GLOBAL PERSPECTIVES GROUP PROJECT 2013 BY EVA DOOLEY, JADE TULP, MIRI KIM & DAN YOUNG

1.0 GROUP ELEMENT

1.1 Rationale

1.2 Project Aim

1.3 Project Outcome

1.4 Planning and Time Frame

1.5 Background Information

1.5.1 Key Findings

1.5.2 Cross Cultural Findings

2.0 INDIVIDUAL ELEMENT

2.1 Evaluation of Project Plan

2.2 Evaluation of Project Outcome

2.3 Evaluation of Individual

Contribution and Learning

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1.0 GROUP ELEMENT 1.1 RATIONALE For our group project, we decided to focus on poverty and inequality because it is a serious issue in the world today that fascinated our group significantly.

We aim to educate future generations and raise awareness among children around the world. We are interested in combating poverty by communicating

interactively, throughout developed and developing countries. Focusing on our outcome, we strive to achieve and provide an insight to future generations,

so that they do not dismiss this serious issue in their everyday lives, like many people do today. We need to show and educate future generations as to what

poverty really is and its impact on our world.

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1.2 PROJECT AIM After gathering lots of information from both our cross-cultural collaborations and our key findings, we were inspired by some of the responses and information we gathered, they made us stop and think and sparked thought in us. Our aim is to educate future generations and raise awareness among children our age, about global child poverty. Hopefully this will give them an insight into what life is like in different parts of the world, and encourage them to act. We want students to be educated citizens, as they are the future. We want them to form an understanding of how child poverty is an issue in today’s society, and how they can help bring poverty to an end. People need to know what is happening. Our website highlights our initiative to help the less fortunate. By the end of our project, we will submit the following outcome….

1.3 PROJECT OUTCOME For our project outcome, we have created an educational and interactive website, promoting our ‘Helping Hand’ initiative for schools worldwide. The ‘Helping Hand’ initiative is a project aimed at making teenagers more conscious of international poverty and urges them to take action in an easy and simple way. The main focus for our outcome was to produce something that could be used easily in any high school, and would make students do something practical to help those in poverty. The ‘Helping Hand’ scheme involves schools from developed areas, adopting a chosen school in a less privileged country. Both schools interact via Skype calls and get to know one another and what their lives are like. By doing this, teens gain an understanding as to what poverty really is and how their peers are affected by it. The developed school raises funds for their adopted school and sends them over. Our website aims to encourage schools globally to do the same. We chose to advertise the ‘Helping Hand’ programme on a website because we feel that our website layout is user-friendly, accessible and appealing. The use of colour, bold text and photos make the website eye-catching and attention grabbing for our specific target audience – teenagers.

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HERE ARE SOME SCREENSHOTS OF THE ‘HELPING HAND’ WEBSITE WE CREATED: Unfortunately, we couldn’t publish our website because it includes an online shop and Helping Hand is not a real initiative. To view our website, please follow the link and use the login details below to access the account. LINK: http://www.wix.com/ USERNAME: globalgroupproject01@gmail.com PASSWORD: helpinghand Here is the homepage for our ‘Helping Hand’ website. Here is the online shop and donation centre.

The ‘Helping Hand’ logo

An online poll

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1.4 PLANNING AND TIME FRAME

What? Who? How long?

Planning of group project:

Chose our topic (Poverty and inequality)

Discussed aim and outcome

Discussed our ideas and plans for our project

All 4 lessons

Begin writing the aim and outcome for project. All 2 lessons

Website creation:

Graphics

Writing

Interactive section

Online shop

Eva Ongoing

Plan and discuss interview questions for cross cultural collaboration: 1. How do you define poverty? 2. Does poverty exist in your country? 3. Do you think there are differenet levels of poverty? 4. Have you ever witnessed poverty in your counrty? Decide: *Which countries to collaborate with *Decide on number of people we want to interview *Decide what form of communication we were going to use to gather our responses – emails, Facebook, Skype, etc.

All: *Eva and Dan – England *Jade – New Zealand *Miri – Korea

1 lesson

Interview other students from different countries and collect responses. All 2 lessons + own time

Collate and write up the cross cultural replies and what we found from these responses.

Eva 2 lessons

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Discuss what we wish to find out and research for key findings. Set up a table of questions and allocate a question for each group member to research. Research our allocated questions.

All 1. Is poverty a geographical issue and why? - Dan 2. Are there different definitions of poverty in different parts of the world? - Eva 3. What measures are taken to fight poverty internationally? - Jade 4. Is poverty worsening or improving globally? - Miri

3 lessons

Write up our individual key findings All Jade – 2 lessons Eva – 2 lessons Miri – 4lessons Dan – 6 lessons

Planning and writing of Ikenya’s story for website Jade 1 lesson

Put together entire report with graphics. Editing project Eva Own time

Writing, editing and Individual elements All 2 lessons + Own time

Edit and make adjustments to the project report All Own time

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1.5 BACKGROUND INFORMATION

1.5.1 KEY FINDINGS

Typically the world is divided into a North-South divide, this puts wealthy countries in the North (such as Europe and North America) and the poorer regions in the South (for example, African and Asian countries). There are a few exceptions to this observation, including my own country New Zealand. One reason for such a divide could be down to world war one and two, nearly all of the counties in the ‘rich North’ fought with the allies and when the iron curtain was put in place all the Western countries were in the North. China and its Asian allies in the south all continued with communism and their economies didn’t grow as did the others did. That is one possible reason as to why there is a geographical divide with Asia lagging behind Europe. Another reason for the great divide between Europe and Africa could be due to when the industrial revolution happened it was contained to Europe and the colonies of the European superpowers of the time. This stunted economic growth in these countries. Many poor countries in the poorer South do not have great natural resources available, from fertile soil for growing things to coal for old machinery through to oil for modern equipment, this means they cannot come out of poverty. In The United Kingdom there is also a North South divide, however, in Brittan the South is richer and the North is poorer. In this case the Northern cities have most of the natural recourses being coal and natural gas with most of Yorkshire being traditional mining cites and natural gas that is accessible by fracking. The resource-poor South still manages to be richer though this is not due to the port cities of Portsmouth, Southampton or London. These places are richer because of their geographical position compared to the rest of country. Globally the countries with little resources are generally more poverty stricken, this is partly a geographical problem but in this modern day where communication and transport are so good, should geography be a problem? We can take water and food to astronauts on the ISS but we can’t take food or water to starving people living in absolute poverty that are only a short car journey away. Geography was once a major problem but now and into the future it shouldn’t be.

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When researched, we discovered that poverty worldwide was improving greatly, with predictions even being made by Oxford University’s poverty and human initiative group that if this was to continue, the most of the most impoverished countries could rid themselves of poverty within twenty years. Nepal and Bangladesh which could be rid of poverty in one life-time. Behind them are Ghana, Tanzania, Cambodia and Bolivia. This is happening by the international and national involvement funding in schools, health clinics, housing, infrastructure and improved access to water. Trade could be an addition factor to the improvements in these countries.(1) The most improved was Rwanda, Nepal and Bangladesh which could be rid of poverty in one life-time. Behind them are Ghana, Tanzania, Cambodia and Bolivia. This is happening by the international and national involvement funding in schools, health clinics, housing, infrastructure and improved access to water. Trade could be an addition factor to the improvements in these countries.

Our group was particularly interested in looking into whether poverty was defined differently, in developed and developing countries. A quick search on the internet revealed numerous definitions, perspectives and information. From my findings, it was evident that different people have different ideas as to what poverty is. For instance, someone living in a developed country may define poverty as ‘not being able to afford what they want (e.g. A new phone)’, whereas someone living in an underprivileged area may have a completely different concept of poverty such as ‘not being able to afford what they need, (e.g. The fear of starvation, having nowhere to sleep, not having access to health care)’. In addition to this, some of the responses from our Cross-Cultural Collaboration referred to different levels of poverty and what their personal concepts of poverty were. Providing me with interesting ideas and information.

Our group discovered there are effective programs in place that are undergoing to try break these spirals. For adults, there are “food for work” (1) programs where the adults are paid with food to build schools, dig wells, and make roads, and so on. We believe that this is a spectacular program because it both nourishes them and helps the community build infrastructures as a trade to end the poverty-it’s a win-win situation. And there is even a program set out for children, and it’s called “food for education” (1), this is where the children are provided with food when they attend school. Their education will help them to escape from hunger and global poverty. As well as international solutions, you can make a difference. They need a voice. They need you. Even something simple such as reading some of the great books about poverty that will help you to deepen your understanding of this global challenge. Providing and spreading information on the issue among friends and society will raise awareness dramatically through conversations and media. Starting a blog or a page on a popular website will help to educate the younger generations.

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1.5.2 CROSS CULTURAL FINDINGS

We decided to collaborate with people our age from different countries and cultures that we associate with, to find out about the circumstances globally. We interviewed family and friends from the following countries; England (Eva & Dan), Korea (Miri), and New Zealand (Jade). The results we received were interesting and varied. It seemed that some of the responses were similar, and our interviewees were knowledgeable on the topic of Poverty and Inequality. Here are the results from our findings:

The majority of our answerers believed that poverty included: • people living in dirty, overcrowded conditions • a lack of basic necessities, e.g. clean water, proper shelter, or sufficient food • not being able to afford things you want and need • ‘an emotional and physical drag’

It was obvious from the replies that the people we communicated with they were aware of poverty in their own countries. Dan’s friend from England stated that poverty not only exists in his country but every country internationally, however there are many charities in place to help. One response from Korea said that she felt deprivation among her friends and considered herself to be in poverty.

All of the people we interviewed said that poverty existed on different levels. An interesting point made by Eva’s cousin from England was ‘There are different extremities of poverty, e.g. being homeless and starving or just struggling with money income’. Another good point suggested by someone Jade corresponded with was that some people can’t afford the things they want and others can’t even afford the basic necessities.

The replies for this question were interesting. A few people said they had witnessed homeless people and beggars in cities, malls and parks. Other replies were on a more personal scale, a peer from our country said that she had seen people from her school with inadequate food and clothing.

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2.0 INDIVIDUAL ELEMENT

2.1 EVALUATION OF PROJECT PLAN I believe that the quality of work our group has delivered is of a very high standard. The skills and strengths that our group members have shown throughout the group project have been beneficial in the planning and writing of our project. In my opinion, our group mostly worked well together, although there were noticeable weaknesses too.

One major factor that made our group successful, was the way we communicated together as a group. During lessons we spoke before making decisions to make certain the whole group was happy. Outside of the classroom, we used emails to share ideas and completed work. I feel that communication among each individual was essential for ensuring the success of the team. Our strong communication skills prevented uncertainty and ambiguity between group members. Another way in which our group worked well, was by highlighting the strengths of each member and making the most of their skills. We assigned individual roles and responsibilities according to the strengths of members. For example, I was chosen to create the website because of my ICT abilities. This idea worked well because work could be completed efficiently and to a good standard. All of our group members were quick to think of interesting, original ideas. This was a benefit of working in a group because we came up with a range of varied thoughts. Everyone participated and gave their own ideas when discussing and planning our project. At the beginning of our group project, we set tasks and responsibilities for each team member. We also set achievable time frames for these tasks, so each member of the group had adequate time to complete their individual tasks.

Although our group worked well overall, there were flaws in our teamwork. One of the main difficulties was the lack of focus and enthusiasm in lessons. At times, we would have very unproductive lessons and the contribution levels would vary among group members. I also feel that the workload wasn’t evenly shared among the group members and some people did more than others. I often found this frustrating and unfair and feel that some members of the group ‘freeloaded’ and left others to do the work.

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Even though our communication skills were of a high standard and all ideas were shared and discussed well, it sometimes became confusing as to which idea we were acting upon. This shows that our organizational skills need improvement. Another weakness in our group was a difficulty sticking to fixed time frames. Some members of the group struggled to complete their allocated responsibilities on time. However, we recognized that people were sometimes too busy to meet time frames and so we were flexible and gave them extra time to complete their jobs.

There are definitely things I will do differently next time I work in a team to make group work more successful. For example, I would keep a progress journal to make sure that all group members pull their weight and the workload is shared evenly. By documenting progress, it soon becomes noticeable who is working well and who isn’t. Another solution to the unequal workload that our group had problems with, would be to ensure that all group members are involved in discussions and their opinions and ideas are all included. Designating a different group leader each week would engage all group members and prevent them from feeling left out. Because our group had issues with managing time frames, I also feel it would be a good idea to assign homework goals weekly, so that everybody is conscious of what they have to do before the next meeting.

2.2 EVALUATION OF PROJECT OUTCOME Overall, I believe that the suggestion we came up with for our project outcome was a good idea, it is original and achieves all the criteria we set in our aim. I

am happy with the ‘Helping Hand’ website I created but there are some minor faults that lie in the planning of the initiative.

First of all, one of the aims in our project plan was to give children our age ‘an insight into what life is like in different parts of the world, and encourage

them to act’. I believe that the ‘Helping Hand initiative achieves this goal perfectly, as children participating get to help others internationally and see

directly where there efforts go, they also get a true insight into lifestyles in poverty stricken parts of the world. By encouraging students to help practically

rather than just donating money, this in an experience that will not only raise awareness among this age group but also help them become educated

citizens.

Secondly, our interactive website to promote the ‘Helping Hand’ scheme, is also in line with the aims mentioned in the project plan. It is easily accessible

and appealing to children our age and above, and contains useful information about our personal experiences with getting involved and helping out in

poorer regions of the world. The website accomplishes the project aims we set because it raises awareness and is available to a large audience.

One of my concerns for the project outcome is not being able to communicate with your adopted school if they do not have access to the internet. This is a

fault in the planning of our project and a solution could be reached by using other means of communication.

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Also, due to the fact that our website has a false online shop, we were sadly unable to publish the website to the public.

During the course of the group project, I have learnt that a good outcome is difficult to achieve and there will always be faults. On the whole, I feel that our

project outcome is interesting, unique and it achieves our project aim. With a few adjustments, I think that the ‘Helping Hand’ initiative could be a

successful initiative.

2.3 EVALUATION OF INDIVIDUAL CONTRIBUTION AND LEARNING For our group project, I feel I worked well in my group and definitely contributed my fair share of the work. I am very pleased with the standard of work that our team has produced and the work that I have put in. However, I do feel that I sometimes I have a tendency to take on too much of the workload.

First of all, I was responsible for creating the website, I feel that it turned out very successfully and to a high standard. As mentioned before, I believe that the website completes a number of the goals we set in the project aim. As well as working on the website during lessons, I also spent a large proportion of my own time working on the ‘Helping Hand’ website and was very committed to getting it completed professionally and to a good standard. Secondly, I was in charge of the presentation and layout of the report. My design skills were a good addition to the report and made it look attention-grabbing interesting to read. The presentation of the report is important and adds the overall appearance. Our group members’ writing abilities were also a useful asset to the report, and this meant we got things done quickly, efficiently and to a good standard. We allotted tasks by highlighting each other’s individual strengths. Overall, I feel that my personal contribution was to a high standard, and I did more than my fair share of the project. However, looking back upon the group project, my only suggestion for the next group work I do, is to not take on too much of the workload and share the assignment more evenly.

For me, this group work was a lot different to any other group work that I have ever done, at times I found it quite challenging, yet it was also quite enjoyable at the same time. Whilst working in a group, I became aware of both the benefits and challenges of working with others in a team. The thing I enjoyed most about working in a group was collaborating with people that I wouldn’t usually mix with and getting to work with them as a group. Another advantage of working in a group was that I had a chance to develop my time management and organizational skills. Over the course of the group project I feel that I have

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bettered my teamwork abilities. An additional benefit of working in a group was having lots of new ideas and opinions. I found that the discussions we had among our group evoked new perspectives and thoughts. However, there were definitely some challenges of working as a team, one of these is having conflicting opinions and personality clashes – we experienced minor disagreements from time to time but these were quickly resolved and never got out of hand. Another challenge that I faced when working our group was when each person had varying objectives and commitment levels, so it was important to establish these levels of motivation and discuss our thoughts. Occasionally I would become irritated by the lack of commitment and motivation shown by some members if the group and I should’ve handled myself better. With hindsight, I recognize now that the instead of assuming that other group members were ‘wrong’, I should’ve thought more about how I responded to them and been more calm yet still assertive.

From the cross cultural collaboration, I have learnt several important things. In particular, I learnt that there are so many valuable perspectives and information

available in different areas if the world. Not only did I learn a lot from my own family and friends in England that I interviewed but also I learnt a lot from

Jade’s, Miri’s and Dan’s cross cultural responses. I learnt a lot from different perspectives of poverty in different nations and their different definitions of

poverty gave wide-ranging information about both the knowledge and awareness of poverty in our communities. I enjoyed communicating with people

overseas because it provided our group with valuable information for our project.