https://docs.google.com/presentation/d/1Z9KM3gTanA7neF70ewVPWFFdI0hhba-G_oZ_4wtAPLU/edit?usp=sharing
Category: Uncategorized (Page 1 of 2)
“Youth Education”
Dr. Martinez
CODE 120
5 November 2024
How Youth Education Can Improve Water Equity
Our ultimate goal is to implement more water infrastructure education for the youth, influencing a new generation to become further aware of issues regarding all-around water infrastructure in the future—complex systems are composed of many interconnected parts. Simple systems are systems in which components interact with each other to serve a purpose but aren’t connected in a way like complex systems. Understanding water equity amongst youth is essential because “although we can certainly do our part to conserve this valuable resource, today’s youth will ultimately be responsible for sustaining Earth’s future water supply” (KEYE).
Regarding water infrastructure, constructing awareness about the importance of conserving water is vital, especially for the youth. Eventually, we will put the importance of water infrastructure in the hands of a new generation. Therefore, we must teach them the reasons behind water conservation and practical usage. Water infrastructure is complex; if one factor changes slightly, the rest of the system can easily be thrown off. This is why we need to aid in introducing water infrastructure to the youth, and this must be done in interactive ways. Interactive activities keep people engaged and active in the topic of conversation.
Students are among our most significant stakeholders in this project. Allowing the younger generation to be involved not only helps our water but also helps the environment overall. In addition, better water quality leads to improvement in the overall health of the community. Abbas Hassan states, “The youth demographic represents a dynamic force characterized by enthusiasm, energy, and a deep desire to make a difference. Engaging young people in WASH (water, sanitation, and hygiene) initiatives taps into their passion for social change and their ability to challenge conventional thinking”(Hassan). These initiatives are essential for human health, well-being, and development. Another stakeholder is taxpayers; their money funds the school and plays a massive part in its budget. JJK and Heartlands are also stakeholders. In particular, JJK participates in your education at their center, so they are particularly important. Asma Bachikh states, “Stakeholder participation is at the core of effective water and sanitation management. Many countries—83 percent of 94 countries surveyed in 2013-2014—now have stakeholder participation in policies andx/or laws” (Bachikh). This quote shows how much of a role stakeholders, like students and taxpayers, can play in water infrastructure.
Youth education influences water infrastructure, and we need to identify the drivers. According to our book Sustainable World by Sonya Remington-Doucette, human actions have become central drivers of changing a system (page 124). There are two types of drivers: direct and indirect. “Direct drivers, drivers that clearly and unequivocally influence the behavior of a system. Indirect drivers are drivers that influence the behavior of a system more diffusely by altering one or more direct drivers” (page 123). Some drivers in our system of how youth education is influential are the community, government, JJK FAN School, and the education system. For example, in the article “Impact of Youth Education in ASCE Library,” the authors want to let the public know that the youth is underrepresented in discussions regarding the community’s future, even though they are the community’s future (McKoy and Vincent 2007). The communities are an indirect driver as they affect how children interact with the people around them, like their city and counties. Still, it doesn’t directly affect their education on water infrastructure. Other factors related to the same article are cost, benefits, site conditions, and local community factors.
In the article “Water Accessibility, use and Conservation among Youth: A Comparative Study,” by George Morrara Ogendi and Isaac Ongn’oa, the authors inform readers that education on sustainable water should be taught locally and globally (Ogendi and Ongn’oa). This allows students to become pragmatic leaders and stars and learn to appreciate the environment with a deeper understanding. In our case, the JJK FAN school education system is a direct driver as they interact with the youth and can influence their knowledge of the environment and water infrastructure. Also, going back to cost and site conditions, if JJK FAN can’t obtain the funds, it could affect youth education. If they can’t be taught about the environment and water infrastructure, they do not have a chance to expand their language to others.
Teachers, students, parents, and the community can come together to improve water infrastructure for the youth. There are various ways to take action since water equity is a complicated issue with many layers. A few examples include extracurricular activities, technology integration, and engaging curriculum. The diagram above shows the connections between the drivers. Each driver plays into the other. For example, JJK and Heartlands can work with the government to produce a curriculum. The teachers teach the curriculum to the students, and eventually, the parents will pick up on what their child is learning.
The big idea is to incorporate these things into one water infrastructure course for the youth. On the website Thought Exchange, there is a piece that references community involvement’s impact on youth education. “Community is all about creating a sense of belonging. Having a sense of belonging means that students feel accepted, valued, and included by their teachers and peers and consider themselves an important part of their academic community. They are motivated to learn and engage with their course, leading to greater attainment, progression, and improved academic achievement” (Daly). Regarding JJK, getting students involved with the community (and vice versa) benefits their learning potential and many other skills.
JJK, for example, could start small by creating a gardening club or a science club where they volunteer in the community and test water quality or a research-oriented club where they all come together to combat this wicked problem. Another idea regards technology integration. In this day and age, new technology is prevalent. Using virtual reality technology, for example, can allow students to see water treatment plants or play games regarding water quality. This will excite kids about using technology while educating them about water technology in their community. JJK has excellent potential to create a great education system focused on water quality. Their new campus will cater to learning about water and horticulture and will raise a new generation to take pride in our environment. Putting all these together, teachers, parents, and the community can unite to educate everyone about water infrastructure.
Works Cited
Daly, Catherine. “How Community Involvement in Schools Enhances Student Success.” ThoughtExchange, 13 June 2022, https://thoughtexchange.com/blog/community-involvement-in-schools/. Accessed 29 October 2024.
Hassan, Abass. “Empowering Change Agents: Youth Engagement in Wash Initiatives.” LinkedIn, 9 Aug. 2023, www.linkedin.com/pulse/empowering-change-agents-youth-engagement-wash-abass-hassan-#:~:text=Young%20minds%20are%20inherently%20curious,drive%20innovation%20and%20push%20boundaries.
KEYE. “Cultivating sustainability: Why we should educate youth about water usage and conservation.” CBS Austin, 3 June 2024, https://cbsaustin.com/sponsored/spotlight/cultivating-sustainability-why-we-should-educate-youth-about-water-usage-and-conservation. Accessed 29 October 2024.
McKoy, and Vincent. “Impact of Youth Education.” ASCE Library, 2007, https://ascelibrary.org/doi/10.1061/JWRMD5.WRENG-6315#core-c17. Accessed 29 October 2024.
Water Accessibility, use, and conservation among youth: a comparative study.
https://brill.com/edcollchap/book/9789086866915/BP000026.xml
Chapter 19, Page 221-227 Author George Morrara Ogrndi and Issac Ong’oa
Sustainable World by Sonya Remington- Doucettle 2016
Page 124 “Youth and the Integrated Management of Water Resources.” United Nations, United Nations, www.un.org/en/chronicle/article/youth-and-integrated-management-water-resources. Accessed 3 Nov. 2024.
Sheryr Sonia
CODES 121
Dr.DeSpain
5 November 2024
Reflection 7
“There is an art to flocking, staying separate enough not to crowd each other, aligned enough to maintain shared direction, and cohesive enough to always move toward each other.” This quote stood out to me and displays that it’s not always easy to do all this work; it requires understanding who people are on a deeper level and why they’re doing what they’re doing. I compared this quote to the daily interactions we have with each other to try to fully understand who they are and why they make the choices they make.
The author alludes to the fact that those small things matter and turn into big things over time as they grow and develop. She also talks about science-fictional behavior, being concerned with how our actions and beliefs from today will shape our future and the next generation. When I thought about this, I realized that one should always think forward in a way that allows one to consider before one acts. The author describes how all these things are interconnected, and we must understand how the system works. This usually states that most of the time, there are few, if not any, shortcuts either.
The author also discussed the ecosystem and animals as playing a part and how these two factors work together, like how people do—just respecting the connection between the two factors. Putting this perspective in a real-world situation is just being able to connect with one another, and sometimes, that can mean having to adapt just to understand the situation or the concept.
Sheryr Sonia
CODE 121
Dr. DeSpain
29 October 2024
Reflection 6
This reading exhibits a storyline that, compared to the other readings we have written reflections on, has been to persuade, inform, or entertain. This reading is sending a message through an actual storyline. It took me some time to understand and comprehend each page’s message. I had to reread multiple pages to ensure I fully understood the concept. There were a few things I annotated that stood out to me while I was reading.
At the bottom of page 71 leading into page 72. “Robbins and Brown were instructed to establish the “initial point” for the era to come- a reference site around which all subsequent surveys across the territories could be arranged.” In this sentence, the phrase initial point refers to how Robbins and Brown have to arrange how they set the scene for everyone else. Considering the situation, such as the origin on a coordinate plane in an algebraic graph, This origin, this starting point, has to be so specific and precise because this is what sets the tone and sets the scene for everyone else and the future history of the wilderness.
Sheryr Sonia
CODE 121
Dr. DeSpain
22 October 2024
Reflection 5
I chose the poem Standardized Achievement because it stood out to me. I read this poem multiple times and thought about deciphering each line and who the speaker and audience are. This poem talks about a student’s life in school and the pressures that come with it. This relates to parents’ heavy expectations and goals when the student just wants to be good enough and accepted. Lines three and four of the poem state, “A rigorous seventy-eight question test That quantifies our devotion & grief.” This perspective of the student is that they believe that this test is everything and is a life or death situation.
This reminded me of myself; for my entire life, I was a perfectionist and always a straight-A student. Then college came along, and everything changed; this took a considerable toll on my mental health because I always held myself so highly. This was the main reason why this poem caught my attention; my entire life, I have always told myself that these were my expectations. I was so hard on myself regarding grades because I did not want to disappoint my parents, and I strived to make myself and my parents proud.
Reading a literary analysis was different than reading other texts we’ve read because it focused on how the author wrote the piece instead of what it was about. This analysis also gave me a different way to look at writing pieces since I now tend to think about the way the author structures their writings or what type of rhetoric they use to pull in their audience. I can apply what I see in the text to our CODES theme: for us to actually make the change we want to see for ourselves and our communities, we need to actually see for ourselves the problems and talk to the people living through them daily. We can’t rely on machines or ChatGPT to tell us what’s best; we need to see and understand for ourselves to resolve our problems as best as possible.