We have a lot to cover and it's already four so I think we better get going we have to have, we have this amazing panel so we'll give them their due share of time and we'll have lots of discussion questions so feel free to send in your questions in the Q&A part. We will have a couple of places where we will pause to get your questions in so please feel free to send your questions in the Q&A section. Hi, I'm Radhika Aayengar. I am at the Center for Sustainable Development at the Earth Institute, Columbia University. The Center for Sustainable Development is the host along with ICSD. I hope you enjoyed all the panel at ICSD. This is almost the last session of ICSD and so I hope that you've been able to get a lot of discussion points on sustainable development and now we'll see how we want to teach about sustainable development, especially SDG 4.7. Thanks for joining everyone. So as I mentioned, we have a lot of agenda to cover. We will have first the introduction on a program that we've launched here at the Center for Sustainable Development along with a lot of our partners called Mission 4.7. We'll also have Dr. Felissa Tibbets, who's a human rights expert, talk to us about teaching SDG 4.7 along with many other questions that we have for us. So thanks Dr. Tibbets for joining. We have very difficult questions for you, so I hope you are all geared up to have those answers from you. Then we'll have presentations of our story maps that are created by our eco ambassadors over summer. Very, very exciting to be partnering with SDGs today and Esri. We will be focusing on the story maps that our students have created, eco ambassadors have created and along with we'll also hear from Ms. Betsy who will tell us teachers related perspective on story maps and other ideas that she has around story maps. We will also be discussing with Andrew on the Turn It Around Cards which is again a very fascinating tool that we want to explore as a part of our teaching resources. So thanks Andrew for joining to discuss the Turn It Around Cards that he's gearing up for COP26. We will also be focusing on demonstrating a guiding principles platform that we've created for Mission 4.7, aligned to SDG 4.7. It will be great to see what this platform entails and how can we make it much, you know, how can we make it more robust and how can we actually start using some of the guiding principles for SDG 4.7. And then finally, next steps, we have a long agenda for what we will be doing for fall and I hope to get a lot of students and teachers interested in this. So regarding Mission 4.7, this was really something that came up as a collaboration between Center for Sustainable Development at the Earth Institute, Columbia University, the ESD division of UNESCO, SDG Academy at UNSDSN and global schools along with Bunky Moon Foundation. So we will be, we are all here focusing on how do we bring in government leaders, policymakers, academia, civil society and businesses to accelerate the implementation of transformative education and what this transformative education, however we're defining it, will come in the, in the guiding principles framework, but clearly we need a big collaboration to make education transformative in its agenda and what does it include? It includes various different aspects of SDG 4.7 which comes under two big umbrella. One is environmental education or education for sustainable development and the other one is global citizenship education. So those are two big umbrellas that we are looking at to bring in the transformative part for SD formation 4.7. So I'll ask my colleague Tara Stafford who has really been thinking about global citizenship education, who's really been thinking about how do we make this environmental education a part of community practice and what are some of those structural changes that we want to get into to change the assumptions that we have in education right now and what kind of transformation can we get in, what are some of the justice related aspects and how can we make justice and sustainability as the core of our work. We are the right person to, you know, talk to between, between Tara's questions and Dr. Felicekibit who will be answering those questions and taking us to a next level of bringing in both the sustainability and the justice element together. Over to you Tara for the discussion. Thank you so much Radhika for that introduction and to Dr. Timits for being with us today. So as we, as we kind of get into the conversation I really hope you can help us set the tone for what we're really trying to achieve with mission 4.7. And I think it's good to remind ourselves of what SDG target 4.7 calls on us to do and that is to ensure that all learners acquire the knowledge. Skills needed. Sustainable development, including through education for sustainable development, sustainable lifestyles human rights gender equality promotion of a culture of peace and non violence global citizenship and appreciation of cultural diversity and cultures contribution to sustainable sustainable development. As a scholar on human rights education and global democratic citizenship education. Can you share of it with us your definitions of what human rights education and global citizenship education are and your views on why they are so important to achieving SDGs and more just the sustainable future for all of us. Thank you so much Tara for the question and thanks for the opportunity to be with you all today. I'm not, I'm not sure I'll be as motivating to be honest with you as others of you who are going to be presenting, because I think talking about what's happening in the field in the schools as much more interesting, but I appreciate the opportunity to talk about GCED and interrelated and also try to bring an ESD as well. I mean, global citizenship education and human rights education have been already really well defined by by the United Nations and in literature that's been put out by by UNESCO and by a let's see for the human rights education in the event declaration on human rights education and training. I hate the request to come up with the definition but I think what I'd like to focus on if that's okay is how it is that human rights education and global citizenship education are actually mutually reinforcing how they're related to one another. So many of the questions I often have from teachers who are interested in, say global citizenship education is, is gee what's the difference between global citizenship education and education for sustainable development and human rights education and peace education that lovely list of approaches, Tara that you mentioned in your question, which are related to the 1974 recommendation that was passed at UNESCO in which gave them. a platform to actually pursue what I would say are these really values oriented approaches. And in fact they are interrelated. Many times in terms of pedagogies like critical thinking, trying to promote transformative action. I'll get into this maybe a bit later. Human rights education does call our attention to justice, as Radhika said, it is the only approach that is specifically focused on justice in addition to many of the other I think shared norms we can find in GCED and ESD so human rights education is ultimately about, you know, trying to change attention to norms, such as equality, non discrimination and legal standards to help ensure human dignity because human rights is essentially about human dignity. And the legal standards we have through the human rights treaties are just ways of codifying how we can define human dignity through very specific rights and governments responsibilities vis-a-vis those standards. And this really is also about how we live with one another, what are some of the norms for living together, which are also taken up by many of those other approaches you mentioned. Global Citizenship Education, actually the way it's defined by UNESCO, in a way I understand it also incorporates justice not exclusively of course, but inside of global citizenship education you do find issues related to equality and non-discrimination within countries and across countries. Both human rights education and GCED, Global Citizenship Education, they want to call our attention also to everyday life, it's not just talking about theories and processes that are happening outside of the direct experience of but challenges, for example, related to globalization, such as fair trade that also relates to ESD, that are local but have global dimensions, so sort of the local and global are interacting at the same time. I think that the SDGs themselves as a whole are a kind of vision for development that promotes the full development of human personality, freedoms, living peacefully together and human rights sort of as a way of life. So GCED and HRE are both a piece of that, you know, building that potential reality through the teaching and learning processes, ESD as well, because I think that there's a lot of thinking up there. Basically the SDGs I think are like a vision that governments have pledged to uphold to their best ability and it moves us forward if the SDGs are fulfilled it moves us forward in the realization of rights. Like education for example where the SDGs have pushed us into the secondary school level in terms of having that be a sort of requisite no longer just access to basic education being primary school. Also other kinds of rights like gender equality and lifting up vulnerable groups. So inside the SDGs are also these very core norms, which human rights education elevates and which also is a part of GCED. Great, thank you. I love how you kind of drew that distinction between learning about, you know, what are human rights and kind of the more theoretical technical aspects of it but then the everyday lived experience and how does this relate to students lives. And also pointing out that you know we have all these kinds of terms that we proved together under 4.7 that can be helpful to bring those lenses for how we can plan learning experiences but then also creates that challenge of over segmentation so how do we kind of strike that balance. So I know you've talked a little bit about this already but just kind of building on what you've already said what you see to be some of those core areas of knowledge, attitudes, skills, behaviors that learners should come away with when we're talking about human rights and global citizenship education and SDG 4.7 more broadly. And then how do these kind of knowledge areas and skills look at different age levels, grade levels along the lifelong learning spectrum. Of course that's a great question Tara and anybody who is an educator or is involved in curriculum development knows that you know when you're developing your lesson plans are working on a national curriculum you've got to be clear about your learning outcomes on the one hand so you do have to pick those themes.  What we have in terms of learning outcomes is a lot of assistance from different sources already so not as the beginning, maybe just the beginning point, not even the beginning point one of the ingredients I would say for thinking about developing curriculum for GCED, HRE, ESD, even interrelated is just understanding what are the potential competencies or learning outcomes that are identified for each of them, even if they're somewhat overlapping. At least we can understand then what, how inside those particular approaches they're understanding goals for learners, which we as curriculum writers and educators can choose from based on which are most relevant and appropriate for our country for our classrooms etc. So it doesn't get, it doesn't get simpler, it only gets a bit more, more complex. So UNESCO for example has developed a whole matrix in one of the publications I think from 2015 on global citizenship education which is pages and pages of themes related to global citizenship education that are that can be adapted for younger learners to older learners. And ultimately, the OSCE ODEAR which is a intergovernmental agency in Europe has developed competencies for human rights education so which I'm happy to share with people, both those resources in the chat box if you're not familiar with them. So there is some work that's been done by intergovernmental agencies, not to mention others that have tried to define learning outcomes and typically these are divided between knowledge goals, skills, maybe behavior separate from that and values. And so again, if you're in curriculum writing, you know, we are very typically recognizing those as independent dimensions of learning, and also independently things we need to focus on when we're developing our curriculum. So both HRE and GCE DTERRA are really, really diverse and also flexible so again it doesn't get simpler, it probably gets more complex. When you think about like what could I be teaching in GCE D and what about human rights education again you've got sources that will probably just lay out the land of potential learning outcomes across these very different dimensions. So the decision has to be taken about what is, what is really age appropriate what's most appropriate for that particular environment. What, for example, in terms of GCE D what are the local issues or challenges that learners will understand that teachers will be interested to discuss that can really grasp, link up maybe with global issues and move forward on same with human rights education we don't want a legalistic approach to human rights education we want it to begin with learners own life experience and bringing a lens of human rights values lens to everyday challenges and problems they see that bringing that language in to understand that there are rights associated with it also responsibilities. So in terms of young learners, if I may. So for example, about young learners. What I have found in working in human rights education that it's, even if they're there in primary school that learners can access the notion of rights and responsibilities and those come together because they know about rules. But we can also we can also we can introduce rights we're going to introduce responsibilities. When we think about rights and responsibilities and ESD, we can easily and many schools already do this, introduce learners to the importance of taking care of their environment. It's not just keeping your school clean. It's also caring for the animals it's caring for the plants it's caring for our planet. Young learners understand that even if they don't know the language of rights so really early on, you can talk about responsibilities and care. And I think it's really important fact to begin with really really young learners to do instill in them the notion that they, that they have a responsibility to care, and to help make things right. Of course older learners can grasp more complex and abstract topics that's classic. They can retain more information so with older learners both for GCED and for hre and I would say also with ESD you can really present more difficult challenges so older learners, you know, can be exposed to some of the more interactable and difficult problems like genocide or, you know, violence against women climate change, which we have to be aware of a lot as we know, like, you know, because if we present to our learners these is super heavy, heavy problems that they have very may feel very little agency to be able to address we could, you know, we could promote cynicism and detachment from the problem so it's really, really important as we introduce these challenges to make sure that we provide learners with the opportunities to address something very concrete in their own environment, and to see some success with that so it's really important to have this chance to do something positive and concrete, but you know it's not just schools of course I mean we're lifelong learners, when we think about the SDGs when we think about our roles as active citizens or members of our community we think about human rights and we think about responsible, you know, responsible use of our environment. I would say that there's even more opportunities to be engaged in those as we get older so I think it's good also to remember that the SDGs are also not only about formal schooling, as well as non formal education but lifelong learning. So setting up all of us, including our learners through their early experiences in school to be responsible in the ways to bring a help bring about like the vision that SDG is putting out for us. And I think schools too can serve as kind of those community hubs to bring in that kind of lifelong learning and get the families involved and bring the community organizations into the formal learning process too and you know that's something we'd love to hear from teachers about the feasibility of that or what they've done in terms of those kind of avenues as well. So, so in your research, what so I know you spoke a little bit about some of the experiences you've seen of what works at primary level, or with older students. So in your research in the field. So what are some of the kinds of teacher support learning resources, pedagogical approaches or school environmental or cultural characteristics that you found to lead to some of the most profound shifts in some of the classroom practice to bring human education and global citizen education to life. That's a really great question Tara. And what I am mindful of is my one of the objectives in my own work, which is to move us away from the, you know the Maverick teachers who figure out how to do human rights education really well in their classrooms the gold standard where they're, you know it's education about through and for human rights, and you could say that they're probably Maverick teachers also doing global citizen education or ESD and they're, they're, they're, they're often, you know, one of the few teachers and their school unfortunately really taking it on so one of my professional goals is to, is to use the Maverick teachers and the fantastic work that some teachers have been doing for many years as examples, but to create environments where every teacher can feel incentivized and supported to teach lessons. Organized learning experiences for their students that are really that they get at GCD ESD I would say also an HRE so so that speaks to system, a systems approach which I know mission 4.7 is about I mean what I like about mission 4.7 I'll plug you guys I really believe it is that you're working on you know the curriculum supports which we all want to see, you know very thoughtfully developed curriculum supports, very essential, but you're also looking at other stakeholders because teachers in school systems need to have spaces in the curriculum to teach GCD and HRE right human rights education, even though there's some research this is not my own research terror but there is research that shows that human rights as a term has really become much quite popularized in terms of textbooks internationally. And I think, like the majority of national curriculum studied by UNESCO some years ago also had some reference to human rights, but often that's a very minimal reference you know it's like, for example mentioning the founding of the United Nations, the Universal Declaration of Human Rights End of Story, which is not really bringing alive the human rights values and thinking about, you know, issues in your country and how the human rights perspective might help to, you know, ignite bring about transformation social change. So, so but there needs to be some space in the curriculum for GCD, ESD and HRE. So teachers know it's okay to teach it. And, and the spaces need to be not miniscule. You know they should be larger what some teachers do now is that they find a foothold or a toehold for teaching human rights education which is sort of my thing. If they have flexibility in the system if it's, if it's a system where they for example open hours or classroom hours and they can, you know they can, they can have time to do interesting lessons that are maybe going to take longer than the ones they time for, then they might take that initiative and use that space for example to teach HRE. But many times teachers are working in systems that are highly regulated, or they're feeling the pressure to, to meet curriculum standards and it's a very over packed curriculum, or there are other teachers for their students for testing which is certainly a stress here in the United States and increasingly in other countries as well. And in that kind of environment, it's really hard, even for the teachers who are motivated to do so to actually have the space to teach GCD, HRE, ESD, unless and less it's really, you know, made room for in the national curriculum. It also supports learning resources like the kind that Mission 4.7 is developing and which are also out there UNESCO has worked on other people as well and other organizations. Space in the curriculum is super, super important. And in conjunction with having space in the curriculum because GCD and HRE are so context specific in order for it to be meaningful. It really needs to speak to students everyday lives. That means teachers need to be able to know how to adapt and bring alive the lessons they might be handed by, for example, Mission 4.7 or UNESCO or Oxfam if it's GCD. That means that teachers need to know how to do that, how to adapt and make things come alive so that also speaks to teacher education and how important it is to bring on board teacher education institutions and preparing new teachers to teach GCD, ESD, HRE, using participatory methodologies, which are really important for these approaches because we really want students to become motivated and activated to try to make a difference. And that means it's not textbook memorization that is for sure. And the whole school approach, sometimes teachers, even if you've got it in the curriculum, it really helps if they've got a principal who's really interested in them to be innovative. Maybe they want to make their school an ESD school or an HRE school or a GCD school, you know UNESCO has this associated schools of peace network and sometimes schools take on themes. And when they do that, the teachers may try to coordinate lessons addressing a particular topic and other wonderful special events that can be happening in the school community as a whole to lift up the values and themes. So many, many supports are important. Again, national curriculum frameworks. I know that mission 4.7 is working with governments via the also UNESCO super important resources for the educators your role are working on that teacher education very important to bring in the teacher education institutions because research is showing the gap between even those teacher education institutions that are preparing educators to do this kind of wonderful work in the classroom and then they arrive in schools. And they're deflated. There's not much space or opportunity for them to teach the way they'd like to they revert back to maybe how they were taught as a student. You really have to get all this in sync and communities of practice living communities of practice even online ones that educators can use to inspire each other and learn from each other. All those supports and more would be really helpful I think. Wow, thank you so much, Dr. Tim, I feel like you really covered everything. My last question was going to be about some of the barriers and how we overcome them but I feel you. You pretty much covered all that already. And I really I like how you talked about the whole school approach and kind of creating that space in the curriculum for teachers to feel that confidence to be able to pursue these avenues of education. And I think not just space in the curriculum but space in their, their school today right to have to have that whole school approach collaborate with other teachers how can we teach in a transdisciplinary way to address these issues so I think we have our homework cut out for us and we're on our way. But you know in the end if we're educators we just do what we can in our environment, you know we can't, there's the big picture man there's everything matters, everything we do with students every day matters. And that's what we have to keep our eye on so thank you for giving me the chance to, to speak with you Tara, and to be with all of you today. Thank you so much for sharing your very valuable insights and experience with us Dr. Tivitz. Right. Thanks so much so let's I think we're going to move on to our next section of the event so because bringing up our slides. So we're going to talk to you a little bit about our ego ambassador program now which is an initiative of our Center for Sustainable Development at the Earth Institute. So all of the ego ambassador program is, I mean it fits nicely under the SDG 4.7 umbrella, because we're working to build the knowledge and skills for students to not only understand sustainable development challenges but how can they identify solutions and then be agents of change in their communities to help bring those solutions out. So we have our, this is just a little bit of the theory of change or ego ambassador initiative, our goal of the program is to equip young people with the knowledge and skills for conducting scientific research and advocating for both the individual solutions they can implement their own lives as well as systemic solutions that they can influence in their communities, countries and globally. And so we kind of cover the scientific training aspect of the program by linking learners with experts from Columbia University and some of our partners and they see training and mentorship on how to do their own research how to identify research questions. And then also the advocacy side of things how do you then take the findings from your research to share and to formulate solutions and to build momentum and support for those solutions in your communities and amongst your decision makers and our goal is for by tackling both those broad skill areas to help young people have the skills and the confidence they need to be agents of change. So this summer we go to the next slide or so this is just a little bit about where our programs have reached so far you know we've had lots of folks joining our ego ambassador program from around the world, especially this past summer which will talk a little bit about what that program is focused on. So this this summer we did an initiative in partnership with SDGs today with Esri mission 4.7 of course, global schools program helping us to get educated from around the world involved. And our goal with the program. We go to the next slide was to have young people gain knowledge. So the program was focused on SDG for 14 and how to use digital storytelling tools like those that Esri has with our GIS. And there's story maps platform, which we'll hear more about and we'll see some examples. How can we use these tools to tell compelling stories about SDG 14 and the SDGs more broadly and to build momentum for solutions and our goal with those young people and educators who took part in the program this summer they went through workshops on how to use the different software tools storytelling best practices. So now we want to take their final story map products and turn those into lesson plans that teachers can use to create these exciting learning opportunities in their classrooms. And so the story maps we have we have them on a special collection on on our website that shows all the story maps of the students created through the program this summer, we're going to see a few of those examples momentarily. So just just to talk a little bit more about what we did this summer. We have a few of our partners which are so happy to have with us today we have Michelle Thomas from Esri story maps team she's a community and web manager with Esri story maps team we have Mary Emery be who's the manager SDGs today which is part of the UN Sustainable Development Solutions Network and then we have Betsy Freeman who's the coordinator of green initiatives and sustainability at Reddington Middle School with the Reddington Township Public Schools in New Jersey. So Michelle and Mariam played key roles and helping to lead our workshops over the summer and then Miss Freeman got some of her students involved in the program and help to guide them and make it a great learning opportunity as part of her her work. So we want to hear a little bit from each of you just about what you see the benefits of the program to be how we can take this forward. And then maybe we can start with Michelle then Mariam and then Betsy you can introduce your students and we'll start looking at some of their story maps. We'll turn over to Michelle. So thanks, everyone. To our partners. It's been so much fun being involved in this this summer and such a great learning opportunity for us and so exciting to see the students work through this program. Congratulations to all of our echo ambassador participants on successfully completing the program but also making amazing stories and I know people will read and be excited and we'll make a difference and that's really the whole point of this is, you know, creating beautiful stories that move locally, but reach globally so share a little bit here with you. So what is the story map a lot of people ask what our GS story maps. For those of you who don't know much about it. It is as research digital storytelling tool. It's our GS story maps combine interactive maps and data. With multimedia content and text to tell stories about the world. They work on all screen sizes one of the great things about the product is you can build on multiple devices but you can also preview on multiple devices to make sure that things work correctly and they're accessible around the world and by all of your audiences. You can incorporate an interactive builder I consider story maps I like to say it's like a great big Lego bucket.  You have all of these multimedia pieces these text pieces these interactive pieces that you drop into a builder, and you can move those pieces around to create something beautiful and exciting and interactive and play with it and if you don't like it you can knock it down just like a Lego tower and start all over again and it's it's really intuitive and easy and you'll see what the students have been it's very exciting. One easy thing for teachers and for administrators is that the story maps are actually hosted by Esri in the cloud we have a lot we can tell you a little bit more after this if you're interested but the programs are free for K through 12 and a lot of clubs and nonprofit organizations that serve that community are also pretty early price to so it's it's a real advantage to get educators using stories and teaching stories and using them in the classroom. So believe it or not story tellers are telling about 2000 or more stories a day globally which is so exciting. If you want to learn a little bit more about them story maps themselves you can go to esri.com slash story maps it'll tell you all about it and give you sample stories and lessons and all that great stuff. But those 2000 storytellers today I like to tell everybody that I have the best job and all of Esri. Because my job is to look for great stories all day stories like the ones that the students made and look for things that really stand out and share them on website website on social media and a gallery and newsletters. That's my job is to find wonderful stories I can't imagine it's much better than that. One thing for teachers to know is that a lot of these stories do cover SDGs, they may not directly say SDG but all of the themes of the SDGs are running through many of the stories that we see. And the most popular place to find stories and and ArcGIS story maps is in the classroom educators and teachers and students around the world are are leading the way with stories, which I think is pretty exciting. Last year, we partnered with SDSN on a 2020 storytellers of the year competition and the entire competition was based on SDGs. We had a student track and a professional track and people from around the world it was 47 countries in the end were eligible submitted eligible stories to this competition all about the SDGs and I just wanted to share one story with you. As you can see, many different types of stories one about coven and equity, another about indigenous tribes, another about nomadic tribes, and then the students wrote about fellow sides in Turkey environment and to read about environmental issues. But I love the story behind the stories that's the best part. This story was by three, three students who had never used GIS or storytelling ever and heard about the competition in a classroom and they do not attend the same school, but they are friends and have a real passion and they got together and created this beautiful story because they wanted to raise awareness about this issue. And that was really the benefit of the competition was to have your stories shared globally so dealt with gender equality has a beautiful theme. You know this black and red it really stands out. It's like really nice graphics throughout the entire thing. And one of my favorites is that they actually have a map here and click on the map and get the stories of real people in different countries and how they've been impacted as well which I think is pretty amazing. That's how we kind of got involved in with SDSN and the amazing site that they have SDGs today. I would very strongly recommend that you visit the SDGs today site. They have stories in collections for each of the different SDGs to give you an idea of what kind of storytelling is going on in organizations and with students and teachers. It's an amazing set of examples plus data to go with that. But what you want to know is what I what what did I learn this summer, a former teacher. I have to say that the thing that I took away from this experience this summer is that, you know, changing the world is hard. It just is. It's the approach of this program, which is we have these global issues, but they all start local they all started home and all of these students, regardless of where home was picked something they knew and picked something they were really passionate about and told that story. And that was one of the great things about this is just making sustainable development goals, these larger issues that were facing together. So that students could actually understand it and come up with real solutions for their own communities and then suggest solutions for other people to follow and great resources so that was really my first big takeaway from that. I think also again students picked things that were very passionate about, you know, you know, it's so energizing one group picked something about a local river and other group picked something about a local lake. And really dug into what's going into trash in my school and how can, you know, where does that go it goes into the ocean so what can we do to help with that and then another student who really inspired me a middle schooler who chose fashion and how does fashion and the way that fashion works behind the scenes how does that affect our oceans that was so amazing so I thought that that was fantastic I think another key takeaway for me for working for teachers is some of these students work together in groups, and some of them worked individually and I was super exciting just because it really gives you the opportunity to adapt to what the student needs and your classroom situation and you can go big with a 10 group, a 10, you know, group of 10 students telling a story each bringing their own strengths to that story or you have one person working on the story so I think that's a good opportunity for teachers. Finally, there are just so many other skills that I think they learned along the way, aside from learning about SDGs and especially SDG 14, and you know GIS and mapping they learned a lot about designs they learned about how to create a survey. But they took a really interdisciplinary approach and from an academic standpoint I love storytelling just because it brings in science it brings in literature it brings in design it brings in how do you tell research, you know with research papers how do you cite things you know all of the things that students need to learn in school, they can bring sustainable development excitement about a project group projects or individual projects together into something that's interdisciplinary and usable and the classroom which is really important. So, we're so excited to welcome our new storytellers to our larger storytelling community, very excited about that. And we hope that those storytellers will submit their stories to the story maps ocean challenge right now. So, as we in the National Geographic, we are hosting an ocean challenge in which there are two tracks there's a high school 14 to 18 track, and then a college track to tell impactful stories about the ocean health and exploration just like the students you know picking something that is their passionate about and you know what what's the issue, how do we address it how do you get people involved same kind of thing so we do hope that the echo ambassadors will submit their stories to this competition because you know they put a lot of time into it we've had a lot of fun, the challenge just closed on October 22. And you can learn all about it as we calm slash story maps slash context. And with that I will turn it over to you. Thank you so much Michelle I love how you brought up all the different skills that we need to learn and how they do learn to the process that we went through this summer. And we do hope that everyone does participate in the story maps challenge and if anyone on this call is interested in joining we do have resources on our address the YouTube channel all the workshops we did this summer are there to help walk you through the skills. So we'll share that later on the event as well. So thanks so much Michelle and Mary and we'll turn it over to you if you'd like to share a few words about the summer. Thank you Tara, and thanks for the opportunity to be with here with you today. It's been a great pleasure to work with you and the eco ambassadors team. One of the objectives that SDGs today is to promote geospatial literacy and encourage the integration of geospatial information systems in SDG related initiatives with in collaboration with our partner as three. So we were very excited about the opportunity to work with the eco ambassadors and help introduce different geospatial concepts and tools, particularly the ArcGIS story map tool to build on some of the points that Michelle already shared with us. The urban stories are a powerful medium of communication that can propel action towards the SDGs. And each of the stories that the students presented to us this summer was a call to action that could inspire other students around the world to take a step forward towards implementing SDG 14 and their communities. These are stories of stories we need stories that use the data to not only inform us about the state of sustainable development as it is today but also make the data and what it's trying to represent more accessible to those who might think of the SDGs as a high level framework. So data driven stories are supposed to offer tangible actions, anyone anywhere can commit to in order to inform policies that can impact environmental sustainability or social justice at a local and global level. So SDGs today is happy to support the continuation of the program and to help amplify the amazing story maps that were created by the students this summer will be creating an eco ambassador story map collection for our website. And we look forward to learning more from the eco ambassadors. Thank you so much, Maryam. And it's been so great to have your expertise informing all the work we did this summer. Let's turn it over to Miss Betsy Freeman now maybe you can speak a little bit about how you kind of approached the work with your students this summer and then go ahead and introduce them so we can see some of the great work they did. Great. Thank you. Thank you Tara. And I think the mark of, you know, the success of a teacher is definitely going to be the students so I am going to bring out student voice as much as possible and the kids who are here are used to that. I, you know, it's, I cannot thank the eco ambassador network enough and all the work that you do through the Center for Sustainable Development, and, and Esri, you know, and working with the UN because Maryam you're absolutely right for so many of the kids and it's some abstract thing that's out there that's doing good. But does that good, you know, you know, kind of trickle down and do we understand it and you know we're school we do model UN you can see you know right and back in the here I'm still in the classroom you know we have the SDGs up on the wall we use the SDGs as our sandbox for our curriculum and you can see all of the solutions based learning that we do which I think ties back to, you know, what Felicia was saying that we don't want climate change to be this terrible daunting monster that, you know, they kids and adults, you know, cannot, you know, dance around and then, you know, practice learn to be more resilient and adaptive so just to Esri, you know, the, of course, I heard of story maps, a lot in graduate school by every person that I knew that did a degree in public health or, you know, a degree in and so, you know, I've been to a number of conferences and of course I saw Charlie Fitzpatrick is very energetic, you know, out there on the floor. And I, and I consider myself a techie I'm a career changer. It speaks a little bit to maybe what Felicia was talking about with teacher education. I went into teaching because when I was corporate, I thought, oh my God, why are people thinking like this you cannot look at a piece of paper and manage care and let that air go because that is potentially somebody's life or when do we start to make those kind of decisions and I kind of drilled down to think, oh, you know what it's probably when people learn to make decisions and think and so when I decided to make the change over into education, I did standard kind of teacher education. And then of course I did, you know, teachers college at Columbia so I have that really rich social justice fame, which had I not had that I had value set is probably that I wouldn't have gone into teaching with you know, sit down and be quiet, you know, take the test, but I think it's that confidence that and understanding that education can and should be values based, and that it should be about ethical decision making and confronting the abstract and contributing to society and all those good things. That's what brought me to the, the SDGs, naturally, and brought all of these kids who are going to tell their stories about the SDGs so I will just say again with the story maps. So many schools out there one to one districts now and one to one Chromebooks, and the Chromebooks, it all worked wonderfully with creating the story maps online as an as I'm sure every teacher out there will say, as soon as a student starts developing a presentation, don't play with the fonts, make sure your research gets in there. It's the important part of the story but I think what you will hear from these students her gonna share the their stories that the data driven nature of the tool which of course now is going to bring that like very daunting feel for teachers, students, adults alike. You know, is that going to be hard. I think I'll let the students take over now and tell exactly what they found and and what they learned and I will say the common thread that we have currently in the in the culture here is that knowledge cannot be inert. And so I think each one of the students will also talk about that their own story and actions there in. And with me today is Chris around who will start us off he is two years out of middle school and I think it speaks to the dedication and service that you know, kids develop when we give them that opportunity to do so. Tatiana Halinka who probably one of the most amazing young environmentalist I have, you know, ever met Bonnie McGodgy our student council president who couldn't be with us today because he's a tennis player and had a conflict. And of course, one of our peer leaders over in Philadelphia, Sophia Berman, who I think will exemplify that vein of making meaning in the world. So, Chris, go ahead and take it away. I just want to start by saying thank you for giving this opportunity to present today. Yeah, my name is Chris, as Miss Freeman said, I'm a student at Phillips Exeter Academy. And as Miss Freeman said, our colleague Bonnie won't be here today. But what we all have in common, me, Tatiana and Bonnie is that we're all graduates of ranked in middle school, and we care about the environment and our oceans. And we know that our waste that we produce in our schools can harm our life and our future. And the story map collection that we're presenting is called drowning in waste, our reality of micro plastics and food waste and our ecosystems, communities and school lunch table. So I'll just start by pulling this up. So our story map, our first one was mostly inspired about like how much we saw food going thrown out every day at school. And where does this mostly happen? And it's mostly at the lunch table, actually. So if you think about your average year at the cafeteria, you're going to have a lot of plastic being produced every day from plastic utensils, plastic packaging. You know, plastic water bottles and so on. And there's just a lot of plastic and food waste in general.  And another thing we want to look at was the true cost of food. Approximately one third of all food produced in the world is wasted today. And that's over 1.3 billion tons of fruits, vegetables, meat, dairy, fish and grain. And that could end up either loss, not coming in from the farm or even not reaching the place it's supposed to get to. And that could provide enough food to feed undernourished people, but it's not just, you know, a social or humanitarian issue. It's also a worry for the ecosystem, especially our oceans. And I have a quote here from the Rockefeller Foundation, which relates to this topic. And it says, as a country, we spend a total of 1.1 trillion a year on food. But when the impacts of the food system on different parts of our society, including rising healthcare costs, climate change and biodiversity loss are factored in, the bill grows. Accounting for these costs, the true cost of food is at least 3.2 trillion a year, triple the current expenditure of food. So we waste a lot of resources getting food, which eventually ends up at the landfill. And basically, if we could reduce that amount, we would also help our environment reducing methane, a powerful greenhouse gas. And as middle school is, we didn't really understand the gravity of the situation at our local middle school. So we just did like a food waste audit, where we measure the amounts of food and plastic wasted after one grade of lunch.  And that would be around 500 or 600 total students times 180 school days and over 2,000 schools in New Jersey. And realize that we can do whatever we can on our end, but we need to start with education because change needs to happen at the start. It needs to be integrated into our education.  We need to understand it from the perspective of someone who is at the school. So we just realized that there's overall just a lack of education surrounding reducing, recovering or recycling, as well as a lot of oneness being on the consumer and the person in the cafeteria to know where they're putting their waste out. Here are some more pictures from our food waste audit and our most produced waste was plastic waste. And yeah, here's some tips if you want to conduct your own food waste audit. And so you can organize a team, set a date, decide what types of food you want to focus on, set up the station and figure out why people are not eating a certain item or wasting it. And you separate it into certain categories, collect data and use it to improve. And here are some sources if you want to look out for it. And spoiled waste was kind of our introduction to all this matters and our personal reaction. And as a result we created our food audit. But we also want to see what happened in our personal community and what might happen in your community. So in our current town, the township of Redington instituted a plastic bag band. And this started it before the state of New Jersey did. So that was just an example of what our local community did. And there was a lot of plastic pollution in the River very close to where we live. And we know that it's going to impact life below water as well as life on land eventually. So I'm going to turn it over to Tatiana who will talk a little bit more about what actually happens to the plastic waste and give us metrics on how much is wasted. Good afternoon, my name is Tatiana as Chris mentioned. And this story map so where all this plastic goes contemplates the true cost of our consumer actions. Which is unseen for most of society unfortunately lying in our rivers or the deep blue sea. Even if you live hundreds of miles away from the shore there's a pretty good chance your trash will end up in the ocean. Knowing that 80% of the plastic in our ocean comes from terrestrial sources ending up in landfills or in global ecosystems as waste. What's worse is that plastic with common additives and chemicals can take up to 400 years to decompose. For most of us plastic is incorporated into our whole lifestyle not knowing half of the consequence is action on our part. How long we've been obsessing over plastics is a question that has been asked for over a century or since the 1900s when the first version of plastic was made. The scarring statistics of plastics left some of our community members in our town to reflect advocate their voice and take action. As Chris mentioned briefly Reddington Township passed a ban on single use plastics such as single use plastic bags straws and foam containers reinforcing the idea that sustainable practices must be implemented into our community. For example through our school district we offer various sustainable practices or and alternatives such as reusable trays for cycling bins in every classroom corner compost bins for filling water bottle stations. And education on our environment and our consumer actions. Since we did the food audit we met with our food service sustainability manager and we discussed how the plastic that we use for packaging is boxes made out of bottles that can be recycled and we no longer use styrofoam trays. The crisis of micro plastics in our oceans and rivers begin at school yet our solution lies right in front of us and it's the future. As advisor board members to our National Green Honor School Society we still work with the students there to move forward and towards greener practices. When we're talking about change anyone who lives on the east coast of the United States experienced Hurricane Ida and all the flooding water that came down with it. Hurricane Ida struck the United States devastating one million people down south while creating much debris amongst our environment. However up north Hurricane Ida cleaned the lives of at least 25 individuals in New Jersey and that was more than any other state. Our local Raritan River in fact was 27 feet higher than it normally is on Thursday September 2nd and then Brown Brook the Raritan River rose to 42 feet a record high during that same day. This type of storm would have been extremely unusual 20 or 50 years ago. In fact the devastation that would become a hurricane Ida among other hurricanes was likely strengthened by climate change. As it passed over exceptionally hot water in the Gulf of Mexico it went from a category one to a category four storm in less than 24 hours. To put it this way as the earth heats up it aids the additional heat energy intensifying the conditions of hurricanes like Ida over the ocean and as hurricanes develop over water they absorb more storm which is released as more rain. And in consequence the storm map shows the development of the hurricane storm and the before and after images of how the flood destroys some of our local towns in New Jersey. While most people think of hurricanes affecting more coastal regions they also have a substantial impact on interior rivers. When a hurricane or flood strikes everything is completely transformed. Calm river and water becomes a filthy mess trees dead animals and garbage debris most likely later on becoming micro plastics begin to float down the river and into other bodies of water. As students leaders and community members for this earth we all share we care about our rivers because it is the source of life for us and for others. During the final months of school a team and community members of active thinkers have the opportunity to release race trout and the South Branch River and members of the team raise the trout through their aquaponics environment. At the event we tested the water quality of the river location such as the temperature pH nitrates ammonia and water clarity the outcome of the event was opportunities taking advantage of to create action. And the only thing we can blame for these intensifying hurricane conditions damaging our rivers oceans and homes is climate change. It was our current reality and it can become our future too if we don't do something soon. What the world needs therefore is action both from students and adults. And as oceanographer Sylvia Earl once said with every drop of water you drink every breath you take you're connected to the sea. No matter where on earth you live most of the oxygen in the administration are in by sea. It is the worst of times what is the best of times because we still have a chance. We still have the chance to create the future we want with all of our oceans while incorporating SDG 14 if we have a plan and the plan processing starts now. Thank you for this opportunity to let us share our story that students and the youth have the power to create actions in their school communities and on earth. So I was just muted there. Before we wrap up I just want to say thank you to the Columbia University team and the Eco Ambassador Network especially Dr. Yangar and Ms. Stafford. And I also want to say thank you to Esri team and most importantly our advisor Ms. Freeman for all of her help and all of the people that you asked for. And our projects lead to action and education now in line and we don't want to empower the kids and students in our community because they're our future simply put. And I'm going to turn it over to Sophia if she wants to share her presentation. Hi I'm Sophia and thank you so much. Thank you so much that was absolutely I love watching and really seeing Chris's and Tatiana's and everyone's work come together is absolutely such a phenomenal summer to use my time. And so I am a senior I live in the 10 high school near Philadelphia and I would just say this is my first time ever using RGIS and has a maps I was I took AP Human Geography myself in New York and I was excited. I was like I'm getting back into what I'm used to and I have to say my absolute favorite was looking at maps and seeing and thinking to myself what would they reveal what could this how could this data be used in storytelling which is a way I've never thought of storytelling before. And how I could use that in climate storytelling and so it truly evolves the way we story tell and I cannot wait to integrate this back into my school hopefully in one of my classes and also clubs. So without further ado, this is my RGIS story, which is all about how all life on earth relies on the health of our oceans rivers and streams for food, energy and water. Yeah. Yeah, sorry. I'm using the different desktop not used to this yet for generations we've treated our waters and its resources as inexhaustible. It's a tale of tragedy of the Commons. My story begins here on land and described how through social inclusion, cohesion, education, sustainable practices and good governance, we the people can turn this tale into one about the common good. And I had laid that out in this video so that's what I'm basically saying and that's my high school at 7pm. So as I said, my story begins here on land and describes, excuse me. We can evolve the way we think about environmental governance when we look at these different pillars and my starts with how the ocean is a common. And what's a common a common is something we all use it's something we all need and share. So that makes the ocean a life vessel for all it's a life support supporting a diverse amount of things from environmental, economic and social needs from regulating the climate providing over half of the oxygen we breathe to storing 50 times more carbon dioxide than our atmosphere. We all rely on the ocean for our health. But who constitutes all. Are we privileging humans over life underwater. Well, healthy water to me, people's healthy, health for all. And that includes all different types of life and life and the water to humans animals. Our ocean is a magnificent common and our livelihoods are inextricably intertwined with it.  As I mentioned earlier, the tragedy of our oceans is really one which starts on land. 80% of pollution to the marine environment comes from land. That's a huge amount. And a lot of this is non point source pollution might hear that in your biology class which means it's pollution that comes from a whole diffuse of sources. It happens to run off as Chris had mentioned, or through Hurricane Ida. We're having excessive streams and it's just down at the school river cleaning up and helping remove some of the dirt that had all clumped up or gunk with the plants. And right where we were was all underwater, just two days earlier. And that's how real it is to put it into perspective. And as water flows across land, it carries debris, litter chemicals, fertilizers and all these other types of toxic substances that are harmful to our river streams and ultimately our oceans. There are just some graphics and facts. But my story, as I said, is about land and agriculture is actually one of the leading causes of water degradation. And in the US agriculture pollution is the top source of contamination and rivers and streams. This is what nutrient pollution is. It's caused by excess nitrogen and phosphorus we find in our fertilizers and it causes algae blooms harmful to both marine life and human health too.  I'm going to repeat it. My story starts on land. But that's not the tragedy. One such farm that practices regenerative farming is at Penny Pack Farm. And as a volunteer there, I feel they truly embody people, planet and prosper. They're all overwhelming and quite daunting at the thought of growing your own food. But that's what it's all about. People learn together. And that's how you build community. People struggling, questioning learning and succeeding together. That's how you evolve from individual to group to community. In the education center, they bring families, children and community members of all backgrounds together to learn where their food comes from and how their food is grown while also protecting ecosystem health through things like cover crops, soil tests. They actually do soil tests. Access is just as bad as deficiency. So they use soil tests to determine how much is in there or they produce organic fertilizers to limit. Does the composition doesn't break down as it would in normal synthetic fertilizers at Penny Pack Farm. And a big part of Penny Pack Farm is education and access. Every year, children from our metro affiliate area come from the college settlement to learn where food comes from. The farm also instills a love of learning in a nurturing safe outdoor environment. They also hold regular classes and as a volunteer I found that I'm always meeting someone new someone from my community and it builds just such a great sense and growing together as individuals as well. And so, all in all, people communities banding together can have a critical role in environmental governance. And I think the community shared agriculture Penny Pack Farm does exactly this from land to ocean. It's how everyday people and communities can come together to sustainably manage the resources for the common good. I hope to start an eco ambassador program at my school with my environmental club and I also have a girl up club where we put girls at the center of building more just and resilient future fighting inequality and addressing the urgency of climate change. It starts with you. It's all so critical in this movement of change and climate action and storytelling especially. And I think our GIS is going to be one of the evolving ways we do so. So thank you so much for the opportunity. And thank you miss Freeman for being such an excellent mentor and working with the entire eco ambassador team. This was a wonderful experience. And I can't wait to move forward. So much. So much to Chris and Bonnie who's not here as well such inspiring presentations, the content, the way you presented it to us. I love how action focus and solutions focused at all was so thank you all so much. We have one more students story maps presenter. We have Ashley John who is a middle school student at Milburn Middle School and she's going to present to us about fast fashion and the threats it poses to our ocean. If you could share your screen. Yeah. Well Ashley is sharing her screen I have to tell you when we were in the session where Ashley was sharing. Everyone in my group was like fast fashion polyesters and clothes. That's what we're totally interested in I know Sophia was in an action research project, and I think you probably could have like, or you probably can still grow your brain around that. Pretty easily because I can see how that was a catalyst to thinking right away. Thanks Ashley. Thank you so much for the kind word miss Freeman. Okay, so hello my name is Ashley June. And as Tara just explained I am a current a greater in Milburn Middle School in New Jersey. First of all, I would like to say that I am very honored to be in this meeting and be able to share my ideas that I'm really passionate about among these and along with these amazing panelists that who are in this meeting and audiences as well. So to start with, I have research about fast fashion. So fast fashion speeding toward ocean pollution and visible crisis. Since the late 1990s, fast fashion has been booming all over the world. All these fast fashion brands attract a large amount of customers and success, it leads to environmental degradation. In fact, as a textile and apparel industry continues to produce enormous amounts of clothes, Microcosm pollution gets worsened. The UN say that 10% of carbon emissions and 20% of wastewater, which is a worldwide quantification is directly resulted from the fast fashion industry. So this first part of my story map is basically an abridged version of the main ideas that I will be discussing today, which is how both humans and water system are being negatively impacted from the fast fashion industry. So to start off with, how horrible is the situation that humans are facing right now? And to start off, I would like to just define the term of fast fashion. So fast fashion is a term defined as inexpensive, substandard, trendy and disposable quality of clothing. An easy way to actually view this idea is to think of how the word fast and fast fashion indicates the speed of trends where when one person wears a particular clothing in a runway or like a show, people will buy the same exact replica piece of clothing without no hesitation. However, this idea is so important to notice because these low quality clothing that people buy from fast fashion brands will never be fully disposed or break up, meaning the piles of clothing and pollutants are constantly going to be increasing in the status quo. To go into specifics here are some of the effects of fast fashion. And who actually produces microfibers? Microfibers are the strands that are shed from our clothes after washing are simply and mainly produced from washing machines. Washing machines are of course an essential tool for humans in the status quo, but without notice, they are harming our environment in a really bad way. And below this, I have a quantification that says that 700,000 microfibers are let out in a standard wash cycle. So that means that in multiple wash cycles, the number will drastically change. But in a broader perspective, and even in the entire word, the number of microfibers that will be produced just like in a day will be having a such a high scope. And moving on to toxic textile dyes. So when I was researching toxic textile dyes, I actually found this topic the most interesting part because of the quantification that they actually provided me. And because I'm a person who likes who has a lot of like color for clothes, I realized how much like what I like by by just myself buying clothes. I realized how much impact negative impact that I'm actually making in the environment. So the general idea is that I have written down here is that by creating garment, it requires a big amount of chemicals and water, which ultimately means that it is as it is also actually stated here that security dye fabric, people have to release tainted, toxic, undrinkable and polluted water to nature using fresh and clean water. So one thing that I really wanted to point out here is that what the environmental protection and ministry in China states that one third of our planets reverse or classify as too polluted for any direct human contact. So I think this code and the phrase itself really increasing the awareness to two people of how much by by just simply buying clothes and watching how much it is actually impacting our environment and our world. So the second section is about how the how our oceans actually changing from these microfiber pollutants. I started by responding to the question of how does fast fashion pollute the ocean. So the answer of this was actually really honestly like given in the first section. However, here I in the second section, I really focus a lot about polyester, which is a most relied and commonly used and also the most polluting fiber. And I can probably guess that in one of anyone's like clothes closet or a wardrobe, you will have at least one polyester made clothes. And so in the next section here, I really describe describe about what microfiber actually is and I really go into depth about what microfibers are. So the most important key takeaway here is not only that it harms our environment, but that it is not visible to the human naked eye. This makes it so much more complicated to spread the awareness of microfiber pollution. But it is also hard because people will never realize the stiffness of the issue unless they are actually exposed and introduced to this issue. And the following section is a summarization of a research that was conducted in the Buford Sea and the Canadian Archipelago. The discovery here is quite surprising as they found that in the Northern Sea, 92% of sea samples were already contaminated with microfibers. And among the number, three-quarter of them were already polyester, which further emphasizes the humanity's actual addiction into buying polyester clothing and garments. So this is like a map that I have created. So if you actually look close to the map here, the Buford Sea is located in the Arctic Ocean. And here I also included the results, which will be, which is just aligned here as I just stated that 75% was already polyester. And the second research in the Canadian Archipelago, which is lying north to mainland of Canada, as you can see in the map, the results were pretty interesting to me because as it's stated here, it says the infrared signature illustrate that fibers have been found in the East where 50% were longer and it was mostly virgin polyester. And this infrared signature just for basic background or information, infrared signature is changed depending on the amount of sunlight, difference in chemical process, and the bacterial decomposition. So I have also included a link to CNN if you want to know more about polyester fibers. And moving on, I just included a small quote that was said by Steve Allen. And here I, this is basically a, I wrote about how, I wrote about how the chronic microfiber exposure causes cellular changes in fish and made this syrup endocrine systems. So these are some of the background information about these Japanese medica fishes that were used during this particular experiment. And below this, these are some of the results. And ultimately, in overall, after reading a long documented and results PDF, I have found that the exposure of highly concentrated chronic microfiber exposure that should damage of conditions for fishes. So we can already quite see that microfibers are not a good resources for fishes or any kind of marine animals. And lastly for this section, I wrote about how fast fashion and as companies are trying to fit the demands for a following the trends of people and trying to create as much pieces as possible so that they can make some kind of profit out of it, they are basically mass producing clothes. And unfortunately, the amount of water that takes up to make a single garment is extremely high. Manufacturing one t-shirt is equivalent to 2,700 liters of water. And realize that this amount of water is also equivalent to the amount of water that a person will drink in a three year period. So that just emphasizes how much water that is needed to just create one t-shirt, one single t-shirt. So here I would just like to mention an example that I have included which is in Aero Sea, once known as the Forest Colossal Lake and currently lying between Kazakhstan and Uzbekistan have actually fully dried up because as fashion industries continue to develop and grow basically they have to use more water and because of this excessive usage of water, Aero Sea had to dry up eventually which they have already been, they have dried up right now. So moving on, last section is about us, we how people can actually reduce fast fashion. I started this section with a more of a positive note that more companies in the status quo, more organizations, more small businesses and even large businesses are really trying to change their initiatives to make renewable and sustainable garments. So along the way I have met many standards and extremely exemplary organizations and small businesses that have been really concerned with microplastic pollution and have already made a small step towards solving it. So one of the most famous brands of all times as I'm pretty sure a lot of people know is Patagonia which is a sustainable company that is leading the world towards decreasing microfiber pollution. So Patagonia's original clothing has actually created a huge amount of microfibers and after the company actually realized how much microfibers they are producing they have started to take multiple actions and these are some of the plants right over here are some of the plants Patagonia is currently working on to lessen microfiber pollution from wardrobes and garments that they are creating. Next is Arsila Company which this company actually released a microfiber filtration technology that removes microfiber plastics at the 2019 IFA. So they have created an environmentally friendly washing machine using pet bottles and the importance of this pet bottles is that a single washing machine that they have created this washing machine tub is created using nearly 25 million pet bottles so they are really exercising this recycling process but also in these washing machines they have a microfiber filtration technique added so that they can also prevent harmful fibers being released to the sea which can protect a lot of marine animals. And here we have some organizations like Marine Litra Solutions and they are aiming for people to respect the resources of plastics rather than just trashing them out on the beach or the waterways and in order to do this they have created six key objectives that will convey ideas about marine waste and debris. So first is raising awareness, second is researching for more facts and additional facts so that they can grasp more ideas about what microfiber pollution is and third by promoting the best policies, next by spreading knowledge fifth by enhancing recovery and lastly by preventing pellet losses and lastly one of the major key takeaways that I was aiming for my story map was what you and people in general can do to decrease microfiber pollution. First of all you can choose clothes or fibers like linen that has a low water consumption second you can choose a sustainable brand like Patagonia Levi's or H&M you can also wash clothes, your clothes less often so maybe once or twice a week not like every single day and you can also hesitate before dumping out your old clothes and maybe you can wear once or twice even more because that can even make a huge difference and you can be open and using second hand or rented garments so there's a lot of shops out in the internet that has been booming nowadays like called Depop and Dread Up and these websites actually provide you a really high quality of clothing so you can shop in those brands and you can also do some research and learn more about the clothing brands you buy from you can donate your baby or old clothes that you do not want or need anymore so people can use it as a second hand so you can sell it online in websites like eBay, Poshmerx and SCM and I'm pretty sure there's more brands out there that you can actually do that and you can even donate in your local thrift stores or in a used clothing stores you can use social media like Facebook Marketplace I know that a lot of people use this Facebook Marketplace you can get a really great deal in those websites as well and you can also drop your clothes off in shopping mall textile bins lastly you can use your voice to let others know that you want specific policies being established to decrease microfiber pollution so you should really stand up speak up for yourself if you want a particular thing and really voice yourself to the government or private or global companies that you want these kind of XYZ rules so that possibly people can be able to try and have to endeavor to decrease microfiber pollution in the future and lastly I would like to end this story map with two strong quotes that I have discovered along the way of my research first of all that we should all take responsibility we should all take responsibility for the actions that we are making and how that is influencing and changing our environment second that microfiber pollution is a global environmental threat microfiber pollution is an issue that is irreversible at the end of the day and this is because people cannot fully divert the effects made by the microfiber pollution when it has already been imposed on society and this is why we as humans should all try our best to protect our environment in the best way possible and slow fashion is the only sustainable future for the industry and our planet and that is end of my presentation thank you very much for everyone who has listened all the way along and I'm hoping for my small effort and endeavor to actually tell people around us about the seriousness of marine water pollution from microplastics and the fast fashion industry people will able to change their behavior and also help to decrease microfiber pollution and create a better environment around them again thank you so much I am very honored and grateful that I was able to speak in this very huge event and thank you Tara for always helping me and along the way of always helping me and looking over my story maps multiple times together it has really helped me a lot and also Miss Ingar who really helped and directed the entire lecture during our eco ambassador program thank you so much and I really appreciate everything that the eco ambassador program has provided for me this is so amazing Ashley thank you so much for the entire story map it's very very exhaustive and I think it will really motivate a lot of us to become more microplastic conscious and see where we can get the list that you have I think it's really amazing to make people aware and take up responsibility and completely agree with you on that and I hope to be able to share your since you and I are from the same town I hope to share your story map to our mayor and the rest of the Milburn Climate Action Group here as well so congratulations on your fantastic work moving on to a very important section now and thank you Andrew for waiting so patiently I just wanted to share another amazing work that Andrew Friedman and Iveta Silova are working on it is called turn around cards turn it around cards and they have used cards language also in terms of artistic creation to convince the environmental leaders on hearing from our youth so this is a fascinating movement I think Andrew has created Andrew has a background in filmmaking is an educator and has been doing this for the past 20 years Andrew we wanted to know from you how did you come up with this inspiration and what is your end objective with your collaboration with Arizona State University open society foundations as well as UNESCO and maybe if you can share some cards with us I think that will motivate us also to understand where all this is going you are on mute and yes all that time and I still missed the mute button hi everyone thanks for coming together today so I am an artist and I run an organization called the Artists Literacies Institute and I work I am also an art space researcher and I connect artists as I say to big systems every artist in their heart of hearts I think feels like they can solve all the world's problems and I try and help them figure out how to do that because engaging in really big systems as you all know can be daunting trying to find those small and local engagements that create leverage too much bigger things so you asked how it started I will tell you very quickly last year I was working with an artist named Adrian Yannick and a handful of other artists in the midst of the pandemic and we were asked by disaster relief organizations to address crisis and communal grieving and the fact that in the midst of the pandemic people could not grieve their losses together in funerals and artists are producers of culture they are the producers of our rituals they are the producers of our traditions and these relief organizations said perhaps we need new traditions and new rituals for this moment and so we developed a set of cards called the artist's grief deck and what we did was commissioned artists from all around the country in fact ended up getting submissions from all around the world to provide original artworks and on the backside of each one of these is what we call a grief prompt so working with grief experts we learned that people need action they need to take action they need something to do and so each grief prompt gives somebody a prompt something to do a suggested action it might be breathing it might be meditation it might be building it might be art making and so this becomes a toolkit that you can use in isolation or with close within a household to process grief and loss and it was from this model this kind of toolkit model that this new project emerged so Yvette DiSolovo who since her regrets at ASU connected with who also works with Adrienne Yannick connected with us and said can we do this same kind of thing for climate education and we thought about building a toolkit that's rooted in art and the reason that I work in art and that I think art is meaningful and valuable is that we talk about in these spaces we talk about data a lot there's tons and tons of data and I see art as types of data that we've not named they are ways of knowing about the world and ways of relating to our environment that we don't have concrete names for it's ineffable it's often embodied it's invisible it's intuitive but it's extremely profound and extremely important to the way that we relate to one another and to the world around us and so we decided to build a toolkit that was going to be voiced by youth and the goal was many of you have used flash cards at some point in your educational experience they're the kind of paragon of rote learning 2 plus 2 equals 4 and so what we wanted to do was we wanted to create a set of flash cards but with youth for the grownups in the room and so we sort of turned it around this is the source of the name of the project and commissioned artworks from artists under 28 years old from all around the world and also asked youth leaders and thinkers and writers to send us their writing their responses to 7 key prompts about education and our relationship to nature and our kind of basis here was that modern education has really separated humans from nature and art is a really wonderful way to kind of bring those together to sort of radically reimagine our relationship to the planet and relationship to our surroundings and actually if I can if I'm able to share so you will be the first really the first audience outside of our production team to catch a glimpse of any of this so we had this open call for artists circulated it around the world got hundreds and hundreds of submissions within six weeks during the summer we just started this project in May and our goal is to have it done in time for the pre-cop futures of education event in Milan at the end of this month so we've been really sprinting so we got five, six hundred submissions from around the world, we selected 80 of them paired them with prompts paired them with writing and created a set of flash cards so it's going to be a printed kit meant to be used in policy making spaces, educational policy spaces where we can see frameworks and ideas that are presented by youth and directed toward those who are making decisions about education so this is our landing page in addition to the printed deck we're going to have a website that's going to have all the cards in it so this is currently our staging site which means it is a non-public website that has just the cards that we are there are new cards on it because there's a team at ASU that is loading this artwork up as we speak because we're meant to launch by the end of this week but what's going to happen is when you come to turn it around cards.org you're going to be able to see the entire collection of cards and these are some of the artworks that were sent to us by artists everywhere we asked how do we turn it around these seven questions that we asked youth around the world to answer come up what do we need to learn to ensure that we and our planet thrive and survive to let other youth know where you find hope and resilience as you face an uncertain future and what excites you about the future tell policy makers about your non-human teachers what do they teach you and how tell leaders what you want them to know or remember what they make decisions about your future share a lesson that you have learned from your ancestors that you want to pass on to future generations and tell leaders why climate education should be included in your learning today so these are the seven questions that we've asked young people around the world to address answers meant for think of the ministers of education who will be meeting in Milan in a month think of the people who are going to be coming together at COP26 these kinds of events these kinds of spaces we feel this is going to be a workshop and learning tool here so young people like the folks on this call will be able to go in with a deck of these cards and have a structured discussion and an opportunity to present these views and frameworks and if you click on any one of these you're going to be brought to all of the cards that answer that question so here's an artwork turn we go to it we see that it's called minimalism we click on it and we can see the artwork was made by an artist in Michigan the writing that associated with it was given to us by a young writer in St.Pobwe and here is an answer to that question that to that prompt so there will be 84 of these cards and also a set of what we call partner cards so student organizations such as students organizing for sustainability the global youth biodiversity network the Donut Economics Action Lab we've got a whole number of partners who have also provided their frameworks to a set of cards and the card deck is also going to include a bunch of statistics that are going to help drive these discussions so we're going to put this all into a box we're going to get it into your hands and set you loose into classrooms and conference rooms and meeting rooms to put this to work and hopefully through the combined actions of art that ineffable kind of intuitive way that we respond to art with and that works in ways of thinking that are provided by you young people something is going to give and we might be able to turn it around this is so fantastic Andrew thank you so much I feel that our next workshop or our next meeting should start with your card to set the stage and then we can get into our whatever our topic is so this is fantastic and we hope to also learn from your ideas and also from maybe with us to see how we can use these in classrooms maybe we need to develop lesson plans I know Betsy is here maybe she can give us some thoughts on how this could be done but thank you so much for sharing our first preview and we are so lucky that we got to see it first and then the COP26 leaders and education ministers will be following soon so this is fantastic and congratulations that you were able to do this in such a short time I think this is what is needed when we have to tackle climate issues we have to get it going get our initiatives going in the fastest mode so that we can send out those voices to everyone so thanks for sharing your presentation and hand over to Tara for another section which talks about climate issues and this could be a great segue into how we can use these turn it around cards as well as story maps on our platform that she's been able to develop so far I don't know if she's around I'm here I was having some internet earlier but internet issues but they seem better now and thank you so much Andrew I just wanted to say that I feel that whether we intend to or not all of our sessions always end up going into this point of the critical role of art and helping to you know inspire our imaginations to think of new ways of being new ways of solving these problems so we are very excited to see how we can integrate these so I'm going to share my screen and I'm going to walk you all through our work so far in developing this mission 4.7 platform I think that's what this site event was titled right our pre-launch event so this is kind of the culminating of this project and the reason why we wanted to focus more of the session on hearing from students hearing from people who are developing these innovative resources because the goal of this platform really is to share all these different resources and help connect those two standards that hopefully educators can use to kind of connect the dots with the curriculum that they're working with now and how to make those links to these SCG 4.7 issues sort of help to make sure that all of the resources that we have been talking about and I'm going to go through some of the resources we've been developing in preparation for the launch of this platform and really our goal is to have all in one place this set of implementation guidelines, learning expectations, teaching and learning resources to support different education stakeholders from policy makers all the way down to educators and students, who are doing this work and we started this work earlier this year by creating our content contributors hub so that's the first thing I want to show you here so this is on our ed4sd.org website and this content contributors hub our goal was to kind of share this out with those in our equal investor network, other youth organizers in our network to give them kind of some tools and ideas to start creating lesson plans and resources that we could use to populate this hub that we're creating so on the content contributors hub we have in this read section we have links to the online course for the age of sustainable development which was developed by the director of our center Professor Jeffrey Sachs there's also a link here to some online chapters of the book on Google Books then in this watch section we have a link to a Udemy course, a free Udemy course that we developed that it's called SCG 4.7 across curriculum and education spaces and that is mostly intended for educators and education decision makers to start thinking about how to integrate these issues into policy teacher mindset, pedagogical practice how to connect with communities and then how to measure and assess the progress toward this work and then we have our get ideas section down here so here we have kind of a video resource that walks through some ideas for how content creators can start thinking about how to apply some of the case studies or some of the actions you're taking in your communities and build lessons around that that are really focused on solutions and kind of bringing the standards to life with real life examples and then so we have the toolkit there as well I forgot everything so the toolkit looks like this it has some examples of the kind of framework there that we ask contributors to use understanding by design which is a framework that was developed by scholars Wiggins and McTie and it's used by a lot of educators to kind of ground learning in what are the big ideas, the big essential questions and what do you want learners to learn by the end and then how do you plan backwards to kind of reach that end goal for learning so our template walks through that kind of process these are examples that are here of how you can take a case study of an action you take in your community or an initiative that you're inspired by and kind of develop subject focused or curriculum aligned lessons around that around them and then the template we have an example lesson plan using our template and then we have a blank version of the template there so all that is there on the contributors hub and then the submit section is where content contributors can upload the file of their lesson plan or they can also use our Google form which is the same thing where they enter in the fields so those are all the tools and resources that we have there on our content contributors hub so we've been working on that for some months kind of collecting some initial lessons alongside the work we've been doing with eco ambassadors to develop the story maps which we also want to translate into lesson plans and then we have a couple other pages on the site under this mission 4.7 tab where you can see the voices of young leaders that's a place where we want to showcase examples of how young people and how classrooms are actually taking these resources and implementing them so that we can kind of show what's working and then so we kind of had started that work there started an initial collection of lessons but now working with in collaboration with our mission 4.7 partners we've been building on this work to create our guiding principles so we're going to start with this the beta version of the website that we have and it's it's linked here if you click on mission 4.7 on our ether sd page it will bring you here and so we have seven parts here so the first part is kind of the big picture what's our theoretical framework for sdg 4.7 then part two planning principles for implementing sdg 4.7 and this is kind of just walking through some of the big picture examples of how different countries and states have worked to try to integrate some of these concepts so as Dr. Tivas was mentioning earlier and I think Andrew you mentioned it too that when we're thinking about these big problems the action piece is how we kind of deal with the negative feelings or the feelings of hopelessness that might come along with some of these big challenges and New Zealand is actually an example of a country that has implemented a climate change and well being curriculum that talks about ego and anxiety that has that action civics component how to take action on these issues so we have some different examples there and part two talking about examples of how some states and countries are doing this already part three is kind of the main section of this where we're presenting sample learning expectations and I'll get to that in a minute part four is where we talk about lesson planning for sdg 4.7 so that's more for a teacher audience then we have teacher pedagogy and professional development and that talks about both in-service pre-service professional development for school leaders as well we have part six which focuses on assessment measurement metrics and that has some examples tools some ideas for how at different levels education stakeholders can start thinking about how to collect some data or some process indicators about how implementation of sdg 4.7 is happening in their communities and their schools and then part seven at the bottom is education policy and that's where again a little more details on those case studies of what's happening in different places so I want to get into part three here which is the learning expectations section so this is again dr. Tibbets was kind of alluding to this earlier that this is that deep right how can we integrate all these big ideas when teachers have a curriculum they're working with have all these challenges that they have to overcome to make time to make space to integrate these concepts in their teaching and learning so our goal was really how can we create something that can be helpful and easy to integrate into as much as possible of course you can't make something that's going to fit everywhere but hopefully there's something for everyone here and what we're working to create and so the approach we took was starting with unesco learning objectives and I have those on the tab here so I think this is from 2017 unesco released these learning objectives for the sustainable development goals and I'm going to show you some examples of state and country curricula starting with New Jersey and the reason we chose New Jersey is because it's the first state in the U.S. to plan to integrate climate change education across standards K-12 it's also one of the first states in the country that has committed to diversifying and creating a more inclusive curriculum with the Amasod commission that is also the first state in the country that has developed the new law subjects again K-12 so these are two good reasons why New Jersey is a welcoming place for the kind of ideas that we're pushing here and our goal is to do similar mapping exercises with other country curricula to further refine these learning expectations so with the unesco standards here it was a great starting point however the way it's organized is there's 15 learning objectives in the new category it's cognitive, social, emotional and behavioral learning expectations so this is a useful framework the standards lack grade level specificity and so the same standards are intended for kindergarten up to high school and lifelong learning beyond that and they don't necessarily map easily to the kind of core curriculum standards that educators are familiar with so our aim with the mapping exercise and development expectations was to kind of bridge that gap and using the state curriculum to guide us on adapting unesco standards to be more applicable to specific grade level standards that teachers are more familiar with and we started with the sciences and social science standards so here on the site is where you can explore what we have so far so this section here just kind of explains what I just explained about our process and then we have these primary, upper primary, lower secondary and upper secondary and then below that if you want to read more about the different kind of frameworks that inform this development process kind of overlapping learning frameworks that fit under this SDG 4.7 umbrella such as social emotional learning 21st century skills green skills we have more literature down here at the bottom that you can read more on but really kind of the bread and butter of what we're trying to share here is this these learning expectations so we pop this down you'll see that it's kind of organized in the same three buckets as the unesco standards we have cognitive, social emotional and behavioral expectations and then after each standard there's a link here of resources that will take you to a page that has lesson plans, activities and more resource so this is where we want to put the story mouse and we want to share those on these individual pages so we're still building these pages that's why we're not sharing this widely yet but we have a couple here as examples for you to look at today so you know for this cognitive learning expectation we have defined research questions develop criteria and constraints for successes and failures make observations gather information and analyze data in order to design and conduct a potential sustainability solutions and this language actually does come very much from the early primary science standards from New Jersey which also maps the next generation science standards that are used in many states across the US but it also links the unesco standards talking about sustainability solutions and evidence-based solutions and then some of the examples we have here like Greenroot school gardens so based on that you know we have some resources here that were actually developed by different partnerships we had you know we have these activity kits during the pandemic to kind of promote some of this learning at home things that students could take home and do with their families and that was created in partnership with the SDG student hub at Columbia University we have this bike riding lesson that Radica created that's wonderful and includes some data collection and getting folks out on the bike and exercising as an alternative transport we have conserving energy lesson plan that was developed by some student teachers at the City University in New York College of Education and then this is just another resource that was a great one that's out there online by the Whole Kids Foundation that is a big collection of how you can use a school garden and build lesson plans around a school garden so this is just you know an example of a page that we'll have here and what we're hoping to continue building on so I think you know I know we're already at time if we have a few more minutes we would love to hear any reflections or thoughts that you all have on how we can make this resource as useful as possible for educators for folks in different parts of the world I know right now we did start our initial analysis with a curriculum but we do want to expand on that and kind of touch on those curriculum points that are as common as we can get globally you know the sciences things like that so I would like to first Betsy still with us see if you you know as one of our core educators contributes to our work and we value your insight so much how can we present this how can we organize this what kind of resources would you want to see on here yeah any thoughts yeah I think I have to pick my jaw up off the table first because it is a massive amount of work that you've undertaken because anybody who has written curriculum and knows all the different frameworks that are all very good but that you know it's the all the riches and then teachers get overwhelmed I definitely appreciate all the citations in there too that wonky part of me when I was a fabulous first fabulous you know I was thinking about the work that Andrew had done and it reminded me of a project a group of students had done to engage K-3 students in actually learning about the SDGs they did it as a card game because of course kids love play and so it was reminding me that like little snippets of video I mean I leave here so inspired by you know all the work that I've seen and I think sometimes that's what we miss even in the most well organized perfect lesson plan that you know which is probably the dream of many educators in the pandemic world today I think that would be wonderful and you know I think there was a question that came up in the chat from somebody that was about how do we match people from all over the world and it of course reminded me of Radica when you introduced us to Bluebell International and having like that kind of discourse at an educator level and then I think and I think I like snuck ahead and read this in your presentation anyway that you were looking at some like a component of it so I think the work is massive it's massive and I think they're you know being in New Jersey and knowing that the climate standards are coming and you know we're in this kind of gap year due to the pandemic that you know school districts are right but it's that piece of how do I use it you know I have you know all of these things and you know I go back to what Tara I think I've heard you talk about a lot I think it might be your background and maybe community building or community organizing or something like that and so I think that figuring out how it can work and then I think oh okay eco ambassadors who are here right now to do this you know presentation and it made me think alright would we make the commitment to take you know each one of your storyboards or some aspect of your work and transform that into something that would appeal to students and then also appeal to educators who may have that it's kind of the standards because when I put my lesson plans or my unit plans you know into the system it's going to force you know the only ones that may be populated are the names standards so I think I will ask that question right now Ashley Sophia Tatiana and I know we can easily get Chris in how about that how about you know we bring maybe story maps alive maybe you know I love Andrew you know I totally love to take Andrew has done because we saw it work so well with K-3 students so I think I'm going to hold and as a good teacher I know that you allow wait time for students to you know provide their response so I'll leave that airtime open right now awaiting response I just wanted to reflect on the experience of the story maps the platform gave my team members and I the ability to map and influence and most of them really educate our story and really see the experience and ideas that were developed through our local community spread to diverse audiences from around the world and the power to connect these facts and our perspective into this like vibrant story was so beautiful to see over the past couple of months that we have worked on it it's transformed into these life-changing scarring images such as every minute million plastic water bottles are being sold and now that's a lot of plastic waste and I know as a high school student I learned the truth about our spoiled oceans more and more when I kept researching for this narrative and I came to the conclusion that although we're the primary cause we are also part of the solution and we must do our part as students in school as consumers for our art so it was really important to be aware of that Tatiana as the teacher of the open-ended question how do you see then youth taking that message forward how do you envision yourself taking that message forward because I agree it was totally powerful and it was chock full of economics math language arts art social studies ap geography like every single thing that we want to get in there so how do we share that I think we need to apply our passions and be really passionate about like the topic we choose and get a team together to work on it and just form a community of active thinkers and find like a solution locally to work on and keep building on that see the result of it and then sort of document your story through the story like inspire it or educate it through classrooms yeah I actually kind of love that if I'm understanding that the right way that it's doing a story map about how you brought that process to life because maybe for some people you know teachers or students like having that guidance and you know if there's one thing I learned over the summer is scroll fatigue don't have scroll fatigue and I think that's also from the pedagogical standpoint but I think that's a really important part of it is the size learning maybe that's part of it and then getting discussion in there and I know you did a really fantastic job of that with beekeeping with Girl Scouts Tatiana right so maybe I'm sure if right now Bonnie was here she would bring up intersectional alliances Sophia and can you bring them up in your network and Ashley you know I'm coming right over to you because I'm the cold calling teacher on top of it thank you for calling on me the intersectional alliances are even ones we sometimes don't even think about those are students you're working with every single day the ones in the different classes with you the ones in your same classes because it's also about getting yourself with different beliefs that's where dialogue happens and that's where the story comes to life and it's also not working when you're working with your community and inviting people welcoming them and I find that at Penny pack I've in girl up climate reality and I went to the Adirondacks this summer and we did a youth climate recharge so we could get the environments back up and running after the pandemic year and I find that is where growth and we evolved together and when we have these different partnerships we can truly focus on the also the intersection of issues which I'll come back to the sustainable development goals which can be intertwined to really anything because they are hopefully that answer the question I love that idea because I know having spoken to each one of you about your story maps that when you went over to interview the people at Penny pack they were so excited when I've been volunteering and working with Penny pack for probably since last summer and I've been able to witness the change of seasons it's just a breath of fresh air after school work and all that but it's when I got to talk to them just while walking around the farm and seeing just the beauty of it all even in the fall it was absolutely just a moment to take a step and think when I think people plan and prosper that's exactly what they do focus on people, access, nurturing, teaching, education and then also the plan is sustainability but also teaching people how to love food, where their food comes from and developing a very strong bond with nature and themselves and the community and then one of the misconceptions is economic maybe growth or prosperity isn't mutually exclusive that happens with sustainability community is where prosperity happens I love that as a really close listener I think what I heard was Penny pack is an educational community center for people in urban environments and that they love story maps and wouldn't it be wonderful if volunteer develop or share the Penny pack story map in that informal education setting would you commit to that Sophia? Yeah, yeah, yeah I mean the work is kind of done right and then when you brought up something about climate reality because I know we both went through that climate reality leadership program I think one of the things that I was really struck by and something in the chat reminded me of it that the we did the international one and it was almost that like speed conversation where you're in different zoom rooms and you suddenly be dropped in and you spark conversation and I remember meeting somebody in Indonesia talking to them about problems that they were having with erosion and that and I think that could be something that we could think about in a virtual way maybe with that youth network and it reminded me I think Sophia because you were talking about the up at the wild center and that youth climate summit and I think there's I think there's ideas in there Ashley what do you think over there in Milburn and I'm telling you they all when we were on that call everybody was like oh my God right weren't we reading that McArthur found Ellen McArthur foundation thing on the circular economy and all about how important fast fashion was and yeah what do you think you're going to go with your stuff I would definitely like to research more about fast fashion I know like fast fashion is like such a broad idea it's just so big and I know that just from my story I haven't went like so in depth or like I know there's so much more topic to discover and from what other panelists like what Sophia Tatiana all like worked on together how they like really focused on their like local community I think that's like a really good idea to do it especially because I know like in Milburn I guess like nowadays people like in general are like more interested into clothes so I feel like there's a more potential into actually like finding and like having some like some kind of survey or experiment in my like in Milburn basically yeah I like that and it reminds me of these two different conversations that I had like within your triad Sophia I think it was around action research that you were doing almost exactly around what Ashley was doing which was tracking what you wear right and it was with a group out of Washington or something Sophia right Tatiana I know I had long conversations with you about your potential heading into fast fashion and how you are a column a columnist with Vogue with Czech Vogue right and so that makes me think oh my god wouldn't it be totally awesome if the three of you put those ideas together you kind of have the research in there you have action research in there you have survey in there and then you have multiple incredible communications and education platform clearly through the eco ambassador network clearly through the Center for Sustainable Development through your intersexual alliances and then Tatiana with a column in Czech Vogue what do you think sorry I think that would be a really great idea to connect us all so we all have different perspective different talents we can implement into something that could grow larger and truly influence more people until like learning about sustainable fast fashion which is basically a part of our daily lives we all wear clothes like we all have something in common with fashion I think that's what society really needs to know and all the impacts that it actually has on us in the environment yeah right it's crazy cool because then you think about the tying the bluebells in and suddenly you know you start to you're you know in Europe and then you're in Asia then you're in the US all with oh my god that is like yeah yeah I so I would commit to supporting that project with for a few Chris is in New Hampshire right and then I'm sure we could get more on board yeah I so I think that's the like in the wonderful platform that you've put together I think it's that that spark that as soon as you know that building on each other's ideas that you know that kind of action that's you know might be a heavy lift for one person but between you know four five six to whatever then suddenly it's you know very doable yeah yeah I think that would be feedback or at least you know my feedback thank you so much and we are looking forward to such collaborations because you know one no one person can complete the whole story but if you are all working on it together and have our own interests I think that becomes a beautiful story and SDGs today have put together a really nice you know framework in terms of the story map so we can definitely use that tool going forward and also just to get you know some ideas going maybe for later you know for fall we are thinking of having these story maps also selected as a part of lesson plan so we'll share some ideas with you please feel free to you know have those ideas at least in your perspective when you keep you know when you discuss these story maps so that we can see how we can create lesson plans from the stories that are generated from the youth so that's something that we will be focusing on this fall and also continuing right for summer we had focused on SDG 14 but now Karim broadening it to many other SDGs and involving again global SDG framework with local stories so that will continue for fall and then we will we plan to do another big New Jersey New York summit summit around February so maybe we can culminate all the stories that you would have created with all this amazing collaborations with the summit which will involve many like it will be like probably a week long summit that we are planning so I think that will be a nice culmination to bringing all the resources together and getting inspired again so I think we are out of time I don't know last reflections from anyone and then we can close for the day I'd like to say just like Miss Freeman's idea of like collaborating I think it's amazing and like as an 8th grader who like having just like the opportunity like maybe even to like collaborate with other people having to hear other people's perspective I think it's amazing because like environment and like just like about trying to create better like space around me trying to be more friendly about a lot of things that's like what I'm really genuinely passionate about and a person like I'm like really interested into clothes so during the process of like really researching and like creating my story map I'd say like inside of stress I really had so much fun because I can really reflect on myself as well so thank you so much for this opportunity again I really appreciate it yeah and I'd like to circle back with I think we all do have our own stories and we all told that through our story maps and that when I was I was thinking about when I'd reference the ocean is a common and but I think of our stories as a common it's one big story all together our stories make a story and I really do look forward to working in collaboration and a project together I'm excited for that the next step in our journey but thank you this amazing experience thank you so much we are honored to be a part of your story and so that you are giving us this amazing opportunity of hearing all your stories and reflecting on our own actions and we will be the platform to make your voice heard in a much wider platform so it's amazing to be come together here thank you so much for your time I know it's getting late so I'll let you all go and then we will continue our discussions for sure and we'll be in touch again thank you so much Betsy for all your help and inspiration of course it's wonderful and so I would just ask because the follow-up and Sophia Tatiana Ashley maybe Radhika and Tara you'll connect all of those through the ambassadors and we can roll it forward on a schedule that like fits your busy falls but I'm sure you're starting to have but that we can still make progress and have that February date or whatever maybe if you set a timeline that will shoot for that as a target or something okay yeah great have a good evening thank you thank you everyone thank you thank you