key points from the document:
1) Children in Yemen face severe malnutrition and lack access to adequate food, with the average household consuming significantly less grains, meat, and eggs compared to previous monitoring periods. Over 45% of households reported family members going to bed hungry.
2) Child protection is a major concern, with over 38% of children afraid to play outside due to non-political violence and murders in some areas. Protection indicators worsened from the previous monitoring period.
3) Basic needs are not being met for many Yemeni children, as food insecurity and malnutrition levels rise along with threats to child safety. The humanitarian crisis in Yemen is deteriorating the well-being and development of the
Three key points from the document:
1) Children in Yemen face severe malnutrition and lack access to adequate food, with the average household consuming significantly less grains, meat, and eggs compared to previous monitoring periods. Over 45% of households reported family members going to bed hungry.
2) Child protection is a major concern, with over 38% of children afraid to play outside due to non-political murder cases increasing fear. This number rose sharply in Hodeida where 55% of children now feel afraid.
3) Basic indicators of food security and nutrition for Yemen's children are alarmingly low and deteriorating further, with protein intake for children under 5 almost non-existent in rural areas. The humanitarian crisis
The United Nations has set a goal to reduce child mortality globally. While progress has been made to reduce child deaths from 12.7 million in 1990 to 7.2 million currently, the target has not yet been achieved. Ongoing conflicts in places like the Middle East and Africa have hindered progress, as have disagreements between world powers. To further reduce child mortality rates, the author proposes raising community awareness, engaging local governments, and using social media to communicate the issue and call for donations to support solutions.
DRAGI ZMIJANAC “It is a challenge to be the leader of this great global movem...Детска Амбасада Меѓаши
DRAGI ZMIJANAC “It is a challenge to be the leader of this great global movement” Founder and President of the First Children's Embassy in the World MEGJASHI.
http://www.megjashi.org.mk/content/pdf/MONOGRAPH%20%20First%20Childrens%20Embassy%20in%20the%20World%20MEGJASHI%201992-2022%20,%2030%20years.pdf
DRAGI ZMIJANAC “It is a challenge to be the leader of this great global movement” Founder and President of the First Children's Embassy in the World MEGJASHI.
http://www.megjashi.org.mk/content/pdf/MONOGRAPH%20%20First%20Childrens%20Embassy%20in%20the%20World%20MEGJASHI%201992-2022%20,%2030%20years.pdf
DRAGI ZMIJANAC “It is a challenge to be the leader of this great global movement” Founder and President of the First Children's Embassy in the World MEGJASHI.
http://www.megjashi.org.mk/content/pdf/MONOGRAPH%20%20First%20Childrens%20Embassy%20in%20the%20World%20MEGJASHI%201992-2022%20,%2030%20years.pdf
DRAGI ZMIJANAC “It is a challenge to be the leader of this great global movement” Founder and President of the First Children's Embassy in the World MEGJASHI.
http://www.megjashi.org.mk/content/pdf/MONOGRAPH%20%20First%20Childrens%20Embassy%20in%20the%20World%20MEGJASHI%201992-2022%20,%2030%20years.pdf
The document discusses children at risk in the 21st century. It describes the author's experience working with difficult and damaged children through an alternative school program in Birmingham from 1990 to 1995. It then discusses some of the risks facing youth today, noting that while crime and health issues like smoking and obesity are concerns, rates of youth crime and smoking have actually decreased in recent years according to data. The author argues for a nuanced view of these issues that considers factors like poverty, family stability, and access to resources and opportunities that can help protect children and support healthy development.
Invisible Children is an organization that aims to end the use of child soldiers in Uganda and restore peace. It seeks to protect communities from Joseph Kony's rebel group, encourage soldiers to defect, and provide rehabilitation and family reunification. It also supports post-conflict recovery through education and promotes Kony's arrest. While night commuting has reduced, nearly 1 million people still live in displacement camps. Invisible Children relies on critical thinking, reading, and action to educate and involve supporters in helping address the humanitarian crisis in Uganda.
The ten teddy bears are students who have just finished studying and are going on a gap year of travel around the world. They will document their travels on social media and a blog to track where they go. The teddies need sponsors to fund their flights, accommodations, meals and visas. Donations will also help set up digital kiosks in South African schools.
Little Wits is the first preschool in Howrah which completely focuses on activity based learning. Our motivation is to impart children the power of thinking, questioning and reasoning behind every fact.
The Green Youth Collective provides sustainable careers for disadvantaged young people by connecting them with environmental projects. This helps the environment through green initiatives while also helping young people develop skills for healthy futures. The collective works to address environmental challenges and support disadvantaged youth through its programs and projects.
Invisible Children aims to end the use of child soldiers in Joseph Kony's rebel war in central Africa and restore peace and prosperity. For over 23 years, the LRA and Ugandan government have been fighting, displacing nearly 2 million civilians. Over 1.2 million children have been abducted and forced to fight without amenities. Invisible Children seeks to end the war through awareness, negotiations, fundraising for schools and jobs to reintegrate children and rebuild communities.
Sciennes launched the United Nations Sustainable Development Goals (SDGS or Global Goals) on the same day they were adopted by the United Nations in New York in September 2015. Eight of our pupils are taking part in a Model UN Conference (MUN) on Monday 25th March with Rob Crawford from UN House Scotland which will have a focus on single use plastic. At the P4-7 Assembly on Friday 8th March 2019 (International Women's Day) we looked at the UN and MUN and listened to a powerful speech on the environment, given by 12 year old Severn Suzuki in 1992. Severn's speech still has a powerful impact today and all the children were visibly entranced and moved by her words. As on the day she gave the speech at the UN Environment Confernence in Rio, you could hear a pin drop in the Hall. Severn was a trailblazer in empowering young people to use their voice and P5B were commended on their End Child Labour campaign. Charlie and Sophie spoke about their involvement in the Children's Climate protests at Parliament and we informed pupils how they can be involved without missing school on Friday 15th March by taking part in the afternoon at the planned Southside Primary Schools Climate March on Parliament. Families have been emailed with details. Families have also been informed of The City of Edinburgh Council's announcement this week that pupils with signed permission to attend in the morning will not be marked as 'unauthorised absence.' P5B marched out of Assembly with placards in hand and distributed End Child Labour leaflets in the playground.
Cross Country runners and P6 Euroquiz Runners Up were congratulated and we ended the Assembly singing "Put A Nose On It' for Comic Relief. Next Friday 15th March is Red Nose Day and pupils were encouraged to wear red and bring a donation if they wish.
This document provides guidelines for photographing children including obtaining proper consent, respecting the children's situation and intentions, avoiding manipulation of content, and protecting children at risk. Photographs should be edited and captioned carefully and used to promote children's rights rather than exploit them. Permission is required to use UNICEF photographs and anyone with questions should contact the listed UNICEF photography editor.
Education Cannot Wait has reached over 150,000 children in Chad's refugee camps, including 69,000 girls, providing education opportunities for displaced children affected by violence in the region. In Afghanistan, Education Cannot Wait supports displaced children like 12-year-old Rabidullah, who was able to continue his education after being displaced from his home and school by conflict. Education Cannot Wait aims to reach 75 million children and youth in crisis-impacted countries and areas with an $8.5 billion funding gap for education in emergencies.
*Please see 'Notes' tab below for teaching notes for each slide*.
Our NEW schools’ resources explore children’s rights, children in conflict and how children can create change. In this one hour lesson you can learn about conflict, how it affects children, and explore what your school could do to create change.
Margaret Ledwith Northampton lecture 1 25 october 2011Tim Curtis
This document discusses community development in changing political times in the UK from the 1960s to present. It summarizes key events and political shifts that have impacted approaches to community development, including the rise of radical thought in the 1970s-80s, the impact of Thatcherism in the 1980s, the Blair government's promises in the 1990s-2000s to end child poverty, and the introduction of the "Big Society" concept under the 2010 Coalition government. Throughout, it emphasizes community development principles of social justice, equality, and empowerment and critiques approaches that lack structural analysis of poverty.
The document discusses a study on the impact of citizen journalism and digital storytelling in empowering marginalized youth. It focuses on a program called JUMP that worked with Kenyan teens affected by HIV/AIDS. The study found that through sharing their stories and voices via podcasts, videos and personal narratives, the teens developed greater confidence, hope and optimism despite discussing challenging topics like HIV/AIDS. It recommends supporting more programs that empower youth to create positive social change through digital media.
The document discusses a study on the impact of citizen journalism and digital storytelling in empowering marginalized youth. It describes a program called JUMP that worked with Kenyan teens affected by HIV/AIDS. The study analyzed personal stories, podcasts, and videos produced by JUMP members. Key findings included stories addressing HIV/AIDS, victimization, and anonymity, but also self-confidence, social change, and creating a better future. The conclusion is that such programs empower youth to create positive social change through their digital voices.
Children in Danger: Act to End Violence Against Children ABA IHRC
Every five minutes, a child is killed by violence, a new report by UNICEF UK said. A majority of these deaths occur outside of war zones. The report, published this week by the UK branch of the United Nations children’s agency, said that violence kills more than 340 people under the age of 20 every day around the globe. Seventy-five percent of these deaths are reportedly caused by interpersonal violence, rather than war.
Three key points from the document:
1) Children in Yemen face severe malnutrition and lack access to adequate food, with the average household consuming significantly less grains, meat, and eggs compared to previous monitoring periods. Over 45% of households reported family members going to bed hungry.
2) Child protection is a major concern, with over 38% of children afraid to play outside due to non-political violence and murders in some areas. Protection indicators worsened from the previous monitoring period.
3) Basic needs are not being met for many Yemeni children, as food insecurity and malnutrition levels rise along with threats to child safety. The humanitarian crisis in Yemen is deteriorating the well-being and development of the
Three key points from the document:
1) Children in Yemen face severe malnutrition and lack access to adequate food, with the average household consuming significantly less grains, meat, and eggs compared to previous monitoring periods. Over 45% of households reported family members going to bed hungry.
2) Child protection is a major concern, with over 38% of children afraid to play outside due to non-political murder cases increasing fear. This number rose sharply in Hodeida where 55% of children now feel afraid.
3) Basic indicators of food security and nutrition for Yemen's children are alarmingly low and deteriorating further, with protein intake for children under 5 almost non-existent in rural areas. The humanitarian crisis
The United Nations has set a goal to reduce child mortality globally. While progress has been made to reduce child deaths from 12.7 million in 1990 to 7.2 million currently, the target has not yet been achieved. Ongoing conflicts in places like the Middle East and Africa have hindered progress, as have disagreements between world powers. To further reduce child mortality rates, the author proposes raising community awareness, engaging local governments, and using social media to communicate the issue and call for donations to support solutions.
DRAGI ZMIJANAC “It is a challenge to be the leader of this great global movem...Детска Амбасада Меѓаши
DRAGI ZMIJANAC “It is a challenge to be the leader of this great global movement” Founder and President of the First Children's Embassy in the World MEGJASHI.
http://www.megjashi.org.mk/content/pdf/MONOGRAPH%20%20First%20Childrens%20Embassy%20in%20the%20World%20MEGJASHI%201992-2022%20,%2030%20years.pdf
DRAGI ZMIJANAC “It is a challenge to be the leader of this great global movement” Founder and President of the First Children's Embassy in the World MEGJASHI.
http://www.megjashi.org.mk/content/pdf/MONOGRAPH%20%20First%20Childrens%20Embassy%20in%20the%20World%20MEGJASHI%201992-2022%20,%2030%20years.pdf
DRAGI ZMIJANAC “It is a challenge to be the leader of this great global movement” Founder and President of the First Children's Embassy in the World MEGJASHI.
http://www.megjashi.org.mk/content/pdf/MONOGRAPH%20%20First%20Childrens%20Embassy%20in%20the%20World%20MEGJASHI%201992-2022%20,%2030%20years.pdf
DRAGI ZMIJANAC “It is a challenge to be the leader of this great global movement” Founder and President of the First Children's Embassy in the World MEGJASHI.
http://www.megjashi.org.mk/content/pdf/MONOGRAPH%20%20First%20Childrens%20Embassy%20in%20the%20World%20MEGJASHI%201992-2022%20,%2030%20years.pdf
The document discusses children at risk in the 21st century. It describes the author's experience working with difficult and damaged children through an alternative school program in Birmingham from 1990 to 1995. It then discusses some of the risks facing youth today, noting that while crime and health issues like smoking and obesity are concerns, rates of youth crime and smoking have actually decreased in recent years according to data. The author argues for a nuanced view of these issues that considers factors like poverty, family stability, and access to resources and opportunities that can help protect children and support healthy development.
Mad, Bad and Dangerous to Know - Children at risk in the 21st CenturyNeil de Reybekill
Paper on the current risks faced by children and young people in society, the risks society faces from children and young people and the future for childhood...
Buckhurst Hill
February 2010
The document discusses the plight of children and youth affected by armed conflict. It notes that children experience suffering such as death, injury, lack of access to education and healthcare. While girls face disproportionate targeting, boys also experience sexual violence. The UN has worked to draw attention to these issues and protect children's rights through the appointment of a Special Representative and cooperation between agencies. Notable progress includes the release of thousands of child soldiers and a commitment to impose sanctions on persistent violators of children's rights.
The Convention on the Rights of the Child has had a profound influence since its adoption 30 years ago. It established that all children have universal, inalienable rights regardless of their background. As a result of the Convention, child mortality has declined dramatically, more children are in school, and children are increasingly seen as rights holders rather than passive objects of aid. However, challenges remain in fully realizing children's rights, especially for the most marginalized. Progress must be accelerated to achieve the vision of the Convention by its 30th anniversary and beyond.
Children are vulnerable victims of armed conflict in several ways. They are killed, maimed, abducted, orphaned, recruited as child soldiers, and subjected to sexual violence. The UN considers the killing or maiming of children, recruitment of child soldiers, attacks on schools and hospitals, denial of humanitarian access, abduction of children, and rape or sexual abuse of children to be "grave violations" of children's rights in conflict situations. These violations continue to occur on an alarming scale in over 36 countries where child soldiers, some as young as 8 years old, are being used.
The document outlines the eight Millennium Development Goals which are to reduce poverty, provide universal primary education, promote gender equality, reduce child mortality, improve maternal health, combat HIV/AIDS and other diseases, ensure environmental sustainability, and develop a global partnership for development by 2015. It encourages joining a campaign to meet the second goal of providing free universal primary education for all children and adding one's voice to send a message to the G8 meeting that education is important.
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This document provides an overview of wound healing, its functions, stages, mechanisms, factors affecting it, and complications.
A wound is a break in the integrity of the skin or tissues, which may be associated with disruption of the structure and function.
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Exploiting Artificial Intelligence for Empowering Researchers and Faculty, In...Dr. Vinod Kumar Kanvaria
Exploiting Artificial Intelligence for Empowering Researchers and Faculty,
International FDP on Fundamentals of Research in Social Sciences
at Integral University, Lucknow, 06.06.2024
By Dr. Vinod Kumar Kanvaria
5. 5
“Education to us wasn’t just maths, science, history,
it was understanding ‘who do I want to be when I
grow up? Where do I want to go? Who do I want to
be like?’
That is all shut down now, and all you can imagine
is day to day survival, and all you can see is this
endless war.
Without school, my whole future changes. Without
school there is no hope.”
- Sara, 12 years old, Yemen
6. 6
Today we’re going to think about one of the most
dangerous places in the world to be a child : Yemen.
7. 7
Yemen is a country in the Middle East, to the south of Iraq,
Syria and Saudi Arabia
8. 8
Yemen is now the largest humanitarian
crisis in the world
20.7m people in Yemen need
humanitarian assistance.
Half of them are children.
That’s 82% of the population!
11. 11
“I was working near to the Ministry of Education when it happened.
A group of GCSE age students had their exams coming up. Their school
had recently been bombed and lessons had been suspended. Amazingly,
they had come to the Ministry of Education with a teacher, to find a safe
space to revise quietly. I was there when the bombs fell. 14 children and
their teacher were killed, and the building was in pieces.
These are children that have the same everyday worries about exams,
friends, and boys/girls as UK teenagers. All they wanted to do was revise
for their exams. They have no part in this war, yet they were targeted.
What is happening in Yemen, with the bombing of children represents a
new low for humanity. We need to stand up for Yemen’s children, because
nobody else is.”
- Mark Kaye, Humanitarian worker in Yemen, Save the Children
12. 12
91% of people harmed or killed
when explosive weapons are
used in towns and cities had
nothing to do with the war.
About half of these are children.
13. 13
There are lots of countries and groups
involved in the conflict in Yemen.
The UK is not involved in the war
directly.
However we do sell weapons to Saudi
Arabia, who are part of the conflict.
These weapons are being used to kill
and injure children.
16. 16
Campaigning is :
1) Using your voice to speak up for
what you believe is right.
2) Acting together to influence key
decision makers to bring about
change.
20. 20
Our voices are being heard!
We campaigned to get
the Saudi Arabian
coalition on a United
Nations list of groups
who have committed
crimes against
children.
21. 21
We’re making progress on Yemen
Young people have been raising their voices about the
blockade in Yemen, and people are taking notice.
Save the Children
campaigners gathered
outside Parliament to
demand action from the
UK government on the
Yemen blockade…
…130 empty dinner plates
were arranged on the ground
to represent the number of
children dying each day…
…Many of these plates
featured messages from
British school children to the
UK government.
With young people’s
voices joining this
campaign, the UK
government can no
longer ignore this crisis
and are being forced
into action.
Thanks to children like
you!
22. 22
Hopefully this will make the UK govt
listen to us and reconsider…
….but we need to keep standing up for
children in Yemen
24. 24
There are lots of different ways you can campaign!
Tweet your MP Postcard Video
Write a letter Write an article Short play
Create a meme Photo diary Poem
Hold an assembly Write a song Flash mob!
Artwork Photo stunt Poster
Meet your MP
25. 25
Use your voice to tell the UK government to
stop selling bombs that are dropped on
Yemen’s children
● One thing you have
learned today
● Your wish for
Yemen’s children
27. 27
Want to do more to help children in
war?
●Take your campaign to your school
or community!
●Learn more about Children’s Rights
and how you can create change
●Campaigning
●Fundraising
Editor's Notes
Disclosure:
Firstly, I’d like to say that we are going to talk about some big problems going on in the world today, and how we can do something about them.
If there’s anything I say that worries you, please do take a second to step outside, get some air, and you can talk to a teacher or pastoral support team afterwards.
Hands up - Yes / No?
Opening Statement:
It’s easy to feel powerless in the face of this conflict. However, today, on International Day for Disaster Relief, we are going to think about what we can do, as young people, to change the world for the better.
Question to pupils:
How do you feel when you see this image? Does it feel familiar?
Expect answers like: “boring” / “Monday morning” / “normal”
Do you want to be going into that school?
Question to Pupils:
How do you feel when you see this image?
Does it feel familiar?
Do you want to be going into that school?
What can we do to change this?
This is actually a picture from a school in northern Yemen, where there is a war.
It is important to note that even in wars, there are clear rules that schools and hospitals should not be bombed, and civilians and children should not be attacked.
In Yemen, as you can see, these rules are clearly being abused, and children are suffering as a result.
I’ll come back to this image in a little bit, but I just wanted to get us to reflect on the reality of school for children living in warzones.
Sara*, 12 (blue headscarf in the next slide), is from Haradh district in Hajja, northern Yemen. She and her family had to flee their home when the conflict escalated and airstrikes targeted Haradh; she has now been out of school for almost 2 years. She looks forward to going back home, to her original school and to fulfilling her dream of becoming a police officer.
When schools close
Maybe this doesn’t feel like such a bad thing for a couple of days, even a week, over the summer holidays, but imagine if you can’t go back for longer than that.
You actually forget about your own future, so you actually forget that another future is possible.
Think about what you’re doing if you’re not going to school in Yemen; you’re not playing with friends in the park, playing sports or arts or video games.
Education is actually much more than maths, science, history.
It is a route towards:
“who do I want to be when I grow up?”.
“where do I want to go?”
“what do I want to do with my life?”
That is now all shut down, and all you can think about is day-to-day survival, and all you can see is this endless war.
If you take education, and hopes and dreams away from children, they actually begin to emulate what they see around them.
In places like Syria, what children see around them and on the streets is lots of men fighting, some horrible things that children should never have to witness.
Without an education, your whole future changes.
We asked children affected by crisis what matters most to them. 99% said education….
We’re now going to think about the world’s biggest humanitarian crisis, and one that is in the news right now, where the highest amount of children’s rights are violated because of war.
We don’t have videos of these children, because the war means it’s not safe for journalists and cameramen to travel freely in Yemen, but they do exist, and we don’t want their suffering to continue unnoticed.
Background on Yemen:
•Before the conflict started, Yemen was already the poorest country in the Arab world
•54% of the population were already living in absolute poverty
•The average girl stayed in school until age 9
•Lots of political conflicts with different groups in disagreement. This led to a war starting in March 2015
Humanitarian assistance is providing the basic things that we need to survive when we are at our most desperate and have lost everything: enough food to eat, water, shelter, medical supplies.
Many ports have been blocked – The conflict has directly impacted upon schools and hospitals blockades preventing vital supplies from entry to support those remaining in the country.
Around 6,000 people have reportedly been killed
747 children killed and over 1,100 wounded
168,000 people have fled the country - The continuing violence and lack of aid getting into the country has pushed thousands to seek refuge in neighbouring countries, with over 2,500 Yemenis refugees fleeing across the Red Sea to Somalia alone.
2.5 million are internally displaced
These are the confirmed figures – with the situation continuing, they could be higher.
Activity:
82% of the population need humanitarian assistance
- 10 children in the front row stand up. These 10 represent Yemen.
2 of the 10 have access to some food, shelter, and water.
The rest of you are left with nothing. How does that feel?
30 seconds onwards.
30-3.27
OR 2.21-3.27
i.e. 2 minute duration
Teacher to read out:
“I was working near to the Yemeni Ministry of Education when it happened.
A group of GCSE age students had their exams coming up. Their school had recently been bombed and lessons had been suspended. Amazingly, they had come to the Ministry of Education with a teacher, to find a safe space to revise quietly. I was there when the bombs fell. 14 children and the their teacher were killed, and the building was in pieces.
These are children that have the same everyday worries about exams, friends, and boys/girls as UK teenagers. All they wanted to do was revise for their exams. They have no part in this war, yet they were targeted.
What is happening in Yemen, with the bombing of children represents a new low for humanity.”
Mark Kaye, Humanitarian worker in Yemen, Save the Children
Student to read out
Most people don’t know that even whilst the UK government sends Aid to the children of Yemen, it is selling bombs to the Saudi Arabian coalition that are being dropped on children and fuelling the conflict.
Save the Children is calling on everyone to stand up for Yemen’s children, and ask the government to suspend arms sales to Saudi Arabia.
See Yemen Information sheet for more info.
See ‘Made in Britain’ clip for information on the UK involvement in the war.
Give the students these definitions - or ask for some suggestions about what they think campaigning is before giving the definitions dependent on prior knowledge/understanding
Notes: Charities like Save the Children do lots of campaigning to fight for the rights of children like Saja around the world.
((However we can’t campaign without fundraising, so raising money for charity is still really important in creating long term change.))
*NB. It is a key part of creating that longer term change but also creating change in future.
Give the students these definitions - or ask for some suggestions about what they think campaigning is before giving the definitions dependent on prior knowledge/understanding
Notes: Charities like Save the Children do lots of campaigning to fight for the rights of children like Saja around the world.
((However we can’t campaign without fundraising, so raising money for charity is still really important in creating long term change.))
*NB. It is a key part of creating that longer term change but also creating change in future.
You might think that young people can’t create change, but we’re going to show you that young people are using their voices to create change right now (worksheet). Indeed, in the General Election this year, it was thought that the mass turnout of young voters influenced the outcome of the election. It was the highest number of 18-25 year olds to vote since the 1997 election 20 years ago.
http://vimeo.com/154096501 - Use 03.22-05.45 OR SEE VIDEO LINK
Students to spend 2 minutes after the video asking the class for answers to the questions:
What problem are they trying to address?
Who has the power to create the change?
How many children are involved?
What do you think makes this a successful campaign? (Answers we want to prompt are: Identifying who has the power to make the change, acting as a movement, using their voice creatively to make their message stand out, the fact that they are children standing up for other children’s rights around the world.)
How many children are involved?
What have they done to make this a creative campaign?
Which powerful people are the children ‘targeting’ with this campaign?
Additional teacher notes on this campaign - why was it successful?
1.Makes sense – children speaking out about children’s issues (that education is important for all children) in an education setting – adds real value
2.Led and OWNED by children (sixth former presenters) thus more powerful
3.Successful! Campaigned for UK govt to put £330m into Education Cannot Wait fund. Nearly 100 MPs contacted and succeeded in pressuring govt to put money into pot badly needed for refugee education.
Teacher note: you may feel that your students have a good grip on this area already and therefore don’t need to cover this in great detail
Q. Ask the students if they know what their MP does and who they are
A. Your MP - Member of Parliament, works for you to raise your needs, questions, issues with key people in government e.g. the Prime Minister or The Foreign Secretary (You know they work for you because the website to find who your local MP is = theyworkforyou.com) :)
They are your voice in parliament - they represent you and your community.
What do they think their MP does all day? (Present some answers)
What do they do for you? Who in their community might they listen to?
Reading list: Add guide to MP / Parliament
Shown above are:
Boris Johnson - Foreign Secretary
Theresa May - Prime Minister
Priti Patel - Secretary of State for International Development (Head of DfID)
(On who has the power: Who is the most powerful person in the UK? Why?)
Send my Friend to School was last year…
Remember we talked about the fact that the UK government sell weapons to Saudi Arabia, and these bombs are then dropped on children.
Save the Children wants to do something about that… This year you can get involved in the campaign to protect children in Yemen
What we want:
We want the UK government to stop selling bombs which are dropped on children
We also want the Foreign Office to use its influence to ensure children and their families have unimpeded access to humanitarian aid in Yemen
Something which currently isn’t happening.
We are making progress on this.
As you may have seen in the news, the UN Secretary-General has finally ‘named and shamed’ the Saudi Arabia-led Coalition in Yemen for grave violations against children.
This is something we have all been campaigning on for over six months, after the Saudis used their political influence to be removed from the ‘Children in Arm conflict report’ last year, despite clear evidence of killing children and attacks on schools and hospitals.
This is a crucial victory in stopping the bombing of children in Yemen. The UN has clearly stated that it will not let the Saudi coalition get away with deliberately harming children, increasing international pressure on the Saudis to stop bombing children.
*130 Children statistic is accurate as of November 2017
“people are taking notice” link - http://www.itv.com/news/2017-11-28/boris-johnson-yemen-facing-human-catastrophe-of-biblical-proportions/
Now we’ll be making the case to the UK government to that they shouldn’t be supporting states who have been blacklisted for violations against children.
Let’s keep standing up for children’s rights all over the world. Together we really can make a difference!
You can also campaign with us and take action together. Here’s just a few things you could do-
Sign and Share our petition to Boris Johnson
Increase the pressure on Foreign Secretary, Boris Johnson, by signing and sharing our petition with your friends, calling on Boris Johnson to protect Yemen’s children and help bring this brutal war to an end. Sign the petition yourself, and share the link with 10 friends and family members, and get them to sign and pass it on to another 10 people.
Run a local campaign
We want to build a movement of people campaigning on behalf of children in Yemen in their own communities. This means getting out into the local community, highlighting the issues and recruiting new people to the campaign, and getting them to take action with their local MP.
Raise money for children in Yemen.
We’re working around the clock to help children by:
Treating malnutrition and delivering food and vitamin supplements
Distributing hygiene kits to stop the spread of cholera and setting up treatment centres and oral rehydration points
Supplying communities with safe drinking water, hygiene kits and money for food
Giving them safe spaces where they can learn, play, and begin to come to terms with everything they've been through.
This activity will take up the majority of the rest of the lesson
What do your learners want to communicate to their MP about why they think it’s important to Protect Children in War?
The slide shows a range of suggested activities so you can tailor the lesson dependent on how much time is left at this point. You can choose which activity best suits your class.
FOR ALL ACTIVITIES: Learners to return to your criteria for a successful campaign:
As a movement / Using your voice creatively / YP 4 YP (Young People for Young People) / Targeting decision makers
In pairs or threes, come up with a powerful message to send to your MP about why every child should have the right feel safe, even in war.
Consider:
What did you find interesting you about what you’ve learned so far?
How did you feel when hearing about Sara’s life?
How does it make you feel thinking about protecting children in war?
Why do you think it’s important?
How could you connect pupils in the UK with the lives of pupils in poorer countries?
What do you want to tell the decision maker (e.g. MP)?
Statistics / feelings video, Provide links to powerful messages
-
Extra Activities:
Below are a series of quick, simple activities as example campaigning actions if you have 5-10 minutes.
NB. One person in the group should have the task of researching your MP - who are they, which party do they represent, what’s their email address, address and twitter handle. What kind of approach might appeal to them? Use this website and put in your school’s postcode to find your MP: https://www.theyworkforyou.com/mps/
Give students a choice of activities if they have time:
INDIVIDUAL / PAIRED ACTIVITY 1 - Tweet + Image
Split the class into groups of 2-3.
Half to compose a tweet to send to their MP - how can you communicate the importance of this issue in 140 characters and a hashtag.
Half the class to draw a picture, postcard or poster on why they think it’s important to protect children in war.
Put the images with the tweet that best corresponds to the image.
Look up your local MP here: https://www.theyworkforyou.com/mps/
Find their twitter handle and tweet them – https://action.savethechildren.org.uk/ea-action/action?ea.client.id=7&ea.campaign.id=60631&_ga=2.32145150.1533642810.1509007889-257003298.1505392041
INDIVIDUAL / PAIRED ACTIVITY 2 - Create a postcard. Write a letter, poem, rap, song on the back about why it’s important to protect children in war.
INDIVIDUAL / PAIRED ACTIVITY 3 - Children’s Rights Bunting
Every child gets their own StC bunting flag, see template here: https://drive.google.com/drive/folders/0B7bx6ksnjdyMdk95SjhocUdxczA
On the undecorated side, write or draw “Why do you think it’s important to protect children in war”
Connect them with piece of string and ask them to create bunting to hang up around the classroom, corridor, or around the school. OR send directly to your MP, with a cover letter. One group of children can write the covering letter, or teacher can.
GROUP ACTIVITY - Group photo
Print out the poster here: https://docs.google.com/document/d/1XCF4GLY1-tLyjboY2ZMVcWR9R5O3HIeDbYbo_ypCpdw/edit
Ask all children to write or draw their message around the edge of the poster - why is this message important to them.
Take a class photo with them holding the poster.
Email, tweet or send it to their MP as a poster or postcard.
Speaker note: When this task is complete, you may suggest that the teacher could send them to their local MP or to Save the Children (during pilot/testing phase)
Optional:
Petition - print out in A3 and stick up around the room for children to sign
Ask children to raise their hands:
Yes / No?
Hopefully “Yes”
Chance to galvanise children to go away taking action on behalf of other children:
Take your campaign to your school or community!
Encourage children to share their findings about children’s rights issues with their classmates and wider school community
Fundraising - get involved in Den Day or Christmas Jumper day. (Contact us at Save the Children for more information)