The document discusses gender-sensitive youth work in Finland, specifically focusing on two organizations - Tyttöjen Talo (Girls' House) and Nicehearts. Both organizations aim to empower young girls and promote their well-being through gender-sensitive activities in a safe, female-only space. They offer activities that discuss topics like gender stereotypes, identity development, and for Tyttöjen Talo, sexual violence counseling. The organizations strive to involve the girls in planning and aim to strengthen their identities. However, some criticism notes the spaces could better promote diversity and challenge traditional gender norms.
YOUTH SOCIAL WORK FROM A MALE PERSPECTIVE - (Fabrizio, Joey, Alex, Early)Early Artis
The document summarizes information about the Icehearts youth organization in Finland. It discusses that Icehearts was founded in 1995 to prevent social exclusion through team sports. It targets at-risk boys and more recently girls, and provides long-term support through sports like hockey and football. Members are recruited from ages 6-18 and remain in the program for 12 years. Icehearts operates in multiple cities and has over 500 total members. It relies on municipal and private funding and emphasizes skills like commitment, responsibility, and cooperation to support youth development.
JOUKO PORKKA YOUTH WORK IN FINLAND - lecture 25.1.2017Early Artis
Youth work in Finland is primarily carried out through municipal youth clubs and Lutheran parishes, with the goal of supporting youth development, empowerment, and participation in community life. Municipalities and parishes invest over $270 million annually in youth work initiatives including youth clubs, volunteer programs, counseling, and online outreach. Youth work aims to strengthen life skills, citizenship, health, cultural expression, and socio-political empowerment according to national Youth Act guidelines.
Digital Youth Work - (Binod, Chhabi, Kaye, Nnaeto)Early Artis
This document discusses digital youth work in Finland. It provides definitions of youth work and how digital technologies have been incorporated. Digital youth work engages young people using contemporary ideals and the digital environment. It requires practitioners to understand technology and support young people's online development. The document outlines the goals of digital youth work, how it has been implemented in Finland and worldwide, and guidelines for practice. It also describes the organization Verke, the national development center for digital youth work in Finland. Verke aims to promote youth welfare, inclusion and equality through digital training, resources and innovations. Ethical considerations for digital youth work include treating young people with respect while ensuring safety and welfare.
Church Youth Work - (Gloria, Dembo, Lisa, Ola)Early Artis
The Evangelical Lutheran Church of Finland is the dominant Christian denomination, with over 5 million members. Church youth work involves religious education and spiritual guidance for children and young people aged 0-29. It is carried out through Sunday schools, confirmation classes, youth clubs and camps. The Church employs over 1,000 youth workers and allocates around 30% of its budget to programs for children and youth. Snellu is one organization that provides youth services, such as support for those with special needs or personal crises. Careers in church youth work include becoming a youth worker, special youth worker, or volunteer after training. Funding comes from the state, municipalities, and the Church itself.
SOCIAL WORK WITH ELDERLY PEOPLE - HERTTONIEMI - (Gloria, Miro, Delia, Jarkko,...Early Artis
The document discusses social work with the elderly in Finland. It provides information on legislation, the public and private sectors roles, and challenges social workers may face. It also highlights the multi-disciplinary team approach and importance of advocating for elderly clients. Social workers strive to empower the elderly and reduce loneliness through community involvement. However, issues like health declines, financial stresses, and refusing care present dilemmas social workers must carefully address. The needs of an aging population are expected to grow, but social workers remain dedicated to improving quality of life for the elderly.
Environmental Youth Work - (Delia, Aada, Miro, Jarkko, Shobhana)Early Artis
The document discusses environmental youth work in Finland. It aims to create meaningful nature experiences for youth and promote sustainable development and lifestyles. Key aspects include raising environmental awareness, supporting youth empowerment through programs like Ruuti-Budget, and strengthening the bond between youth and nature through outdoor education. Ecological social work also seeks to address issues like climate change and environmental degradation through education and advocacy. The work of organizations profiled demonstrates strengths in motivating conservation action among youth and deepening their relationship with the environment. Opportunities for further development include fostering a sense of lifelong responsibility and a deeper understanding of nature.
IMMIGRANTS - ITÄKESKUS - (Nkiru, Aada, Early, Anastasiia, Mike)Early Artis
The document discusses the importance of immigrant social work in Finland and how the public, private, and third sectors work together across micro, meso, and macro levels to help immigrants integrate into society. It addresses the challenges such as cultural differences, language barriers, and funding issues that social workers face. The summary also explains how policies and legislation at the macro level can impact organizations and individuals at lower levels.
YOUTH SOCIAL WORK FROM A MALE PERSPECTIVE - (Fabrizio, Joey, Alex, Early)Early Artis
The document summarizes information about the Icehearts youth organization in Finland. It discusses that Icehearts was founded in 1995 to prevent social exclusion through team sports. It targets at-risk boys and more recently girls, and provides long-term support through sports like hockey and football. Members are recruited from ages 6-18 and remain in the program for 12 years. Icehearts operates in multiple cities and has over 500 total members. It relies on municipal and private funding and emphasizes skills like commitment, responsibility, and cooperation to support youth development.
JOUKO PORKKA YOUTH WORK IN FINLAND - lecture 25.1.2017Early Artis
Youth work in Finland is primarily carried out through municipal youth clubs and Lutheran parishes, with the goal of supporting youth development, empowerment, and participation in community life. Municipalities and parishes invest over $270 million annually in youth work initiatives including youth clubs, volunteer programs, counseling, and online outreach. Youth work aims to strengthen life skills, citizenship, health, cultural expression, and socio-political empowerment according to national Youth Act guidelines.
Digital Youth Work - (Binod, Chhabi, Kaye, Nnaeto)Early Artis
This document discusses digital youth work in Finland. It provides definitions of youth work and how digital technologies have been incorporated. Digital youth work engages young people using contemporary ideals and the digital environment. It requires practitioners to understand technology and support young people's online development. The document outlines the goals of digital youth work, how it has been implemented in Finland and worldwide, and guidelines for practice. It also describes the organization Verke, the national development center for digital youth work in Finland. Verke aims to promote youth welfare, inclusion and equality through digital training, resources and innovations. Ethical considerations for digital youth work include treating young people with respect while ensuring safety and welfare.
Church Youth Work - (Gloria, Dembo, Lisa, Ola)Early Artis
The Evangelical Lutheran Church of Finland is the dominant Christian denomination, with over 5 million members. Church youth work involves religious education and spiritual guidance for children and young people aged 0-29. It is carried out through Sunday schools, confirmation classes, youth clubs and camps. The Church employs over 1,000 youth workers and allocates around 30% of its budget to programs for children and youth. Snellu is one organization that provides youth services, such as support for those with special needs or personal crises. Careers in church youth work include becoming a youth worker, special youth worker, or volunteer after training. Funding comes from the state, municipalities, and the Church itself.
SOCIAL WORK WITH ELDERLY PEOPLE - HERTTONIEMI - (Gloria, Miro, Delia, Jarkko,...Early Artis
The document discusses social work with the elderly in Finland. It provides information on legislation, the public and private sectors roles, and challenges social workers may face. It also highlights the multi-disciplinary team approach and importance of advocating for elderly clients. Social workers strive to empower the elderly and reduce loneliness through community involvement. However, issues like health declines, financial stresses, and refusing care present dilemmas social workers must carefully address. The needs of an aging population are expected to grow, but social workers remain dedicated to improving quality of life for the elderly.
Environmental Youth Work - (Delia, Aada, Miro, Jarkko, Shobhana)Early Artis
The document discusses environmental youth work in Finland. It aims to create meaningful nature experiences for youth and promote sustainable development and lifestyles. Key aspects include raising environmental awareness, supporting youth empowerment through programs like Ruuti-Budget, and strengthening the bond between youth and nature through outdoor education. Ecological social work also seeks to address issues like climate change and environmental degradation through education and advocacy. The work of organizations profiled demonstrates strengths in motivating conservation action among youth and deepening their relationship with the environment. Opportunities for further development include fostering a sense of lifelong responsibility and a deeper understanding of nature.
IMMIGRANTS - ITÄKESKUS - (Nkiru, Aada, Early, Anastasiia, Mike)Early Artis
The document discusses the importance of immigrant social work in Finland and how the public, private, and third sectors work together across micro, meso, and macro levels to help immigrants integrate into society. It addresses the challenges such as cultural differences, language barriers, and funding issues that social workers face. The summary also explains how policies and legislation at the macro level can impact organizations and individuals at lower levels.
THE ROLE OF A CITIZEN IN FINLAND - (Early, Maarit, Sonu, Fabrizio, Delia, Tar...Early Artis
The document discusses citizenship and marginalized citizens in Finland. It defines a citizen as someone who is legally recognized as a member of a state and has both rights and responsibilities. Rights include voting, residing in Finland, and obtaining a passport, while responsibilities include military service and obeying Finnish laws. The document also examines ways to improve opportunities for marginalized citizens, such as increasing educational attainment, employment programs, and ensuring access to welfare services regardless of attributes. Case studies provide examples of how policies aim to acknowledge and intervene in issues like youth unemployment through implementation of training programs.
SOCIAL WORK AND MENTAL HEALTH - RUOHOLAHTI - (Sonu, Achini, Kaye, Chhabi, Dem...Early Artis
This document discusses social work and mental health in Finland. It provides an introduction to social work and its aims to improve society and social relationships. It also defines mental health according to the WHO. The document then describes two social service institutions in Helsinki: Lapinlahden Lahde, a former mental hospital that now provides various services and community activities, and Toimintatilaspotti, a day center for substance abusers and those with mental health issues. It explores the services offered, challenges faced, differences between the institutions, and ethical dilemmas in working with this population.
The document discusses the definition and characteristics of an active citizen. It states that an active citizen develops skills and understanding to make informed decisions about their community with the aim of improving quality of life. They may challenge rules and structures through democratic processes. Characteristics include participation in the community, empowerment through knowledge and skills, and ability to make informed decisions and challenge policies. Citizenship education aims to prepare youth to participate in democratic life by developing understanding of rights and responsibilities. It benefits both individuals and society by creating responsible and engaged citizens.
1. The What's Up West? project held a forum and consultations in Western Sydney to gather input from over 170 young people on issues they care about and recommendations to improve their communities.
2. Young people discussed immediate interests like health, safety and inclusion as well as aspirational interests in education and jobs. They also expressed passionate humanitarian interests in global and social issues.
3. The report summarizes the forum and consultation findings, identifying 21 recommendations across topics like sustainability, gender, health, culture and mental health based on the young peoples' input. The recommendations are intended to relay the young peoples' ideas to decision-makers.
This document discusses active citizenship. It defines active citizenship as being engaged in energetic work and participation within a society with both rights and responsibilities. Some key aspects of active citizenship include respect, honoring duties, being informed, compassion, active involvement, working together, sustainable solutions, self-development, and maintaining a safe, stable, and clean environment. The document notes that active citizenship is not the same as being charitable, just voting, just protesting, or having civic membership. It also discusses some drivers of active citizenship like innovation, entrepreneurship, productivity, and social involvement.
This document discusses Eugene, Oregon's Human Rights City Project. It provides background on the project, including that in 2006 the Eugene City Council approved including it in their biannual work plan. The project aims to filter all city programs through international human rights standards to strengthen community relationships and ensure all citizens are engaged. It also discusses how the project differs from and goes beyond the existing Human Rights Ordinance by taking a more proactive approach to preventing discrimination. The document outlines some of the human rights addressed by existing city programs and goals and provides ideas for how the city could further adopt a human rights framework, such as through a youth contest on human rights and addressing health care discrimination faced by women of color.
This document discusses issues related to geriatric care and aging populations. It begins with an introduction to aging and key facts about the global aging situation. Population aging is increasing rapidly around the world, with the number of older persons expected to double by 2050. The document then discusses what aging and geriatrics are, as well as global and national initiatives to address aging populations, including the Madrid International Plan of Action on Aging. It outlines TARAQUI Association's role in aging issues and proposes ways forward, such as enhancing public-private partnerships and establishing an age-friendly society.
Active citizenship refers to participation in civil society, community and political life through non-violent and respectful means that uphold human rights and democratic values. It acknowledges that all individuals and groups have the right to engage in and influence democratic societies and institutions. Measuring active citizenship across European countries found the highest levels in Nordic nations, followed by Central and Anglo-Saxon Europe, then Mediterranean, and lowest in Eastern Europe. Key factors influencing active citizenship included the length of established democracy and available economic resources.
The document summarizes the British Council's Active Citizens program, which provides social leadership training to hundreds of thousands of people worldwide. It discusses:
1) The program's global reach, with partners in over 40 countries applying the methodology to strengthen communities through initiatives like football in Pakistan.
2) Impact numbers, including 130,000 Active Citizens trained who have launched over 5,000 social action projects benefiting communities.
3) Examples of projects using Active Citizens to improve education in Pakistan, empower youth civic participation in Bangladesh, and support women's empowerment in the Middle East.
Youth Policy and professional open youth work by Maurice DevlinPOYWE
Presentation by Maurice Devlin, Maynooth University, Ireland
@ the international POYWE seminar “Reflections on Expectations of youth work in Europe”,
23.- 25.2.2015, Rotterdam, NL
Three intergenerational housing models in the USA were summarized:
1) H.O.M.E. in Chicago houses older residents, resident assistants of college age, and families in the same buildings. This fosters a sense of community and intergenerational friendships have formed.
2) Judson Manor in Cleveland houses older residents alongside artist-in-residence college students who participate in arts activities in exchange for housing. Close bonds have developed between students and residents.
3) Grandfamily housing schemes like Griot Village provide homes for grandparents raising grandchildren, along with supportive services and activities for all ages. This stable housing helps grandparents and improves children's wellbeing.
Youth participation for community developmentAli Raza
This document discusses youth participation for community development. It outlines that youth participation actively involves young people in decision-making on issues that affect them, and is related to ideas of citizenship, personal development, and involvement in society. The United Nations Development Programme's youth strategy for Pakistan aims to economically empower youth, engage them in public life and political processes, and have them act as positive agents of change in their communities during times of conflict and disaster through volunteerism. The document also discusses the role of youth in areas like education, politics, the economy, and society. It provides examples of prominent Pakistani youth icons and concludes with discussing problems Pakistani youth face.
This document discusses youth inclusion and participation in social welfare programs. It addresses three key points:
1. Youth work provides an important forum for discussing social relations and conditions while also guiding young people's inclusion in society.
2. There is tension between viewing youth work as social work focused on socialization versus seeing it as a practice allowing youth to critically examine society.
3. An effective youth work approach navigates this tension by keeping an open forum where young people's voices are heard while also supporting their transition into social structures.
Participation & Inclusion - Raluca Diroescu's presentation from Urban Solutio...AmplifiedSteve
This document discusses youth participation and empowerment in Europe. It defines participation as involving young people in decisions that affect them through activities, organizations and democratic processes. The document outlines European policies and programs that aim to promote participation, empowerment, inclusion and citizenship. It discusses forms of participation, both traditional and new, as well as obstacles that can limit youth involvement. European citizenship and its rights and responsibilities are also examined.
The report describes efforts to promote participation and decision-making for Diana, a 17-year-old girl with intellectual disabilities living in a small group home. Staff broke the process of redecorating Diana's room into smaller, more manageable steps of choosing paint colors, curtains, and bedding. This allowed Diana to make meaningful choices at her own pace. Through this process, Diana gained confidence and began actively choosing subsequent changes for her room. The project highlights the importance of adapting participation methods to the individual's needs and abilities.
The document discusses vulnerable children in Nigeria, including orphans and children affected by HIV/AIDS. It notes that in 2008 there were 17.5 million vulnerable children in Nigeria. It examines various interventions to help these children, including institutional care, adoption, foster care, and community-based care. It emphasizes that interventions should be community-led and focus on raising awareness, documenting the problem, mobilizing communities, meeting basic needs, education/training, and improving legal protections for children.
The document discusses issues related to youth social work. It defines youth as the period between ages 15-24 according to the UN. India has the largest youth population in the world at over 356 million people aged 10-24. Some of the key issues facing youth include substance abuse, discrimination, and teenage pregnancy. The national youth policy aims to empower youth through skills development, education, health initiatives and civic participation. Youth intervention programs focus on helping at-risk youth become productive members of society. The scope of social work practice includes areas like child protection, mental health, disability and more. The youth global network was established to equip youth with a global perspective and support local community impact projects.
SSF case study - high income family (Kevin, Sonu, Chhabi, Maarit)Early Artis
This document outlines various social benefits available to families in Finland, including for the Badenov family who will soon have twins. It details the maternity grant, child benefits, maternity/paternity allowances, private daycare allowance, and costs for delivery. For the twins, Natasha will receive a maternity package and cash payment totaling approximately €690. Child benefits will provide €336.56 per month. Maternity/paternity allowances will pay Natasha €191.39 per day and Boris €235.72 per day. Private daycare coverage for their 2-year-old will be €663.93 per month. Delivery costs will be low due to public healthcare.
DEVELOPMENTAL PSYCHOLOGY lecture - 17.2.2017Early Artis
This document outlines the structure and organization for group work on chapters related to child development. It divides students into 8 groups to cover material on conceptions of development, individuality, social cognition, and relationship formation. Each group is assigned a specific chapter to review together and report back on. The document also provides background information on the expansion of research in these areas over the past decades, with a focus on topics like theory of mind, neuropsychology, and the impact of childhood stress on brain development.
THE ROLE OF A CITIZEN IN FINLAND - (Early, Maarit, Sonu, Fabrizio, Delia, Tar...Early Artis
The document discusses citizenship and marginalized citizens in Finland. It defines a citizen as someone who is legally recognized as a member of a state and has both rights and responsibilities. Rights include voting, residing in Finland, and obtaining a passport, while responsibilities include military service and obeying Finnish laws. The document also examines ways to improve opportunities for marginalized citizens, such as increasing educational attainment, employment programs, and ensuring access to welfare services regardless of attributes. Case studies provide examples of how policies aim to acknowledge and intervene in issues like youth unemployment through implementation of training programs.
SOCIAL WORK AND MENTAL HEALTH - RUOHOLAHTI - (Sonu, Achini, Kaye, Chhabi, Dem...Early Artis
This document discusses social work and mental health in Finland. It provides an introduction to social work and its aims to improve society and social relationships. It also defines mental health according to the WHO. The document then describes two social service institutions in Helsinki: Lapinlahden Lahde, a former mental hospital that now provides various services and community activities, and Toimintatilaspotti, a day center for substance abusers and those with mental health issues. It explores the services offered, challenges faced, differences between the institutions, and ethical dilemmas in working with this population.
The document discusses the definition and characteristics of an active citizen. It states that an active citizen develops skills and understanding to make informed decisions about their community with the aim of improving quality of life. They may challenge rules and structures through democratic processes. Characteristics include participation in the community, empowerment through knowledge and skills, and ability to make informed decisions and challenge policies. Citizenship education aims to prepare youth to participate in democratic life by developing understanding of rights and responsibilities. It benefits both individuals and society by creating responsible and engaged citizens.
1. The What's Up West? project held a forum and consultations in Western Sydney to gather input from over 170 young people on issues they care about and recommendations to improve their communities.
2. Young people discussed immediate interests like health, safety and inclusion as well as aspirational interests in education and jobs. They also expressed passionate humanitarian interests in global and social issues.
3. The report summarizes the forum and consultation findings, identifying 21 recommendations across topics like sustainability, gender, health, culture and mental health based on the young peoples' input. The recommendations are intended to relay the young peoples' ideas to decision-makers.
This document discusses active citizenship. It defines active citizenship as being engaged in energetic work and participation within a society with both rights and responsibilities. Some key aspects of active citizenship include respect, honoring duties, being informed, compassion, active involvement, working together, sustainable solutions, self-development, and maintaining a safe, stable, and clean environment. The document notes that active citizenship is not the same as being charitable, just voting, just protesting, or having civic membership. It also discusses some drivers of active citizenship like innovation, entrepreneurship, productivity, and social involvement.
This document discusses Eugene, Oregon's Human Rights City Project. It provides background on the project, including that in 2006 the Eugene City Council approved including it in their biannual work plan. The project aims to filter all city programs through international human rights standards to strengthen community relationships and ensure all citizens are engaged. It also discusses how the project differs from and goes beyond the existing Human Rights Ordinance by taking a more proactive approach to preventing discrimination. The document outlines some of the human rights addressed by existing city programs and goals and provides ideas for how the city could further adopt a human rights framework, such as through a youth contest on human rights and addressing health care discrimination faced by women of color.
This document discusses issues related to geriatric care and aging populations. It begins with an introduction to aging and key facts about the global aging situation. Population aging is increasing rapidly around the world, with the number of older persons expected to double by 2050. The document then discusses what aging and geriatrics are, as well as global and national initiatives to address aging populations, including the Madrid International Plan of Action on Aging. It outlines TARAQUI Association's role in aging issues and proposes ways forward, such as enhancing public-private partnerships and establishing an age-friendly society.
Active citizenship refers to participation in civil society, community and political life through non-violent and respectful means that uphold human rights and democratic values. It acknowledges that all individuals and groups have the right to engage in and influence democratic societies and institutions. Measuring active citizenship across European countries found the highest levels in Nordic nations, followed by Central and Anglo-Saxon Europe, then Mediterranean, and lowest in Eastern Europe. Key factors influencing active citizenship included the length of established democracy and available economic resources.
The document summarizes the British Council's Active Citizens program, which provides social leadership training to hundreds of thousands of people worldwide. It discusses:
1) The program's global reach, with partners in over 40 countries applying the methodology to strengthen communities through initiatives like football in Pakistan.
2) Impact numbers, including 130,000 Active Citizens trained who have launched over 5,000 social action projects benefiting communities.
3) Examples of projects using Active Citizens to improve education in Pakistan, empower youth civic participation in Bangladesh, and support women's empowerment in the Middle East.
Youth Policy and professional open youth work by Maurice DevlinPOYWE
Presentation by Maurice Devlin, Maynooth University, Ireland
@ the international POYWE seminar “Reflections on Expectations of youth work in Europe”,
23.- 25.2.2015, Rotterdam, NL
Three intergenerational housing models in the USA were summarized:
1) H.O.M.E. in Chicago houses older residents, resident assistants of college age, and families in the same buildings. This fosters a sense of community and intergenerational friendships have formed.
2) Judson Manor in Cleveland houses older residents alongside artist-in-residence college students who participate in arts activities in exchange for housing. Close bonds have developed between students and residents.
3) Grandfamily housing schemes like Griot Village provide homes for grandparents raising grandchildren, along with supportive services and activities for all ages. This stable housing helps grandparents and improves children's wellbeing.
Youth participation for community developmentAli Raza
This document discusses youth participation for community development. It outlines that youth participation actively involves young people in decision-making on issues that affect them, and is related to ideas of citizenship, personal development, and involvement in society. The United Nations Development Programme's youth strategy for Pakistan aims to economically empower youth, engage them in public life and political processes, and have them act as positive agents of change in their communities during times of conflict and disaster through volunteerism. The document also discusses the role of youth in areas like education, politics, the economy, and society. It provides examples of prominent Pakistani youth icons and concludes with discussing problems Pakistani youth face.
This document discusses youth inclusion and participation in social welfare programs. It addresses three key points:
1. Youth work provides an important forum for discussing social relations and conditions while also guiding young people's inclusion in society.
2. There is tension between viewing youth work as social work focused on socialization versus seeing it as a practice allowing youth to critically examine society.
3. An effective youth work approach navigates this tension by keeping an open forum where young people's voices are heard while also supporting their transition into social structures.
Participation & Inclusion - Raluca Diroescu's presentation from Urban Solutio...AmplifiedSteve
This document discusses youth participation and empowerment in Europe. It defines participation as involving young people in decisions that affect them through activities, organizations and democratic processes. The document outlines European policies and programs that aim to promote participation, empowerment, inclusion and citizenship. It discusses forms of participation, both traditional and new, as well as obstacles that can limit youth involvement. European citizenship and its rights and responsibilities are also examined.
The report describes efforts to promote participation and decision-making for Diana, a 17-year-old girl with intellectual disabilities living in a small group home. Staff broke the process of redecorating Diana's room into smaller, more manageable steps of choosing paint colors, curtains, and bedding. This allowed Diana to make meaningful choices at her own pace. Through this process, Diana gained confidence and began actively choosing subsequent changes for her room. The project highlights the importance of adapting participation methods to the individual's needs and abilities.
The document discusses vulnerable children in Nigeria, including orphans and children affected by HIV/AIDS. It notes that in 2008 there were 17.5 million vulnerable children in Nigeria. It examines various interventions to help these children, including institutional care, adoption, foster care, and community-based care. It emphasizes that interventions should be community-led and focus on raising awareness, documenting the problem, mobilizing communities, meeting basic needs, education/training, and improving legal protections for children.
The document discusses issues related to youth social work. It defines youth as the period between ages 15-24 according to the UN. India has the largest youth population in the world at over 356 million people aged 10-24. Some of the key issues facing youth include substance abuse, discrimination, and teenage pregnancy. The national youth policy aims to empower youth through skills development, education, health initiatives and civic participation. Youth intervention programs focus on helping at-risk youth become productive members of society. The scope of social work practice includes areas like child protection, mental health, disability and more. The youth global network was established to equip youth with a global perspective and support local community impact projects.
SSF case study - high income family (Kevin, Sonu, Chhabi, Maarit)Early Artis
This document outlines various social benefits available to families in Finland, including for the Badenov family who will soon have twins. It details the maternity grant, child benefits, maternity/paternity allowances, private daycare allowance, and costs for delivery. For the twins, Natasha will receive a maternity package and cash payment totaling approximately €690. Child benefits will provide €336.56 per month. Maternity/paternity allowances will pay Natasha €191.39 per day and Boris €235.72 per day. Private daycare coverage for their 2-year-old will be €663.93 per month. Delivery costs will be low due to public healthcare.
DEVELOPMENTAL PSYCHOLOGY lecture - 17.2.2017Early Artis
This document outlines the structure and organization for group work on chapters related to child development. It divides students into 8 groups to cover material on conceptions of development, individuality, social cognition, and relationship formation. Each group is assigned a specific chapter to review together and report back on. The document also provides background information on the expansion of research in these areas over the past decades, with a focus on topics like theory of mind, neuropsychology, and the impact of childhood stress on brain development.
The document summarizes key aspects of Finnish labor and employment legislation, including:
- The Employment Contracts Act governs employment contracts, employer/employee obligations, non-discrimination, minimum employment terms, family leaves, layoffs, terminations, damages, and international contracts.
- Family leaves include maternity, paternity, parental, childcare, and family responsibility leaves.
- The Non-Discrimination and Equality Acts prohibit discrimination and treating people differently based on attributes like age, gender, health status, sexual orientation, or parenthood.
- Other laws address youth employment conditions; working hours and holidays; cooperation between personnel and management; occupational safety; and industrial relations.
Hanna Lamberg - Study Advisor - Lecture on Student IssuesEarly Artis
This document provides information for students in the Degree Programme in Social Services (DSS) at Diaconia University of Applied Sciences. It outlines the study advisors and their contact information, details of the 210 ECTS Bachelor of Social Services qualification, requirements regarding personal study plans and recognition of prior learning. Regulations related to registering for classes, duration of study rights, practical training and assessment of studies are also summarized. Key points include qualifications earned, required structure of studies, importance of consulting advisors, and deadlines for assignments.
This document discusses the evolution of division of labor, work orientation, paradigms in social work, and orientation of diaconia work across different eras and societies. It provides a table that outlines these concepts for agrarian-feudal societies, industrial capitalism, social market economies, planning economies, developing countries, and in the context of globalized transformations. The document then prompts the reader to make a model describing these concepts for African and Asian developing societies, using one example country.
This document is a slide presentation about the social policy of the European Union. It discusses the main institutions of the EU and their roles in social policy. The institutions covered are the European Parliament, the Council of the European Union, the European Council, the Council of the EU, and the European Commission. The presentation also mentions the European Central Bank and provides sources of EU documents and websites for further information. It was created by Lauri Uljas for the class DSS41 in the autumn of 2016.
The document provides information about several institutions and bodies that make up the European Union (EU). It discusses the European Commission, European Parliament, EU Council of Ministers, European Council, European Court of Justice, European Court of Auditors, European Central Bank, European Investment Bank, European Economic and Social Committee, and EU regional committee. It also briefly outlines some of the EU's policy areas, population, area, and spending. The main purpose is to outline the key components and structures that make up the EU system of governance.
This document provides information about a training program on gender sensitivity in the asylum process run by IARS, an international think tank. The training focuses on the impact of gender-based violence on refugee and asylum-seeking women. It aims to increase gender sensitivity when dealing with such women. The document defines key terms, outlines principles of good practice, and lists services that can provide support to women who have experienced gender-based violence.
Unpaid care work is disproportionately performed by women and girls. It involves direct care for people as well as housework and volunteer work that facilitates care. Unpaid care work is invisible in policies and budgets, and its unequal distribution reinforces gender inequalities. The consequences of unpaid care work are detrimental to women's health, well-being, and basic human rights.
The solution is a 3Rs approach: 1) Recognize the value of unpaid care work through time use surveys and awareness campaigns. 2) Reduce the time spent on care work through infrastructure, technologies, and public services. 3) Redistribute unpaid care work from women to men and from families to governments through policies, healthcare access, and engaging
The document describes various photos that depict women working in different agricultural, food preparation, and domestic roles around the world. The photos show women working in fields, nurseries, laboratories, stoves, markets, and more in countries such as Nepal, Peru, Mali, Lebanon, Senegal, Hungary, Saudi Arabia, Mexico, Botswana, Guinea, Ecuador, Indonesia, Kenya, Albania, India, Guatemala, El Salvador, and others. The work portrayed includes introducing new crops, transplanting and harvesting rice, preparing food and cheese, carrying goods, selling goods at markets, and more.
10 places to visit in india without yourAbhishek Daga
This document is an April Fool's joke summarizing a fake report about visiting places in India without a spouse. It provides made-up statistics and details about the fake report to mislead the reader for humor. In the end, it reveals the true purpose was just for fun on April Fool's Day and provides an actual discount code for the reader's purchases.
The document discusses the career of Arnold Schwarzenegger, including his success as a bodybuilder, actor, and politician. It details how he won numerous bodybuilding competitions early in his career. As an actor, he became famous for his roles in films like The Terminator. The document also outlines Schwarzenegger's 2003 election as Governor of California, where he defeated incumbent Gray Davis in a recall election. Schwarzenegger won with 48.6% of the vote, defeating other candidates like porn stars and comedians who were on the unusual ballot.
Glaciers are melting faster than expected due to global warming, depleting ice around the world. The human genome was fully mapped between 2000-2003 in a massive scientific effort. In 2008, the Phoenix lander confirmed the presence of water ice on Mars, fueling hopes of microbial life. Stem cells were found in new sources like adult skin cells in 2007, avoiding ethical issues with embryonic stem cells. Direct evidence in 2006 confirmed the long-inferred existence of dark matter through observations of the Bullet Cluster collision.
Arnold Schwarzenegger is an Austrian-American actor, politician and former professional bodybuilder. He began weight training at age 15 and went on to win the Mr. Olympia bodybuilding title seven times. Schwarzenegger later found success as a Hollywood actor and was elected Governor of California, serving two terms from 2003 to 2011. The document outlines key events in Schwarzenegger's career in bodybuilding, acting, business, and politics that demonstrate his success through hard work and determination to build both his mind and body.
This document discusses gender sensitivity and related topics. It begins by defining sex and gender, noting that gender is a social and cultural construct that shapes behavior. It then describes how most societies are patriarchal, with men as breadwinners and women as nurturers. In patriarchal societies, women become economically dependent on men and have reduced status. The document also discusses stereotypes of men and women, gender discrimination in the workplace including wage gaps and sexual harassment, developing gender sensitivity, addressing linguistic bias, and respecting cultural norms regarding gender.
The European Solidarity Corps is an EU program that brings youth from different countries together to support communities and address social challenges through volunteering. The author volunteered in Modica, Italy for one month, living with other volunteers from various countries. Through their hosting organization, they visited organizations supporting refugees and agricultural workers, and conducted workshops on discrimination. The experience improved the author's skills in areas like communication, facilitation, and community engagement. They hope to continue volunteering to promote social change.
Literacy Skill for the Girl Child - A Panacea for Reducing World Povertyleadershipmgtservice
A literate community is a dynamic community, one that exchanges ideas and engages in debate. Illiteracy, however, is an obstacle to a better quality of life, and can even breed exclusion and violence.
Youth Bank Armenia is a program that empowers youth to become active citizens and leaders in their communities. It does this by [1] training youth to review small grant proposals from their peers, [2] funding the best youth-
Community outreach/social work: Working with NGOsSonia Sharma
1. The document discusses community outreach and the presenter's contributions to community outreach efforts.
2. It defines community outreach as reaching out to help citizens through communication, awareness creation, and action on issues like health, education, rights, and more.
3. The presenter has volunteered with NGOs and started their own NGO focused on health, rights, and legal awareness in rural communities. They also volunteer online with UNDP India and an NGO providing medical, legal and education assistance.
This presentation summarizes the services provided by the Youth Support Service (YSS). The YSS helps young people ages 13-19 with career planning, building confidence, and achieving their potential. They also provide a confidential listening service for young people with problems or unhappiness. The YSS brings young people together for fun activities like days out, team building, and residential courses. Topics they assist with include bullying, crime, health, housing, money, relationships, rights, sexual health, sexuality, and staying safe. Young people can participate in team building, residential programs, youth clubs, youth groups, day trips, and peer leadership training. The presenter has been involved with the YSS for over 5 years since age
The NOISE Spring Learning Festival featured various student pods presenting their social action projects from the past year. The projects addressed issues from the Toronto Vital Signs report such as health & wellness, poverty, civic engagement, and stigma. The pods accomplished goals like providing care packages, raising food and funds, promoting healthy eating, and challenging labels in their communities. Through this work, the students learned about enacting social justice and creating change at both the individual and community levels.
The document discusses the topic of socialization. It defines socialization as the process by which humans learn social behaviors and norms to become social beings. The main functions of socialization are to transform individuals into social beings and help develop personality and commitment to social systems. The key agencies of socialization discussed are family, peer groups, religion, school, mass media, and neighborhood, with family playing a particularly important early role in teaching values.
Socialization is the lifelong process by which people learn the norms, values, behaviors, and social skills needed to function in their culture. It occurs through interactions with others and influences personality development from infancy through adulthood. The main socialization agents are family, education systems, peer groups, media, and religion. Socialization helps convert individuals into social beings by teaching them appropriate roles, skills, discipline, and how to interact with others. It allows people to learn from each other and function within their communities and society.
Socialization is the lifelong process by which people learn the norms, values, behaviors, and social skills needed to function in their culture. It occurs through interactions with others and influences personality development from infancy through adulthood. The main socialization agents are family, education systems, peer groups, media, and religion. Socialization helps convert individuals into social beings by teaching them appropriate roles, skills, discipline, and how to interact with others. It allows people to learn from each other and adapt across their lifespan.
The document summarizes information about an organization called Regional Centre for Sustainable Rural Development located in Constantza, Romania. The organization provides mentoring and training programs to support youth, farmers, and rural communities. It implements an educational model using mentoring to develop local communities. The organization's volunteers, who are mostly girls, provide mentoring to at-risk youth through various projects focused on personal development, social skills, and empowerment.
The document provides information about an organization called Regional Centre for Sustainable Rural Development located in Constantza, Romania. The organization offers mentoring programs and training to support youth development, entrepreneurship, and community leadership. It works with volunteers, local governments, and organizations across Constantza county and the Danube Delta region to improve livelihoods and opportunities in rural areas through education and skills training.
Sosped Foundation is a non-governmental welfare organization in Finland that seeks to enhance wellbeing through peer support and involvement in community activities. It operates nationwide and employs over 40 people. The organization's mission is based on social pedagogy which emphasizes mutual respect and equality. Peer support is central to Sosped's work, involving mutually supportive relationships between people with similar experiences. Current projects include support for those dealing with gambling or gaming issues, culture houses for young adults with mental health challenges, and programs promoting health and empowerment. Culture houses in particular provide a safe, supportive space for cultural and creative activities led by peer leaders.
Vital cities, vital childhoods – pia christensenCare Connect
Professor Pia Christensen, School of Education, Unoiversity of Leeds presentation at the Supporting Families in Difficult Times Conference held on 18-19th September 2014
Dimensions of inequality in the south west workshop - brenda westonSWF
This document summarizes a forum on dimensions of inequality in the South West region. It discusses using an Equality Measurement Framework (EMF) to measure equality across 10 dimensions, including life, health, security, education, living standards, activities, social life, identity, participation, and influence. Workshops were held discussing experiences of discrimination for different groups, including women, transgender people, and those with different sexual orientations. The goal is to empower groups by generating new qualitative data on inequalities, understand different perspectives better, and present evidence to public bodies to address issues at the local and regional levels.
This document discusses a lecture on gender and sexuality. It defines sex as biological while gender is socially constructed. It discusses how masculinity and femininity are defined in society and the process of gender socialization where children learn behaviors deemed appropriate for their sex. It explores how schools reproduce gender inequalities through practices, procedures and discourses that position some students as "winners" and others as "losers". It also discusses bullying and how sexuality and gender are intertwined in schools.
1) The document discusses evaluation methods for programs that target very young adolescents (VYAs). It explores participatory and qualitative methods that allow VYAs to share their perspectives rather than relying solely on adult assessments.
2) Various participatory techniques are presented, such as card games, storytelling exercises, photo elicitation, and pile sorting, that can be used to evaluate changes in attitudes, knowledge, and behaviors related to topics like gender norms, fertility awareness, and HIV prevention.
3) Examples are given of evaluation designs for VYA programs that have used mixed methods with quantitative and qualitative data collection, including from structured interviews, focus groups, and photovoice exercises, to measure outcomes over time.
Course Code-BD4GS-unit-1-Gender Roles in Society.pptxamalajansi1
This document is about gender roles in society and was presented by Prof. Amala Jansi. It begins with defining sex and gender, differentiating the two, and identifying gender roles in key institutions like family, caste, class, religion, culture, media and law. It then discusses reasons for gender inequalities and strategies for gender-just education outside of schools. Specific gender roles and stereotypes promoted in media like films and advertisements are described. The objectives are to define sex and gender, differentiate them, identify gender roles, discuss causes of inequality, and explain gender-just education approaches. Questions for discussion are also provided.
The document discusses the results of community listening sessions conducted by United Way of Brazoria County in 2015-2016. Key themes that emerged from the sessions included: a desire for a thriving community with safety, education, and employment opportunities; the importance of inclusion, involvement, and diversity; concerns about the effects of poverty exacerbated by rapid population growth; and a need for better connection and collaboration between community organizations and residents. The report aims to inform officials and organizations about community needs and priorities to guide future efforts.
This document advertises a webinar on celebrating diversity in schools and how it supports spiritual, moral, social, and cultural (SMSC) development. The webinar, presented by an experienced teacher and advisor, will discuss why celebrating diversity is important for SMSC education and practical steps schools can take. It will also explore how the Interfaith Explorers online resource can be used as an effective SMSC tool. The webinar aims to help participants understand how celebrating diversity helps deliver SMSC and think about implementing it in their own practice.
Similar to Youth Social Work From A Female Perspective - (Maarit, Hanna, Tilja, Anastasiia) (20)
Infograph - crisis intervention for abducted child scenarioEarly Artis
This document discusses crisis response methods and provides an overview of factors that can lead to crises. It outlines two main crisis response methods - Critical Incident Stress Management (CISM) and Psychological First Aid (PFA) - and references sources for further information.
Crisis work - services, practices, legislationEarly Artis
This document provides instructions for creating a crisis intervention plan. It outlines researching relevant legislation and services, presenting a fictional case study, and developing a three-part plan that includes assessment of the situation, proposed actions, and follow up procedures. Students are asked to take the perspective of a social services professional and include references when drafting their 20 slide presentation and crisis intervention plan.
This document provides instructions and guidance for an assignment on crisis intervention. It outlines the assessment criteria, which focuses on creating an infographic, developing a crisis intervention plan, and presenting the seminar. The criteria include evaluating the content, coherence, and creativity of the submission. It also details the basic crisis intervention skills of attending, listening, and reflecting. These skills involve non-verbal communication, active listening techniques like open-ended questions, paraphrasing, reflecting feelings, and summarizing.
This document discusses crisis intervention work. It defines a crisis as when people face obstacles to important life goals that are temporarily insurmountable using normal problem solving methods. A crisis causes disorganization and distress as people make failed attempts to solve the problem. Key concepts in crisis work include stress, trauma, coping, adaptation, and resilience. A crisis represents both danger and opportunity for growth. Crisis intervention aims to change how the crisis is perceived and develop new coping skills to decrease distress and increase functioning. The role of helpers is to support individuals in crisis and help them tap into their resilience by creating action plans.
Opportunities and threats: a study on undocumented/unofficial migrants in the...Early Artis
This document discusses unofficial/undocumented migration in Finland and the welfare state. It presents two potential future scenarios - a "threat scenario" where society becomes polarized and undocumented migrants are excluded from public services, and an "ideal scenario" where all individuals have equal access to public services based on needs rather than citizenship. It also summarizes interviews with social service workers who feel unprepared to help undocumented migrants due to a lack of national guidelines. The document aims to explore how unofficial migration may impact societies and public sector work in the future under different scenarios.
This document provides guidance for conducting life history interviews of migrants to Finland. Students will interview a migrant to understand their reasons for migrating, experiences upon arrival in Finland, and access to services and support. The interview aims to gather details about the migrant's life story through open-ended questions and by allowing them to do most of the talking. After the interview, students will analyze it in the context of existing literature and legislation regarding migration trends, migrant rights, and produce a 5-8 page report. Conducting life history interviews requires skills like active listening, respecting what information the interviewee chooses to share, and being mindful of potential ethical issues around expectations, interpretation, confidentiality and informed consent.
This document discusses ethics in project management. It addresses the importance of ethics, though they are not always discussed in project literature. Projects must consider ethics in stakeholder engagement, data collection, agreements, and avoiding conflicts of interest. Permits, consent forms, and managing power dynamics are important for ethical data collection and stakeholder participation. Projects should follow relevant legislation and organizational procedures to handle conflicts of interest or need for ethics committees.
This document provides guidance on developing a project plan. It discusses defining the problem, setting goals and objectives, identifying target groups and stakeholders, creating a work plan and timeline, allocating resources and budgets, assessing risks, and documenting the project process. The plan should clearly outline why the project is being implemented, what it aims to achieve, how it will be carried out, and how progress will be evaluated to help ensure the project's success.
Substance Abuse and Addiction Presentation: Kurvi Drop-In ServicesEarly Artis
Kurvi is a drop-in center located in Sörnäinen, Helsinki that provides services to substance abusers, former abusers, homeless persons, and others. The small space contains a common room, kitchen, medical room, and needle exchange room. Services include nursing, medical care, HIV/hepatitis testing, food, showers, counseling referrals, and a needle exchange. The center is funded by the City of Helsinki and Helsinki Diakonises and operates under a model without social workers or cognitive/behavioral therapy on site.
This document provides guidance on conducting a literature review for a thesis. It discusses why a literature review is important, including to understand what has been previously studied, relate the current study to past research, and establish the importance of the study. It outlines the main steps, including identifying keywords, searching databases, summarizing sources, and organizing important concepts. Finally, it describes different types of literature reviews and provides an example of how to structure a descriptive literature review.
This document outlines the thesis process for the Degree Programme in Social Services (A41DSS) curriculum at DIAK. It discusses that the thesis work must be oriented towards working life by connecting ideas and aims to DIAK projects and partnerships. The goal is for service-users, professionals and citizens to actively participate rather than be passive subjects.
The process involves first developing an idea paper connected to a work life organization or DIAK project. This is followed by a thesis proposal that includes a literature review and plan for data collection or a project/product. Finally, a manuscript is written analyzing the data or describing the project/product process and results. Students are directed to carefully review a guide book on community-
This document provides an overview of participatory research approaches. It defines participatory research as seeking to make research accessible and useful for ordinary people to improve their lives. Participatory research aims to reduce power imbalances between researchers and participants. It originated in developing countries working with oppressed groups and has been influenced by theorists like Paolo Freire who emphasized local knowledge and empowerment. The document discusses different types of participatory research including community-based participatory research and practice research. It also outlines some challenges of participatory research such as developing community partnerships and addressing methodological issues.
Focus Group Guidelines: Tasks for Moderators, Observers, ParticipantsEarly Artis
The document outlines the tasks for moderators, observers, and participants in focus group discussions. Moderators are responsible for creating a supportive environment, ensuring all participants have an opportunity to speak, and keeping discussions on track and within the 15 minute time limit. Observers take notes on topics discussed and monitor group dynamics. Participants are asked to discuss the given topics, share viewpoints and experiences, and focus on learning rather than criticism.
Suggestions for Thesis Process - Student FeedbackEarly Artis
This document contains feedback and suggestions from students regarding the thesis process. It identifies several areas where students desired more guidance and support, such as how to find and decide on a thesis topic, relevant literature, and research methods. The document also lists specific questions students had about the legal requirements, writing networks and organizations, and timetable for the thesis process. Students requested more support in narrowing down topics, researching approaches, getting advice on permits and collaborating with organizations, and funding for projects.
Therapeutic Communities and Motivational InterviewingEarly Artis
The document discusses the therapeutic community (TC) perspective and approach for treating substance abuse disorders. Some key points:
1. TCs view substance abuse as involving cognitive, behavioral, emotional, medical, social and spiritual problems affecting the whole person, not just drug use. Recovery requires total lifestyle and identity changes.
2. The TC approach uses the community context and expectations to facilitate learning and change. Meeting expectations through behaviors, attitudes and emotional management promotes growth.
3. TCs can be adapted for special populations while retaining core components like a structured daily schedule, work therapy, and phase-based treatment. Community is the primary treatment method.
Substance Abuse: Approaches, Statistics, Legislation, Services and MethodsEarly Artis
This document discusses substance abuse in Finland. It begins by defining addiction and outlining the most common addictive substances in Finland, including alcohol, tobacco, and various illegal drugs. It then provides statistics on alcohol consumption and issues in Finland, noting that alcohol is the largest problem and discussing attitudes towards drinking. The document also outlines approaches to substance abuse treatment in Finland, including services provided at different levels of care and legislation around supporting those with substance abuse issues.
Substance Abuse Treatment According to Minnesota Model at Kalliolan Klinikka...Early Artis
The document summarizes the Minnesota Model substance abuse treatment program offered at Kalliolan Klinikka in Finland. The Minnesota Model is based on the 12 steps of Alcoholics Anonymous and combines professional treatment with peer support. It views addiction as a disease affecting multiple aspects of a person. The treatment includes psychoeducation, group therapy, lectures, peer support groups and emphasizes continued participation in AA/NA after discharge. The goal is for patients to understand the nature of their addiction and work through the stages of change towards long-term recovery and maintenance of sobriety.
This document discusses how culture influences mental health in three main ways:
1) How clients/service users experience and describe symptoms is shaped by culture through culture-bound syndromes, meanings ascribed to illness, family factors, coping styles, treatment-seeking behaviors, and stigma.
2) Professionals are influenced by their training, communication styles, lack of resources, and potential for bias and stereotyping.
3) Mental health services themselves are structured by each society through how they organize, deliver, and pay for services, and this can perpetuate structural racism, discrimination, poverty, and marginalization.
Current Issues in the Treatment of Mental IllnessEarly Artis
This document discusses current issues in the treatment of mental illness. It defines mental disorders as syndromes involving disturbances in cognition, emotion regulation, or behavior that reflect dysfunction in underlying mental processes. Mental disorders are usually associated with significant distress or disability. Socially deviant or culturally approved behaviors are not considered mental disorders unless caused by an underlying dysfunction. The document also lists some of the biological, social/cultural, and psychological influences on mental disorders and brings up issues around diagnosis and overdiagnosis and the role of the DSM-5.
Mental Health and Wellbeing Orientation LectureEarly Artis
This document discusses mental health and wellbeing. It defines mental health as a state of well-being that allows an individual to cope with normal life stresses and contribute productively to their community. Mental health is influenced by both protective and risk factors and allows people to respond to challenges. Around 20% of children and adolescents have mental disorders or problems, and mental disorders are the leading cause of disability worldwide. Stigma and discrimination prevent many from seeking needed mental health care.
Level 3 NCEA - NZ: A Nation In the Making 1872 - 1900 SML.pptHenry Hollis
The History of NZ 1870-1900.
Making of a Nation.
From the NZ Wars to Liberals,
Richard Seddon, George Grey,
Social Laboratory, New Zealand,
Confiscations, Kotahitanga, Kingitanga, Parliament, Suffrage, Repudiation, Economic Change, Agriculture, Gold Mining, Timber, Flax, Sheep, Dairying,
THE SACRIFICE HOW PRO-PALESTINE PROTESTS STUDENTS ARE SACRIFICING TO CHANGE T...indexPub
The recent surge in pro-Palestine student activism has prompted significant responses from universities, ranging from negotiations and divestment commitments to increased transparency about investments in companies supporting the war on Gaza. This activism has led to the cessation of student encampments but also highlighted the substantial sacrifices made by students, including academic disruptions and personal risks. The primary drivers of these protests are poor university administration, lack of transparency, and inadequate communication between officials and students. This study examines the profound emotional, psychological, and professional impacts on students engaged in pro-Palestine protests, focusing on Generation Z's (Gen-Z) activism dynamics. This paper explores the significant sacrifices made by these students and even the professors supporting the pro-Palestine movement, with a focus on recent global movements. Through an in-depth analysis of printed and electronic media, the study examines the impacts of these sacrifices on the academic and personal lives of those involved. The paper highlights examples from various universities, demonstrating student activism's long-term and short-term effects, including disciplinary actions, social backlash, and career implications. The researchers also explore the broader implications of student sacrifices. The findings reveal that these sacrifices are driven by a profound commitment to justice and human rights, and are influenced by the increasing availability of information, peer interactions, and personal convictions. The study also discusses the broader implications of this activism, comparing it to historical precedents and assessing its potential to influence policy and public opinion. The emotional and psychological toll on student activists is significant, but their sense of purpose and community support mitigates some of these challenges. However, the researchers call for acknowledging the broader Impact of these sacrifices on the future global movement of FreePalestine.
This presentation was provided by Rebecca Benner, Ph.D., of the American Society of Anesthesiologists, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
Chapter wise All Notes of First year Basic Civil Engineering.pptxDenish Jangid
Chapter wise All Notes of First year Basic Civil Engineering
Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
Linear Measurements: Instruments used. Linear Measurement by Tape, Ranging out Survey Lines and overcoming Obstructions; Measurements on sloping ground; Tape corrections, conventional symbols. Angular Measurements: Instruments used; Introduction to Compass Surveying, Bearings and Longitude & Latitude of a Line, Introduction to total station.
Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
Buildings: Selection of site for Buildings, Layout of Building Plan, Types of buildings, Plinth area, carpet area, floor space index, Introduction to building byelaws, concept of sun light & ventilation. Components of Buildings & their functions, Basic concept of R.C.C., Introduction to types of foundation
Chapter 5
Transportation: Introduction to Transportation Engineering; Traffic and Road Safety: Types and Characteristics of Various Modes of Transportation; Various Road Traffic Signs, Causes of Accidents and Road Safety Measures.
Chapter 6
Environmental Engineering: Environmental Pollution, Environmental Acts and Regulations, Functional Concepts of Ecology, Basics of Species, Biodiversity, Ecosystem, Hydrological Cycle; Chemical Cycles: Carbon, Nitrogen & Phosphorus; Energy Flow in Ecosystems.
Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
Text Books:
1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
2. Satheesh Gopi, Basic Civil Engineering, Pearson Publishers.
3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
4. BCP, Surveying volume 1
Beyond Degrees - Empowering the Workforce in the Context of Skills-First.pptxEduSkills OECD
Iván Bornacelly, Policy Analyst at the OECD Centre for Skills, OECD, presents at the webinar 'Tackling job market gaps with a skills-first approach' on 12 June 2024
This presentation was provided by Racquel Jemison, Ph.D., Christina MacLaughlin, Ph.D., and Paulomi Majumder. Ph.D., all of the American Chemical Society, for the second session of NISO's 2024 Training Series "DEIA in the Scholarly Landscape." Session Two: 'Expanding Pathways to Publishing Careers,' was held June 13, 2024.
🔥🔥🔥🔥🔥🔥🔥🔥🔥
إضغ بين إيديكم من أقوى الملازم التي صممتها
ملزمة تشريح الجهاز الهيكلي (نظري 3)
💀💀💀💀💀💀💀💀💀💀
تتميز هذهِ الملزمة بعِدة مُميزات :
1- مُترجمة ترجمة تُناسب جميع المستويات
2- تحتوي على 78 رسم توضيحي لكل كلمة موجودة بالملزمة (لكل كلمة !!!!)
#فهم_ماكو_درخ
3- دقة الكتابة والصور عالية جداً جداً جداً
4- هُنالك بعض المعلومات تم توضيحها بشكل تفصيلي جداً (تُعتبر لدى الطالب أو الطالبة بإنها معلومات مُبهمة ومع ذلك تم توضيح هذهِ المعلومات المُبهمة بشكل تفصيلي جداً
5- الملزمة تشرح نفسها ب نفسها بس تكلك تعال اقراني
6- تحتوي الملزمة في اول سلايد على خارطة تتضمن جميع تفرُعات معلومات الجهاز الهيكلي المذكورة في هذهِ الملزمة
واخيراً هذهِ الملزمة حلالٌ عليكم وإتمنى منكم إن تدعولي بالخير والصحة والعافية فقط
كل التوفيق زملائي وزميلاتي ، زميلكم محمد الذهبي 💊💊
🔥🔥🔥🔥🔥🔥🔥🔥🔥
2. WHAT IS GENDER-SENSITIVE YOUTH
WORK?
• Gender-sensitivity refers to the recognition of the impact of gender in
our everyday choices and solutions
• However, gender-sensitivity does not imply that the
differences between genders should be enhanced
• Gender-sensitive approach takes into account the expectations that
the society sets for boys and girls -> only when these expectations are
being recognized and discussed, it is possible to give space for diversity
• Gender-sensitive youth work seeks to empower young girls, taking into
account their special needs and challenges
• Gender-sensitivity has been considered as one of the requirements for
gender equality
2
3. WHY DO WE NEED YOUTH CLUBS
SPECIFICALLY FOR GIRLS? (1/2)
"Studies based on Marcia's theories have shown, that development of the identities of
young women differs from the personality development of men. It is easier for young
women to form a readily adopted identity.Women who have embraced this kind of
identity seem happier and more balanced. The primary principle of Marcia's theory
was that the target for identity development in every person is a clear identity. This
was not so clear-cut for women. In trying to clarify their personality by committing
determinedly to the own choices, young women crash into gender stereotypes. This
causes fear and anxiety. The life of women with clear identities is at times reminiscent
of those women whose identityis in crisis. Women who have a readily embraced
identity seem to live a more balanced and conflict-free life. Among men this kind of
life is lived by those with a clear identity. (Marcia 1980, 172-178.)"
Translated from Eischer & Tuppurainen 2009, 50.
3
4. WHY DO WE NEED YOUTH CLUBS
SPECIFICALLY FOR GIRLS 2/2?
• The personality development of women differs from the personality development of
men with regard to identity.
• The target for identitydevelopment in every person – regardless of gender – is to
form a clear identity.
• Some women happily choose a predisposed feminine identity and seem to cope
fine
• Women, who aim to develop their own identities to something else than
stereotypical ones, crash head on into a society where gender stereotypes are
strongly imposed upon.
• This causes fear and anxiety for these women.
• The life of these women – even when they have formed a clear identity – is at times
reminiscent of those women whose identity is in crisis.
4
5. GENDER STEREOTYPES
• One of the most important themes discussedin girls' youth clubs
• Gender stereotypes are generalizations about the roles of each gender
• Inaccurategeneralizations of the maleand femaleattributes
• Begin as soon as a baby's gender is found out
• Our society at large places a great emphasis on how women look
• Media is hugelyresponsible for creating and maintaining beauty standards: "The correlation
between media imageand body imagehas been proven; in onestudy, among European
American and African American girlsages 7 - 12, greater overall television exposure predictedboth
a thinner ideal adult body shape and a higher level of disorderedeating one year later“
Source: https://www.hamilton.edu/news/story/the-medias-effect-on-womens-body-image
• Our gender is only a part of who we are, it does not defineus
• Changing deep-seatedbiases is hard but achievable
• Video: https://www.youtube.com/watch?v=13sZkV1b7Pw
5
6. GIRLS' YOUTH CLUBS IN FINLAND
• Youth clubs and youth work in general was initially designed focusing on boys' needs
• Youth clubs all over Finland faced a problem in the late 90s: girls were not coming to youth
clubs
• The absence of girls has been explained by the nature of boys; “boys are just more sociable
and active by nature, hence, the youth club is a place where the boys get together and
do 'boys’ things', such as play pool or watch sports”.
• "Girls have been left aside in youth work. Until around 70-80s, girls and boys were separated in
youth work. From 80s to 90s they were put together in youth clubs. At the end of the 90s, the
need for gender specific youth work was brought up and girls’ and boys’ spaces were
created all over the country". (Interviewee at Nicehearts)
• "Gender-specific youth work does not take away the fact that also working in mixed groups is
essential. But when girls become empowered first among other girls in a safe environment,
they will more likelybe empowered in the society as well". (Interviewee at Nicehearts)
• Now, girls only –youth clubs have been created in different cities in Finland (Espoo, Kuopio,
Oulu, Rovaniemi, Turku and Tampere).
6
7. TYTTÖJEN TALO (GIRLS’ HOUSE)
• Situated in Kallio, at Hämeentie 13 A, the first one of 7 Girls' Houses in Finland (founded 1999)
• A registered trademark
• Run by Kalliola Nuoret ry, a subsidiary of Settlementtiliitto
• Funded by Kalliola Nuoret, City of Helsinki Youth Department, Ministry of Health and Veikkaus
• Is open three days per week for activities and workshops for girls aged 10-28 years
• Activities: gender-sensitive youth work, councelling, working with young mums (whose
pregnancy has began under when they were under 21 years, working with them can
continue after their 21st birthday), multicultural youth work, sexual health work
• Hosts the only low threshold and free of charge help for victims of sexual abuse for young
women (Väestöliitto has a similar service but on a much smaller scale)
• 10 employees
7
9. NICEHEARTS RY
• Situated in Tikkurila, at Unikkotie 2C, an independent NGO
• Run by Nicehearts association
• Funded by Nicehearts association, the European Social Fund, Municipality of
Vantaa and Veikkaus, in addition has project funding
• Is open five days per week between 9 am & 5 pm for activities and workshops for
girls and women of all ages
• Activities: gender-sensitive youth work, multicultural work targeted at different age
groups, focus on learning new skills, helping out and getting to know people &
customs
• 14-15 employees
• Strong co-operation within the community, school visits etc.
• Lobbying
9
11. WHAT ARE THE METHODS FOR
GENDER-SENSITIVE YOUTH ACTIVITIES?
• The meaning of gender is emphasized: gender is part of one's identity
• The girls are made visible as girls to themselves and others as young women
• The fundamental idea is to emphasize all kinds of girlhood and womanhood:
each person is unique
• Understanding the experiences what it is to grow to be a woman and
sharing those experiences with peers and adult women
• Taking the girls in for the planning and executing the activities and projects
• Offering adult woman company and being prepared to talk about all kinds
of gender related issues
• Talking about different ways of being a woman & discussing role models
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12. GENDER-SENSITIVE YOUTH WORK
IN ACTION
• The space is for females only – even visitors are female (in Nicehearts men
are allowed to visit, but all the girls and women are notified)
• The place is secure: the doors are locked
• The interiors are girly, feminine and beautiful
• The investment into the the interior design emphasises the importance of the
service users
• All activities are conducted in an all-female group
• There are special activities for different age groups – takes natural growth
into consideration
• Sense of togetherness emphasised
• Freedom to show emotions and participate as one wants
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13. OBJECTIVE OF GENDER-SPECIFIC
YOUTH WORK
• Nicehearts:
• Girls should grow up to
be women who actively participate in their society, become change-
agents themselves
• Create hope and confidence
• To reach a better place socio-economically
• To do better at school (they think of starting to measure the school success)
Tyttöjen talo:
• "Gender matters" (c)
• Strengthening the identities of young women in a social environment
• Encouraging girls and young women to listen to and respect themselves and others
13
14. MULTICULTURAL ISSUES IN GENDER-
SENSITIVE YOUTH WORK 1/2
• Problem: What has thought to be ultimately best for young immigrant girls,has long
been defined from the Finnish perspective. Immigrant girls have been seen as a
homogenous group and not encountered as individuals
• However, at TT and NH multiculturalism is actively being considered and negotiated
--> stress the importance of cultural sensitivity
• Cultural sensitivity = being aware that cultural differences exist, without assigning
them a value - positive or negative, better or worse, right or wrong. In other words, it
means being aware that people are not all the same and recognizing that one's
own culture is not better than any other culture
• Everyone is encountered and treated as an individual -> no "labeling"
14
15. MULTICULTURAL ISSUES IN GENDER-
SENSITIVE YOUTH WORK 2/2
• However, at TT and NH multiculturalism is actively being considered and
negotiated --> stress the importance of cultural sensitivity
• For many multicultural girls Tyttöjen Talo is is the first place, in which they
are approached as themselves. In the streets, at school and in many other social- and
health services, where one does not pay a special attention to meeting an individual, girl
becomes seen through her difference and as a representative of a group
• At TT, there is an employee who is an expert in multicultural issues--> in charge of all the
multicultural activities and multicultural groups
• At NH, all the girls regardless of their backgrounds are together in all activities and groups
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16. GIRLS’ PARTICIPATION
At both Tyttöjen Talo and Nicehearts, the girls are involved in the decision-
making process. This has been proved to have a bigger and more positive
impact on the girls. They plan the activities together with the adults.
Youth participation allows young people to engage in authentic participatory
techniques which...
• allow the full socio-cultural context shaping their expectations, life chances
and experiences to be revealed
• allows them to identify possibilities for change; and
• allows them to develop the capacity to take part in collective action in
pursuance of such transformation
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17. EVALUATING THE OBJECTIVES OF
YOUTH WORK 1/2
The Finnish Youth Act 2017 states that youth work should:
• Support growth & independence
• Promote active citizenship
• Empower young people socially
• Support growth
• Improve living conditions
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18. EVALUATING THE OBJECTIVES OF
YOUTH WORK 2/2
National Occupational Standards for Youth Work in the UK
• Facilitate the personal, social and educational development of young
people
• Promote equality and young people's interests and welfare
• Work with others: engage with young people, communities, network
• Develop youth work strategy and practice
• Lead and manage teams and individuals
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19. HOW ARE THE GIRLS' YOUTH CLUBS
ACHIEVING THEIR OBJECTIVES
Both girls'youth clubs we visited clearly achievethe set standards (The Finnish Youth Act & UK standars).
They
• Support growth & independenceby focusing on growth through both individualityand gender
issues
• Promoteactivecitizenship through their everyday work and overall goal (Nicehearts)
• Empower young people socially through their everyday work (especiallythe sexual violencework
at Tyttöjentalo)
• Support growth in all their activities and methods of working
• Improve living conditions through their overallgoal
• Facilitateeducational development through emphasis on school work and skills
• Promoteequality and young people's interests and welfare through gender work
• A clear focus is engaging with the serviceusers
• Strong emphasis on girls' own participation and initiative
• Develop youth work strategy and practice through extensive working hours and skill
• Leadership and management very lean
19
20. REACHING THE GIRLS
• As mentioned, the problem in youth clubs has long been the lack of
participation of girls
• At Nicehearts, the girls are mainly reached through cooperation with
schools: curators from schools send girls (mostly the depressed, lonely) to NH.
Also the workers from NH go to schools and talk about the organization
• At NH, they have been able to create a sense of a community; the girls
activate each other
• At TT, they also collaborate with schools, and advertise their activities in the
social media
• The girls who come to these girls' spaces often suffer from loneliness,
depression, eating disorders, problems at home --> seek a safe place to go
and interact with other girls of same age and with adult workers
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21. GENDER EQUALITY IN FINLAND
• Women are not equal to men even in Finland
• Women receive 80 % of men's salaries
• Girls are still subjected to many stereotypical roles in society: girls are expected to be
quiet, be off center-stage, be nice & submissive, give in, and to exist to provide for
others' needs. (Interview: Jonna Saxberg)
• 20 % of high school girls and 30 % of occupational school girls have experienced
sexual harassment
• Women are discriminated in the working life due tue their possibility of getting
pregnant. Women are more prone to be offered temporary or part-time
employment, whereas men are more likely to receive long-term jobs
• Women are far less likely to become CEO's in companies
• Women are underrepresented in the parliament (117 men, 83 women)
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22. WORKING WITH SEXUAL VIOLENCE
Tyttöjen Talo offers:
• Individual councelling for 1-2 years, meetings 2-3 times per month
• Sexual Health Information & Help: contraceptives, day-after pills, advice
• Help with making a report of an offence to the police and a report to social services
• Support in court hearings
• Testifying at court hearings
• Connections to lawyers
• School visits
• Pop-up councelling
• Lobbying
• Nicehearts doesn't host this activity.
• There is a desperate need for low-threshold sexual violence counseling services in Finland
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23. WHAT IS SEXUAL VIOLENCE?
Video: The definition of sexual violence
https://www.youtube.com/watch?v=S4G2ZOAu1pE
• Sexual act or attempt to obtain a sexual act, unwanted sexual comments or
advances or acts against a person’s sexuality using coercion by any person
regardless of their relationship to the victim, in any setting, including but not
limited to home and work.
Coercion can cover a whole spectrum of degrees of force, such as:
• physical force
• psychological intimidation
• blackmail or other threats – for instance, the threat of physical harm, of
being dismissed from a job or of not obtaining a job that is sought
• when a person is unable to give consent – for instance, while drunk,
drugged, asleep or mentally incapable of understanding the situation
• In no other crime there is such a strong victim blaming tendency
23
24. MESSAGE OF THE SEXUAL
THERAPIST OF TYTTÖJEN TALO
• Is everywhere touches girls and women from different backgrounds
• Is more common than we think
• The right to own one's own body and recognise what are one's rights and
what are the other person's rights
• The girls are afraid to speak about sexual violence
• In Tyttöjen talo mainly Finnish girls, from all around the Greater Helsinki area
• Immigrant girls are not coming to talk about their experiences in sexual
violence
• Co-operation with Contraceptive Advice Bureau, the police, schools,
municipalities, Association for victims of rape
• Funded by the municipality of Helsinki, Department of Health and Veikkaus
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25. "STOP IT AT THE START"
The Australian Government has launched ‘Stop It At The Start’ – a primary
prevention campaign, jointly funded by all governments, created by BMF,
aimed at reducing violence against women in future generations.
https://www.youtube.com/watch?v=Y_WcaIkWYuk
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26. CRITICISM 1/2
• Although the girls' spaces are designed to be places where girls can express their
unique selves and strengthen their self-esteem, the places seem to be very gender-
normative-> reinforce the standards of 'ideal' femininity in decoration, activities,
colors, etc.--> actually maintain the traditional ideas of what girls "are typicallylike"
• Trans-gender girls are said to be welcome in these girls' spaces- but it is questionable
whether they would feel comfortable in coming. None has come thus far
• No images of LGBT role models visible (as heterosexual are)
• The houses have very limited opening hours, no evenings or weekends
• Double –standards of communication: for girls the youth clubs are for everyone, for
the co-operating parties (schools, the social sector) the girls' houses have a social
service function
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27. CRITICISM 2/2
• Workers have convenient working hours (office hours)
• A lot of time –consuming bureaucracy away from actual work
• Old-fashioned activities – no digitalisation
• Where are the activities? Hidden in cupboards?
• Investments don't show on the IT side of things or otherwise
• No images of LGBT role models visible (as heterosexual are)
• How come they do not reach the service users?
• Is advertising really the key to success?
• Is keeping it girly a safe way to secure funding?
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28. POSITIVE FEEDBACK
• Excellent and brave work altogether
• Gender-sensitivity is important: what is it so intimidating about the male
gaze?
• Recognises both gender neutrality and gender blindness and works through
it
• Focus on growth relationships
• Focus on individual empowerment
• Focus on helping with issues of gender and sexuality, very delicate issues
• Raising awareness and helping girls who have experiences in sexual violence
• Extremely motivated staff
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29. ANASTASIIA'S OPINION
As long as I come from different background (country, faith) I have my own opinion on this
matter:
• As long as the space is made for majority and in majority (not all) girls like feminine
design (especially if they came from traditional cultures) I think majority of girls feel more
comfortable and like the space more when its design is nice, beautiful and girly-like
• I support "stereotypical" girly activities like: sewing, knitting, all kinds of hand-making activities,
dance etc. I'm not saying anything against other activities, everyone is free to choose what
they want, but I like the idea of girls going back to traditional activities.
• I support the idea of woman's and man's nature. I think we are equal but we are different.
• It would be great if in every girls-directed organisation there will be sexual-violence support.
We saw it in Tyttöjen Talo but in Nicehearts they don't have this department and they send
girls with this kind of problems to another place. I think sexual abuse is an extremely grave
issue in all countries. Thus, in my opinion it is great to have certain people who work with this
problem and support girls in it. So they would know that there is nothing to be ashamed of
and that the are certain people whose work is to help them and they will not be shocked
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30. REFERENCES
• Buchroth,I., & Parkin, C. eds. (2010). Using Theory in Youth and Community Work Practice,Exeter: Learning
Matters
• Eischer,H., & Tuppurainen, J. (2009). Tyttöjen talo on kuin avoin koti.Helsinki:Setlementtinuorten liitto ry
• Fitzsimons, A., Hope, M., Cooper, C., & Russell, K. (2011). Empowerment and Participation in Youth Work.
Exeter: Learning Matters
• Honkasalo, V. (2011). Tyttöjen kesken:Monikulttuurisuus ja sukupuolten tasa-arvo nuorisotyössä. Helsinki:
Nuorisotutkimusverkosto
• Kujala, E. (2014). Sukupuolisensitiivinen vapaaehtoistoimintaTyttöjen taloilla.Humak:
http://www.theseus.fi/bitstream/handle/10024/84373/Kujala_Elina.pdf?sequence=1
• Sapin, K. (2009). Essential Skills for Youth Work Practice. London: SAGE Publications
• Soni, S. (2011). Working with Diversityin Youth and Community Work. Exeter: Learning Matters
• Images:
• https://s-media-cache-ak0.pinimg.com/736x/c6/25/86/c62586ca17c975f3dca03346a57da2b0.jpg
• https://media.licdn.com/mpr/mpr/AAEAAQAAAAAAAAOmAAAAJDQ3NWJmNmViLTc0ZDYtNDQyYi1hNG
M5LTAyOTUzODkxMWRiNg.jpg
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