TEACHERS NOTES

is been done before surveys about what young people think about the world today. But the world is changing; environmental concerns are becoming increasingly topical as industrialisation spreads and natural resources dwindle with devastating effects for the majority of people living on the Earth. The main concern of Viewpoint is to find out what young people think now. What worries them? What kind of future would they like to see? And what influence do projects like Die Mission Pozuzo Pater Josef Egg have on their views?

IMPORTANT WWF LINKS:

About Peru. The land of abundance:

http://wwf.panda.org/who_we_are/wwf_offices/peru/about/ Camera traps in Peru: http://wwf.panda.org/about_our_earth/species/camera_traps/peru/

Reduced Emissions from Deforestation and Degradation (REDD):

http://peru.panda.org/en/keep_updated/publications/?200277/ReducedEmissionsfromDeforestationan dDegradationREDD

What you can do for the Amazon. Solutions for the Amazon, wherever you are:
http://wwf.panda.org/what_we_do/where_we_work/amazon/what_you_can_do/

WWFs Living Amazon Initiative: a comprehensive approach to conserving the largest rainforest and river system on Earth:

http://wwf.panda.org/what_we_do/where_we_work/amazon/?196095/LIVING-AMAZON-INITIATIVESTRATEGY-SUMMMARY

For further information about Die Mission Pozuzo Pater Josef Egg, please visit http://diemissionegg.blogspot.com/
VIEWPOINT TEACHERS NOTES. POZUZO FACTFILE 2011. 2011 2012 Die Mission Pozuzo Pater Josef Egg. Text by One World in cooperation with WWF and Save the Children. Page 1.

Schools Not GREEN Enough

A NEW report commissioned

by the Co-op chain of stores asked 700 pupils aged from 11 to 16 how well green issues are taught in schools. It concludes teachers do not devote enough time to environment topics. The survey shows most young people learn about green issues from the media rather than in the classroom. However, most of those questioned did show an impressive grasp of the pollution threat to the world, and rated it more important than the threat of nuclear war. At present, one in four children have to wait up to three weeks between green lessons. Only one per cent say they learn about recycling in school. The survey criticised teachers for taking an unimaginative approach. The Government also received low marks. Nine out of ten young people believe it should be doing more to protect the environment.
Source: The Indy 8 March 1990.

The following outlines a procedure by which a group of students (necessarily, the last years of secondary school, international bacculaureate, college and university) could carry out research into what their fellow students think and feel about Pozuzo in relationship with the world/the Environment/the Sustainable Development today. As befits an investigation into values and attitudes, the emphasis of the research is qualitative rather than quantitative, although there is scope for obtaining some data which can be displayed in statistical form. Qualitative Research Qualitative research is all about investigation, understanding and interpretation. It asks of peoples actions and attitudes how and why. It is about quality not quantity: monitoring not measuring; identifying but not necessesarily assessing. It is particularly about obtaining insights; developing ideas; generating hypotheses. Above all it is about providing a depth of information and understanding that is based on the entire span of peoples actions, attitudes, motives and emotions. Qualitative research helps to develop ideas. It allows and encourages people to comment and criticise, to express what THEY think is important. The outcomes of qualitative research are not amenable to statistical presentation. One approach is to combine qualitative group discussions with a semi structured questionnaire. Qualitative Group Discussion: The students who are carrying out the research act as group moderators i.e. they chair or facilitate discussions with small groups of fellow students (the respondents). It is suggested that the groups are made up of six to eight respondents all from the same year and 1 2 moderators. The moderator should NOT be a teacher/professor. Each group should last about 30-45 minutes. It could perhaps take place during an assembly or tutorial period. The groups should be as relaxed as possible, all sitting in a circle, not behind desks, not if possible in a classroom with any teacher/professor present as unobtrusive as possible. The use of a topic or discussion guide by the group moderators will ensure that all groups cover roughly the same areas and that the group, by sticking more or less to the guide, will not be sidetracked. The topic or discussion guide could be developed with the class according to their own ideas on what they want to find out. One possible format is given on the attached Student Notes.

It may not be possible for every student in the school/college/university to participate in a group discussion. The sheer volume of material obtained if that were the case would probably be overwhelming. Two or three groups in each year/course/subject/major could take part. It would be helpful if the students who are going to act as group moderators have had the opportunity to practice the skills involved in chairing or facilitating group discussions beforehand. Such group discussions allow a wide range of issues to be explored and they can give insights into young peoples hopes and fears for the world now and for the future. Such groups are also great fun to do and as such are likely to encourage a greater level of involvement of the students with the project. Is tis suggested that the groups are tape recorded as this saves taking notes which can both be a distraction and can also result in a selective and therefore biased summary of what was said. See Student Notes for: a. Topic Guide (for discussions before and after Documentary Film). b. How to run the group discussion. c. What to do once the discussion is over. Extension Work: Following the group discussions, a semistructured questionnaire (i.e. with a mix of open-ended and closed questions) may be circulated amongst students in the school/college/university. The number distributed should be chosen according to the time available for consequent analysis. Students could construct their own, using their experience of the group discussions to guide them. There are some basic rules they should follow. Basic rules for questionnaires: 1. Keep it short (not more than 15 minutes to complete). 2. Use no more than 2 open ended questions. 3. Questions to address topics previously discussed. The results, when obtained, can be presented in a variety of ways and should provide much material for discussion. Finally, a presentation of the survey findings can be given to the rest of the school/college/university. Volunteers for Pozuzo: After all is over, we hope that some students become volunteers to aid Pozuzo from their city or travelling to Pozuzo.

VIEWPOINT TEACHERS NOTES. POZUZO FACTFILE 2011. 2011 2012 Die Mission Pozuzo Pater Josef Egg. Text by One World in cooperation with WWF and Save the Children. Page 2.