Don't forget you can pick up your very own salamander plushie in the link in the description down below. All the proceeds of which go straight to sustainable Dyson. That's the charity that's helping protect these amazing creatures. But remember, they're only available until the 15th of December, so get one while you still can. Oh my god, there's- Yes. Heck yes. No way, I start as a baby straight away. Oh my god. Yes! Oh, Jesus Christ! Spacebar the hatch? Yes! I live! Woo! Hi mama! Oh god, he's broken. I'm alive! Hello siblings! How do you do? Don't touch me.  Woah! Can I squeak? I'm cute! So adorable! Always! Yes! Oh, this is beautiful! Look at me! Hiya! Wow. Wait, how do I beg? I haven't done this before. Look at that one! I'll do it with his mouth! Eat me! Eat me! Eat. Okay, okay. I don't like that I can hear something. I hear something running around. Are we safe? Is that me? Okay, okay. I need Phoebe! Guys, let's get family photo. Okay! I want to be in the photo! There! Jesus!  Little rat! That's us! I'm a little rat! I know, it's an opportune moment. Could you please spare some num-nums? Actually, why even is my growth? I am 4.6%. Well, I'm tired over here! No, no, seriously. I'm actually getting that way. I want more! From this one, I haven't eaten from you. Have you got a good diet? Oh, God. We've all got the same diet. Yay! I want to climb the cliff! Eh! Eh! Never mind. I want to go swim swim! Yeah! So I've been told up by my parent.  Okay, I wanted to wash the vomit off. Oh, hello. You making more? So yeah, this is a new map. I think they also have a weather system in here. They also have sanctuaries. Which are kind of broken at the moment. Basically, I think like the sanctuaries are places where babies are supposed to grow up. Which kind of defeats the purpose of nesting, if we're going to be honest. But then also sanctuaries have all the diet you need. But, there's bees that are supposed to attack bigger dinos. But then the bees do the same damage no matter what size you are. So, raptors. Oh, God. Oh, God! We're tied! Yeah, I don't know. I mean, it's from what I've heard. I haven't actually seen it myself. I'm sure if I wasn't, you know, one of these guys, I would, oh God, I thought I was a raptor there. Well, it wasn't a little babas. Then maybe... Oh, look a fishy! You got fish. No, no, no, no, no, no. Okay, what size am I? 11! Damn! Almost doubled. That's because I've got plus 1.6% growth. Yes, love. Oh! I want a fishy. I'm going to make a beppy army. Oh look, sanctuaries this way. It's almost full. If I go to the sanctuary... Ooh! Sank gets camped most times. Oh, okay. Right, so sanctuaries aren't doing what it's supposed to do. Cool. I like how we've got a big body of water now, though. It's actually drinking water. I wonder if that means there's going to be less crocodiles. Or if there's going to be more crocs. Correct! Fish do live in salt water as well, James. Many crocs in this server. Hello! Food, please! Mama! Mama! Thank you! Oi! That's my... That's my blicks. Wait, how many are there? 1, 2, 3, 4, 5, 6, 7, 8 of us. Oh, yeah. Okay, that's a car now. This is roaring. Oh, thank you! Just spit in my back. Lovely. Usually people pay good money for that kind of service. But here I am. We're all ready. Whoa! We've got awfully dark in here. Remember kids, watch out for them gators. Oh, God. Oh, God. Wait. Uh-oh. Uh-oh. Connor got down. Connor's down. Uh-oh. Uh-oh. Connor, Connor! Oh, God. Hello! Hello! Oh, Connor's okay. Connor's happy with this. Yes! Oh, thank you! Oh, that was close. I was very worried. Right, 23%. Plus 4% extra growth. Just getting faster and faster by the day. Migrate. Oh, yeah, migration. That's another thing that they've added to this game. I'll be interesting to see. Hello! Burb family, migrate together. Stay together. Do we fly? Do we have patterns? I'd like that. No. The coast, we should go. Oh, sorry. To the coast, we should go. Hmm. Coast, we should go. Yeah! You sit on your foot. Meh. Do you think I can beg for food from him? Do you think? Gimme food! Oh, do you have to do that in front of me? No. God, no player. Oh, God, crack! Oh, is that the same one or is that different one? Oh, we picked up the Detrondon. Okay. Okay, that's fine. I'm still not there. Almost 30% growth. I think that 30% has got to be it, right? Once we get 30%, I'll be good. I want to go swim, swim! Swim! Oh! Cool. Are they looking for fish? They must be. I can definitely see better underwater, which is an interesting thing.  That's cool. I love your galley video. Most kills I've ever gotten. Oh, wait. Is night over? Oh, thank God night's not too long. Oh! Grows are in 5 minutes. If you want to switch dinos, now's the time. Wait, what? We become adults? Are we just instantly poofed? Wow. I wonder if everyone just becomes a carno or a stego. Or a crock even. Cause like, if I stay this thing, I'm only really getting an hour of free growth. Whereas if I'm... Oh, if I just switch to a carno, it's like, boom! But then... Or something else, or a stego. Oh, fish! Do I have a diet yet? God damn! Am I a baby forever? It looks cool. Oh, there is fish. Yes! Yum, yum, yum. Yum, yum. I got one! I got a fish! Yes! Look at me! With my fish! Oh God! Oh God! Trees! Move! Yes! What am I red? You're covered in poopy though. Oh, oh, on wheel. Little red gang. Oh, I see the crock! Uh oh! Bad crock! Run, run, run, run! Oh, this house is... I can sing carols! Oh. Oh, you're not houses. Oh, he just killed someone? He just killed somebody! Casual died? Oh no! Casual was an adult though.   Did they... wait, did the growth work for them? Did my growth not work? Okay, no, never mind. People still about us. That's okay. Let's go! Oh, listen to our basic feats! Were they being friendly? Sounds like they're being friendly.  We should be first! Oh, they go down the list alphabetically of people. Oh! Oh my God, 150 people and they just go... they type everyone's individual name and go 100 growth or something. Wow! Oh yeah, that tornado just grew too! Well, since I'm a VR gaming weaver, it's gonna take a while for me I think. Me growth! Oh! Nice! Are you dying just before the growth? Well done! Let's all do happy feats! Happy feats! There we go.  Happy feats. There we go. Ah, look at the splooshies! Lovely! Look at us go! Blah, blah, blah, blah, blah, blah, blah, blah! Oh, the new adventure! Down the Orange Road with my beppy friends in tow! Off we go! Oh, I didn't end that right. With my beppy friends in tow all the new day! Are we going towards the migration? Oh, we are! Yay! Like we're just avoiding the water now that there's just going to be so many adult crocs. Stop break! Oh, this is cool! That's a lovely river! Oh, I like it. Takes a million years to get stamina. Really? Oh, cool! Glad to know the game's, you know, always putting in things to make it more fun. Gnawt! Oh, geez, croc! Yeah, he's like, sup! I have big croc-y. Is there another croc? Is that just the same one? Oh, he's doing a dance! Boop, boop, boop, boop! This one's being a bit care-free for my liking. Bit weird to see a croc just that happy to be on the side. Yay, dance! Let's go! Woop, boop, boop, boop!   Hoop! Bop, bop, bop, bop, bop, bop! Broke me legs, says Strider.  They're tying each other?  A croc stuck? Did he die? I don't see him in the waterfall. Off we go towards the migration. Oh, he doesn't like this. This fills me with dread that a cliff is just going to randomly appear. Feels like natural hunting ground of the random cliff. Ooh, there's a bridge over there. Oh, look at that! That's cool. One, two, three, four. Oh, no, there's seven of us. Never mind. I miscounted before. Ooh! So we're coming out of the swamp into planes. Ooh, look at this! Little Baba Beps. Well, not Baba's. Okay, we're two out of five footsteps. Well, I have no idea where anything or anyone would be. So I'm blissfully unaware. Oh, migration areas always have water. Ah, okay. And all the growth is done. Oh, zee and walking recover stamp, does it? Oh, it does. Right, so it actually has a purpose. You can still gain stamp by doing this, but I mean, it's going to take you forever to get anywhere though. Oh, God. Oh, God! Grocery going down. Diet deteriorating. Uh-oh. I'm going to end up being slow before I know it. Everyone's got PTSD. We're all like, oh, God, we can't see! The bush! There's going to be a cliff! Or at least I do. That's what I'm thinking when I see this. I'm like, oh, God, no. Oh, is this big cliff? Oh, oh, oh. Let's try it. Did you break a leg? Yep, built up. Oh, that's a big droppers. Is that water over there? There's water. Okay, it looks like these guys know where they're going though. Oh! We go hip! And hip! I'm scared, guys. Yeah, me too. Uh-oh. Oh, okay. Well, we can break bone. That's cool. Don't care about that. Ha! Leg fractured. It's cool though. Oh, God! Ah!   Watch out! What are those? Freaking bad things! Am I dying? Why can't I see my health? Ow! I'm being set on...  Is this drinking water? Oh, it is drinking water. Thank God! Oh! I don't know what attacked me there. The weird, ramp-a-rincusy thing. Fizzy! Damn! I think? Yes, I did. Good, good, good. Oh, God, that was stamina though. Ugh! There you go. Eat that! No, no, no, no, no. Oh, God! Ah! God, it's a hard life! Jesus! I thought it was supposed to be flood blinks, Beppi! Being set on by random, like, ramp-a-rincy AI. Oh, I legit can't even swim! I've got no stamina. Oh! I didn't even realize that. Wow, swimming takes stamina. Okay. Uh, guess we wait. So, like, swimming is not a thing that Beppis can really do, because they just lose stamina within two seconds. That is so weird. Yeah, like, they've broken the Beppi at the moment. Like, you can barely swim without losing all of your stamina.  I'm better at running than I am swimming. I miss! I need fishies. Okay, I got a fish. I got one, I got one, I got one. Okay, there we go. Eat that. There we go. Prefer to die it finally. Okay, okay. There's more, there's more. How about there? Yeah, I got one, I got one. Yes, yes, yes. So, this is supposed to be all stamina. That's what we're supposed to go for. Okay. I love how it sticks in my throat for a second. Yeah, like a fish bone. Feels like in order to balance this, if I'm playing as something that's, you know, quick, there's lots of swimming. It's fast. And I run out of stamina this quick. Good God, if they've balanced it correctly, the Deedasuchas must be able to do one lunge and then run out of stamina completely. I think, yeah, do we go faster when we do this? This could be a way to conserve it. Oh, there's a big fish here. Oh, and little ones. Hoorah! Gotcha! Nice! Hoorah! Yum, yum, yum, yum. Yeah! Double! Sprint swim cost decreased. Hell, yeah. That's what I'm talking about. What is that? Is that a stego? Aw, mama's leaving. Well, thank you. Now that really makes much of a difference. Now that I realize I could have just got a free growth of anything I played and I definitely wouldn't have picked this thing. Not exactly sure why we'd want to go to migration though. Go on, there's only four of us now, I think. One, two, three, four. Yeah. Oh, is this a sanctuary? Oh, is this bad? I love how it is supposed to be friendly. Are we going to be attacked by bees? Will we get stung? Oh, that's a good point, probably. If we do, do we die quick? Because we're tiny? Like, technically? Let's have a look. Unless we... Unless we... Is this the whole thing? Okay, am I still gonna get 10% like decrease in my sprint? So that's good. Okay, is this a whole sank? Surely can't be. I mean, I think that is in there. This must be a sanctuary. Yeah. Yeah, this is supposed to be a sanctuary. Right. Okay, but I don't think this bit is. Oh, now it's bringing up the rear. Oh, no, no, no, no, no. And it should widen up the icon should once we get there. Welcome to the migration. It kind of looks similar to everything else. Okay. Oh, is it a case of the longer we sit down, the more rest we get? That seems to be the case. Right, so you can't just rest and then instantly start getting stung. You've got to rest for a couple of seconds before you get the benefits of it. Okay. Right, well, yeah, I can get behind that. That's cool. Okay, just it's a bit annoying, you know, when you've been spoiled. So this is it. This is the, sorry, the migration. What's in migration precious? Like, and what makes it different from, I don't know, everywhere else? Is it just our migration place? Is that it? Probably too shallow for big crocs to hide. So it's kind of perfect for us. I understand why we would want to be here. So why would we want to leave? Does migration change all the time? So the restart 15 minutes. Good God. Okay. Have an explore then. There doesn't seem to be any fish here. Yeah, so migration should have all of our diet, right? They're like a sanctuary. Ooh food. What do we have in here? What's in migration? Water? Well, yes, that's a given. Oh, yeah. There's something else over there. Could be a schooling fish crab or a red what? A red current. Did you just eat the red current? Yeah. Look at them go. They don't even know what they're doing. Oh my God. They can fly. Jesus. Magical fish. I guess I could eat it. I'm going to give myself a stomach ache though. Oh, not quite. Okay. Okay. We'll take another one for the road then. Yeah, look at it. Love it. I like how that was in a glitch before the update and then after the update. Like, yeah, fish gets stuck on you now. It's a really cool feature. Okay. I am back. Everybody's gone. But I'm here. Ready to explore the world. I think I can hear raptors. They're like that I can hear raptors. Also, I can hear something going. But I need to get that 15% reduction in my stamina because that will really help me. Like, what they should do and I think it is kind of in the game is that if I do this I go quicker. But of course the disadvantage is that I am now visible to things. Oh, I don't know if that was a crocodile or not. Oh no! We'll see how how much we can explore of this place.  Oh my god, that's a croc. That's a croc. He's killing lots of croc-lots of frogs! Is he here to go for me? He's eating things. I have low stamina, though. Oh my god!  Oh, I don't like that. No, go! Okay, I'm going to wait. I'm going to wait. Do I gain stamina just by holding on the bottom? Nope. Damn, I don't. Ah, I thought that was like the whole purpose of this. Get my stamina.  But the thing is, I'm pretty sure one bite I'd be dead, so he had so many frogs. How did he have that many dead frogs? Oh, me no likey, me no likey. No, tell you what. Let's get whatever this is over here. I want these. These are the red currants. It could be. Oh, I think they are. No, I don't want that. I want this. This looks like the red currants. It is! It's like Old Bush! Yum! Yes! I love red berries. Oh, no, no, no! Ah, I don't mind. It's so macawada. Oh, hold on! The water texture with all the raindrops. That looks great. Oh.  They like it. This is my kingdom. Keg of the swampy booze. I want to go through the gates. Let me through the purdy gates. My leaving migration if I go this way probably. The lore must be so cool and edgy. Wow! Ocean! Wait, what? Hold, wait, I could drink it? Oh, surely not. This must be salt water. Yeah, the fact that it's this blue underneath makes me feel like it is. Can I go out all the way though? Kind of reminds me of what was it? There was a game.  Something like that, right? It's the coast of little paradise! I named this Beppi land. We have no economy. We trade nothing. As one of the tallest things on this island, I'm making the executive decision to abandon ship! God! Anyway, I want to investigate what's over here. Well, I made it. Is it? Wait, hold on. Is this just a dam? Oh? The flying over?  I feel like they're just going to run over to me and peck at me. Hopefully I don't die in one hit though. I'm going to try not to land because there might be a crocodile in here or something. Oh, God! Yeah, yeah. They're very close now.  Hello there. Oh, wait, what? Whoa, ah! Die! Die! Die! Did I get him? Yeah! Woo! Stupid! Oh, it's kind of cool. There's hiding in this sort of bush. Away from the rain. It's even getting me in here. It's definitely on my screen. Oh, no, yeah, it's on the floor. It'd be cool if they put areas where the rain didn't hit. It's like, whoa, it's all safe in here. Safe and secure. Look at me! Surrounded by leaves. Barely getting wet. No, if you look at the ground, it tells a different story. The ground! It's milking! It's milking! Oh, no, I could smell stuff still. Oh, that's interesting. I thought they would carry that over from legacy, but I guess not! Didn't like that feature, huh, devs? What's that? Oh, that's a croc. Don't come over here. Oh, is he happy? He's like, da-da-da-da-da-da. I think he is. Do I trust him? Okay, okay, we're going to respond. Respond with wiggles. You know, I've never seen something that would sustain. Oh, wait, no. Yeah, I did see the tenotosaurus. Never mind. That's AI. I've seen a player that I think, oh, yeah, makes sense for a giant crocodile to be in here. Maybe we can make friends with him. We should bring him a fish. I need to find a fish first. Yeah, and you can see him in there. Can we friendly? Yeah, he's being friendly. Woo-hoo! Got a croc friend! Right, my struggle for the three proteins still continues. Is this the only migration area for beppies, or is there multiples? I assume if there's multiples, though, they would have popped up. Only so one. Again, I like how they're still using logs to separate the different waters. Showing just how far they've really came. Not very. Well, at least when it comes with the water, anyway. The sound effects, man. Blip, blip, blip, blip, blip, blip, blip, blip, blip, blip, blip, blip, blip, blip, blip, blip, blip, blip, blip. Ah, I'm coming in algae!  Ah, there you go. No more algae. Sweet. Hear them calling to each other. Like giant cows!  And you just stuck calling all the- No, no, you're not AI. You're surely not AI. Should I get up? You know what? I want to get on the bridge. Blip, blip, blip, blip, blip, blip, blip. So, are you AI? Are you calling it- Oh, I see the staggo! There he is! See, look, staggo's here. Oh, wait, there's raptors. You see him? The staggo was trying to protect me there. It should grow very wrong for me if another carnivore came from that way. I can't jump out. Like a tube of toothpaste. He's just going to push the raptors to the other end. Oh, they attacked him. Nice. Oh, look at that, see? And you're just roaring still.  Oh, so they go for weakness? Oh, okay.  Oh, it's a dead little ramferinkus. I'll take it as a prize. Oh, my God. Staggo almost got you. You guys are- Oh, go out. Oh, there he goes. Go on then.  Your friend died. Go on. Yeah, you go, go, go.   Bap, bap, bap, bap, bap, bap, bap, bap, bap. You can have this as well. There you go.  What are you doing? He's like, I'm just going to be here and just bark. Take him though. I take the comp here. I don't know how he got up here. I made mistakes. Oh, no, never mind. I'm good. I'm good. Oh, hello, Mr. Croc. You must be watching. Oh, God! No! Help! I just survived that. Jesus. Where did Crocodile go? No, he killed the Croc. Oh, so Tanoto must have ran away.  He didn't see the staggo.  Okay, that makes more sense. Oh, my copy is still here from before. That's hilarious. Pick it up. I am alive. I am. But will anything happen? I know, guys. I know. I'm trying. Good God. I'm trying against something to happen. It just doesn't seem to want to. I can only eat small fish. I lack the brain capacity to work out how to swallow big bits of fish. I'm not going to get the small fish because that will fill me up so much and it will only fill up, like, 20% of the thing. Yay! I know why you haven't accepted my friend invite. Why can't we be friends? Because you don't click yes. No, you don't click yes. You don't click yes! Oh, come on. Come on. This time, this is going to be the one. You can do it. Yes! I did it! 25% sprint reduction. Oh! Thank Christ. Oh, that's so good. Oh, my God. Oh, my God. Ah! I see a thing! Friend! Who's by the gate? Is he still by the gate? Hello, Cardo. Stinky. I won't crock it out or go kill him. I'm going to follow these guys. There they go. Look at him. There's a Pteranodon watching him. Is he swimming? There he is. They're after that Pteranodon. The Pteranodon's trying to peck at them. Oh, my tea bag.  Why does it feel like my stamina is going down massively fast now?  It is. I'm going to sit right next to them. Oh, my God! Jesus, how do you see the evil book as you? Oh, okay. Go on then. I'm trying to bleed your bleed. Can I bite your toe?


This study found that a significant number of underage individuals are aware of novel tobacco products, such as electronic cigarettes and heated tobacco products. However, the majority of these individuals have not yet tried them. Additionally, there has been no substantial change in the overall awareness and use of tobacco products since the beginning of the study period. This article was authored by Huijie Cheng, Andrea Arvancicle and Edward G. Largo.


Hi everyone. Welcome to our webinar. It's great to have you all here. This is It's Never Too Early Engaging Upper Elementary Students in Conversations and Actions for Peace. And it's a special webinar for educators in honor of the Teacher Appreciation Week hosted by the Global Peace Building Center here at the U.S. Institute of Peace in Washington, D.C. So I'm Megan Chabalowski and I'm a program officer in the Global Peace Building Center and I'd like to introduce you to our center's director, Ann Louise Colgan. Hi everybody. Thank you, Megan. The Global Peace Building Center is the public education program here at USIP. And we extend USIP's work to new audiences across the U.S. and beyond with a range of initiatives and resources to make peace building accessible and engaging. And as Megan noted, we place a priority on working with educators and on reaching young people to enable them to learn about peace as something practical and something to which they can actively contribute at a young age as well as beyond. So this webinar is really just one example of the kinds of resources we make available to support educators as they in turn work to nurture this next generation of peace builders. We are delighted to have you with us today and I will turn it back to Megan and to our special guests. Thank you, Ann Louise. So we are so pleased to be hosting this webinar on engaging children as peace builders and to welcome our special guests who we have here, Jill McManigal and Sarah Lebezo. You'll be hearing more from them in just a minute. But I also want to thank everyone who's watching, who's tuned in for joining us today. So I saw a few familiar faces in the RSVP. So we're really glad to have you back. And if you're new to us, if you're new to the Global Peace Building Center, then welcome. We're so glad to have you here and we hope that we will see you again. So over the next hour, Jill, Sarah, and I are going to be talking about engaging upper-elementary aged children as peace builders. So we'll explore what it means for children to be peace builders. We'll share new educator resources for this age group. And this includes a set of newly adapted lesson plans, which we're really excited about. And Sarah helped us on that. So she'll talk a bit more about that. And then we'll also chat about other creative ideas for engaging children and learning about and taking action for peace. So that's what we have planned for you and we're really excited about it. Jill and Sarah are going to kick off the webinar with some presentations for us on their work. And then we'll spend the rest of the conversation or webinar in conversation. So I will be asking some questions to our special guests. But you as our audience are also free and we encourage you and love to get some questions from you. So you should see a Q&A button. If you don't see something that says Q&A, then it might be located in the upper right hand corner of your video screen. And you'll see sort of a set of nine small boxes. And so if you click on that, then you will see the Q&A option. So that's where you can find it. So feel free to submit us questions throughout and we'll make sure that we incorporate them and answer them as we go along. So also if you want to tweet about this, if you're a Twitter bug as we go along and you'd like to tweet about this webinar as you're watching, then please we encourage you to do so and you can use the hashtag, teachpeacewebinar. So on that note, without further ado, I think we'll get into it. I'd like to introduce our guests. So we have Sarah Lavezzo and Jill McManigal here with us today. Sarah is an elementary school teacher, formerly in Washington D.C., but just moved to Colorado, who has taught grades one through five here in D.C. public schools. So while teaching fifth grade, Sarah attended a training at USIP. We offer trainings for teachers since she attended one, where she learned about our peacebuilding toolkit for educators and other resources, and then started using them with her students. So the toolkit only comes in middle and high school editions. And so she had to adapt these lessons for her younger elementary students. When we then decided to work with the teacher to adapt some of these lessons from the peacebuilding toolkit for educators for elementary students, Sarah was our obvious choice. So we received requests for resources like this to tailor our things, our resources for elementary school students for a while. So we've heard you loud and clear if you're one of those people watching who've asked us for it. So we're so pleased that Sarah can join us today to kind of talk about how she adapted our lesson plans and then to talk about our own experiences in the classroom teaching elementary school age students about global peacebuilding. And so, hi, hi. Welcome, Sarah. We're glad to have you join us. Thank you for having me. Good. Jill, we're also thrilled to have Jill here. She is the co-founder and executive director of Kids for Peace, a worldwide nonprofit organization that nurtures children's innate capacities to create peace through opportunities for youth leadership, community service, global friendships, and thoughtful acts of kindness. So Jill is a former elementary school teacher and a recipient of numerous awards, including Congresswoman Susan Davis's Empowering Youth and Service Award. And then one of my favorite Jill tidbits is that April 26th has been proclaimed Jill McManigal Day in San Diego, which is pretty amazing. So we're really honored to have you here, Jill, especially because Kids for Peace was an outstanding partner to the U.S. Institute of Peace during last year's International Day of Peace. They mobilized, you mobilized, your dozens of chapters and millions of students, teachers and families around the world to take up our peace day challenge. So we thank you for that. And we're also then just thrilled to have you join us today. So we are in for a really informative and engaging hour and we have built this as a webinar for educators, but we use that term really broadly and think of both formal classroom teachers, but also those who teach in other educational settings, including parents at home. So we hope that you will find something in this for yourself and whatever your setting is. And Jill, I'd love to turn to you to start us off in thinking about how Kids for Peace educates children about peace and engages them outside of the classroom.  Fantastic. Thank you so much. Beautiful. No, I'm delighted that they included pieces. I'm getting some major feedback. I will figure this out quickly. Is there, sorry, all technical difficulties. Is there somebody with the microphone on on their computer in the room with you? We can hear you okay. Jill, you're off audio now. There we go. Let's do my best. Thank you so much for including Kids for Peace in this on-air webinar. Anytime we can do anything with the Institute of Peace, we are absolutely delighted.  So anytime we can be part of that, we're very, very grateful. So thank you. Kids for Peace is a global nonprofit and our motto or our timeline is that we're uplifting our world through love and action. So we can jump to the next slide. So a little bit about Kids for Peace. I'm going to give you a lot of information, a little bit of time, and hopefully you'll be able to take what most feeds your heart right now. We are a global nonprofit. We are spanning six continents. It was actually founded in my backyard. A high school student and myself started Kids for Peace back in 2006. And our whole premise is that we're giving our youth a platform to be peace builders and they do that through love and action.  We don't just talk about it. We really have the kids get dirty and create peace. Our mission is that we create peace through youth leadership, community service, global friendships, and thoughtful acts of kindness. So every student is empowered to create peace for those needs. On our next slide, we'll see. Just a couple highlights to let you know some of the exciting activities of Kids for Peace. We do have a school in Kenya that our children support and we're actually building a permanent structure right now. So we mobilize all of our chapters to be part of that. So there's a beautiful community global service project that we have created. We have our own Guinness World Record for the largest collage of cutout handprints. We look for ways to really unite all of our chapters together to be part of a bigger project. So we collected over 180,000 handprints that got installed at a hospital and we are thrilled to say that we are the recipients for the largest collage of cutout handprints. We also have a Peace Pack project. This is something that all of our chapters participate in. It's part of their global awareness and their global friendships. So they learned about other cultures and then they reach out to the children in the other culture that they learned about with Peace Packs and their knapsacks filled with school supplies, toiletry, toys, and a note of friendship. And in that picture that you see there is one little boy who's reading a note that he had received from one of our Kids for Peace members. We really take the service to the next level and have it a place of love and friendship. And then the other picture is of our Kids for Peace book project. We publish a book every few years and we get entries from children all over the world. And this is actually Jane Goodall that was looking at our first book that was created called Peace Through Our Eyes. So we have lots of unifying projects and that's one of them. On the next slide a few more of our highlights is we have a Peace Pledge tour and we did a Washington D.C. Peace Pledge tour. We actually got to present our Peace Pledge on the House floor of Congress. That's when we got to attend the United States Institute of Peace and have a wonderful workshop there for all ages from the toddlers I think went from age four up to our teenagers. So that was a beautiful experience. We do have Kids for Peace in Pakistan. I have traveled there to launch the official Kids for Peace Pakistan. So we're really igniting different regions of kids who are really looking for tangible ways that they can impact their communities and the entire world for peaceful means. A highlight that Megan had mentioned was the Peace Day Challenge. This last year we were thrilled to have 118 countries participate in our Peace Day Challenge checklist that we created as inspired by the Institute of Peace. And then there's we've also been to the United Nations and presented at the United Nations on the International Day of Peace presented our Peace Pledge there. So lots of fun ways to bring all of our students together. On our next slide we will see that we have two main programs in Kids for Peace. We have our Great Kindness Challenge which is a school program. This last year we had over five million students eight thousand schools that participated and schools use it for a bully prevention program. We see it as much more than that. We see it as a program to create a culture of peace and kindness on all campuses. So that is a program that's implemented through schools specifically. And then we have our Peace Pledge program. And the Peace Pledge program program is implemented by our chapters. And for our chapters we have neighborhood chapters and we have school-based chapters. So the neighborhood chapters meet either on weekends or after school hours.  And they come together in meaningful ways. So we currently have 124 active chapters in 23 countries. Of those 70 of them are domestic and United States based chapters. And 54 are international chapters. Since 2006 we've launched over 400 chapters. So it's really exciting to me to know that all over the world there are kids of all ages wanting to be part of this positive change. So I'm going to mostly focus on the Peace Pledge program. And that is how we implement our programming in schools and after schools as well. So on our next slide I'll talk to you a little bit more about the Peace Pledge program. So the Peace Pledge program is based on our Peace Pledge as the title suggests. The Peace Pledge are six lines that were written by the children for the whole world. They talk about using kind words, helping others, caring for their earth, respecting each other, joining together the power of collaboration and then the empowerment of doing your part. So that's the base of the Peace Pledge program. The Peace Pledge program is what sets the foundation, or the Peace Pledge sets the foundation for the program. It's very simple. One of the ways that we have been able to expand so massively in such a short period of time is because we keep everything really simple and we keep things really meaningful and we keep it child-centered or student-centered. So they're really the ones who are driving it. So the Peace Pledge program simply takes the line to the Peace Pledge with six lines and then we have ways for students to brainstorm meaningful projects for each line of the Peace Pledge. So if we go to the next slide, I'll give you examples of how this, a little bit more about that, a little bit more about the Peace Pledge program curriculum. It is, could either be a school-wide program, it could be a classroom program or a lunch club program and I did mention that it can also be an after-school or a neighborhood chapter. So it is suitable for both the school setting and the after-school setting. It is for pre-K through high schools. We have all ages and we adapt it accordingly. We actually have our director of Chapter 11 expansion who helped to tailor the implementation to fit each school's needs. We recognize that there are some small schools that are already doing some Peace work and then this is just an addition to that and it complements what they already have. There's other schools that are looking for a complete program and we can come in and we can help to implement it that way. So whatever schools are looking for, we help to make it a good fit for them. And we do have leaders, adult leaders training. Actually we have teenagers who are also trained at times for that to help to, we provide the training, the tools and the support so they can have a successful chapter. And we give all of our chapters a national global collaboration and peace building opportunities. Some of the highlights that I had shown earlier examples of some of those opportunities that we have. And then in those pictures there you see there's a peace pledge passport and that's just taking the peace pledge and putting it into action. There's other picture of our manual there that's provided to all of the leaders and we have a great leaders portal that has lots of resources as well. So then on the last, second to last slide, I'll give you some examples of what those activities could look like line for line. On the first line I pledged to use my words to speak in a way, in a kind way. Students might write thank you notes to their staff for the teachers. Another favorite activity is going to school board meeting or city council meeting and expressing gratitude. So we really give the students the tools to use their voice for good. The next line I pledged to help others as I go throughout my day. These are all examples from our curriculum that we have a nice lesson where they read the kindness quilt which is a beautiful picture book and then the kids can make no-so quilts to donate to shelters. Another project is creating placemats that they decorate that go into meal service delivery. So there's some little projects and there's some more involved projects, more complex projects. We really give a wide range depending on what the age and the needs of each of them chapters are. For a pledge to care for our earth with my healing heart and hands, kids will organize a cat's cleanup or they might make toys out of recycled items for an animal shelter. On I pledge to respect people in each and every land. The chapters often do the peace pack project where they learn about the culture first and then make the peace packs. There's lots of great learning opportunities in that because they often have to raise the money to get the supplies for that so it's a really rich opportunity to be philanthropists and to practice all stages of service and what that means. They might also write letters to other kids for peace in another country and have a pen pal exchange program. On that I pledge to join together as we unite the big and small. We have kids of an older class will join together with a smaller class, the younger class and do a joint reading of books and they often will have a read a peace themed book and then have discussions with that. We also have chapters will unite the big and small having the big being other neighboring non-profits and then the children being the small and the work together for a joint project. Collaboration as I've already mentioned is a really key component in kids for peace and our peace building activities. And then finally I pledge to do my part to create peace for one and all and there's a great book called When I Grow Up I Will Win the Nobel Peace Prize so kids will read that and there's lots of projects that can do based on that and it's getting them thinking about some of the great models that we have in our world. Another project is they've designed peace flags and they have those up around their school as a reminder of their choice to live a peaceful life and to be peace builders. So those are just a couple of hundreds of activities that our kids do. I do want to emphasize a point that we really encourage the children themselves to come up with those activities. So we give them the tools and the opportunity to have how to brainstorm and of how to tap into what is meaningful to them and then we have them create the activities and then we support them as adults in making those activities a reality. So on our next slide I think it's our last slide is this is how we end all of our meetings. We end all of our meetings with let there be peace yeah. It's a little unifying cheer and we send our best wishes for peace out into the world. We absolutely believe that every child is a peace builder and has the capacity to impact positive change and so we do our very best to instill that in them and bring that out in each and every child. And if you're all interested in bringing kids for peace to your school or to your neighborhood we would be thrilled to welcome you into the kids for peace family into the whole worldwide peace family and help you to start the chapter. We make it super easy. We make it super fun and of course it's meaningful. So thank you for letting me share quickly if that gets your peace. Awesome thank you so much Jill that's so inspiring and what I love especially is this focus on action and getting out there in their community and world and making a difference and I love that you give exact concrete things that they can do it. So it's your great resource for places to go and in fact we link to your list we include your list as ideas for young people so that's very exciting thank you. Let's turn I'd love to turn to Sarah and we'll then have some time for questions afterwards but we're going to take it into the classroom now and I know that kids for peace is in the classroom too but we're going to turn to some of the curriculum perspectives. So Sarah I'd love for you to tell us a bit about your experiences in the elementary classroom teaching about global conflict and peace and I'm going to pull up your presentation here for you to speak to. Great thanks and thanks everybody for tuning in. I'm glad to be able to talk about what I've done in the classroom and some other ideas for how you can build peace builders in your classroom. So first of all I'll just start off by saying every time that I've taught about peace and I always start off with USIP's peace building toolkit I always ask kids who in the room thinks they're a peace builder and surprisingly not very many kids will raise their hands because they the term peace builder just I think to them seems like they're a kid they can't do that and one of the most thrilling things about going through this curriculum and integrating peace into the classroom is seeing the end result of kids understanding that they can really make a difference in their world. So I'm going to talk to you a little bit about what I did in the classroom so Megan you can zoom in the next one so I'm going to talk a little bit about I think you can zoom in one more time sorry. I'm going to talk about USIP's peace building toolkit and how I used it and how hopefully you can use it. I'm going to talk about language arts social studies and then the last thing I'm going to talk about is classroom community because that's the end result of really what where I saw all of this peace building really flourishing and having great impact so next so first of all the peace building toolkit for educators was a great resource and like Megan said I went to a training on it and just decided it would be the absolute perfect thing to bring my students together and it really did that and so what I did I just set aside 45 minutes once a week to go through each of the lessons and it took from about the beginning of the school year through winter break and went through each each lesson and adapted it for the elementary age kids and they just love doing it they were so engaged and as the months went by of doing this I just really saw a change in how they treated each other and the respect they had for themselves and our classroom and everybody outside of our classroom. One thing that I definitely did was I modified it for the different students needs I modified it for special needs I modified it for the full class and then I taught an enrichment group using the toolkit that was grades three through five and it's easily modified and adapted to meet your students needs because it's so open-ended and it really allows the students to make of it what they want and to kind of guide the instruction of peace building and thirdly I made sure to connect the principles to the content areas and we're going to talk about that next I think with language arts so you can go to the next slide. So in language arts I really made sure to choose texts that explored peace and conflict and the upper elementary level it's really not that hard to find really quality texts that do that and they can be poetry they can be short stories they can be novels but whatever you are working on peace and conflict are such a part of a lot of storylines and if you when you're going through the peace building toolkit students start pointing out things that they notice in the text that relates to the curriculum that you're going through and I think it makes language arts instructions more meaningful because not only are kids getting the basic language arts skills but they're also developing their character as well. I always loved literature circles it's a great time for students to drive their learning and to practice these peace building skills because they each have a job that they have to do week in and week out they have to be responsible for getting their work done they have to be respectful of other opinions and it's just a great time for them to discuss and I always like to have great discussion questions that would honestly cause them to possibly have differences of opinion so that they can work through it because not only is that great pedagogy for teaching but that's great for teaching kids how to work through conflict that they have with others and it's a positive conflict that there's not really a negative side effect of working through that. So next is social studies and social studies is really where I used a lot of peace building and discussion of peace and conflict. The first thing I want to point out is to approach topics with sensitivity because a lot of historical things can cause feelings in students that are not always understood by them and so for example I our fifth grade taught the Holocaust and it was one of my favorite units because I saw kids just develop so much in that time that we were teaching it and they just that was really when I noticed that they thought man I can make a difference like we read stories of children and young people who against all odds did heroic and courageous things and so the kids saw through that through history that they can make a difference they can be a peace builder and it was neat to watch them do that. I also like to showcase how conflict can be positive through those historic examples. A lot of kids think conflict of as war as arguments but conflict a lot of times leads to positive change and I'd like to show that and have students analyze those different changes and then finally we would discuss events and the roles conflict and peace played and I'd let students brainstorm alternative courses of action that would allow them to kind of think if that were me in that position what could I do differently to make the result a more peaceful result and it was always neat to see that and you'll see that in the modified elementary lessons a little bit that to allow students to think through different role plays and how they could resolve differently and next is basically the summation of all of these things when we teach peace to our students I noticed in the classroom community especially how much students really utilized what I was teaching and what the toolkit taught them to do when when they saw conflict arise we would work through what we were learning to mediate those conflicts and to make sure that they ended in a peaceful and positive way and also prioritize peace building and allow students the opportunity to try so for example if students came to me with an argument they come to you with just a conflict instead of trying to just push it aside and say well both of you just have a time out or let's just sit down and write our feelings out or whatever I really liked to let students work it out together in a mediation setting that allowed them to practice those skills that we were teaching while still under my eye and with my encouragement and that's really an easy thing for all teachers to be able to do it just takes a little bit of extra time and energy but it's so well worth it and it's also important to be open to discussing issues as they arise within curriculum and if you're in the middle of a lesson and something comes up especially in language art and social studies I found that kids just have questions like really good deep questions and it's important to not brush them off because as educators we want them to be of course educated the way that our curriculum states but we also it's important to be a role model and to show them that their thoughts are important and their questions are important and they're worth exploring and so the final thing that I think is probably one of the most important is to celebrate the success that your students have in working through this peace building and celebrate how they interact with each other in a more positive way because celebrating them will really go a long way and encouraging them and helping them to desire to keep doing what they're doing and I think you'll find as you integrate peace building into your curriculum your class will get along so much better it did take time out of my curriculum and schedule to do the peace building toolkit but I think in the end it saves so much time because of instructional time just because kids were getting along we didn't have little spats that they engaged in instead they were getting along and they were encouraging each other we would go on field trips and we always got compliments from anybody that was teaching my students because they just got along so well and I don't credit that to me I credit that to teaching them about peace and the great curriculum that the peace building toolkit offers for us so that's just a little summary and some tips of what you can try in your classroom too so thanks Megan you're welcome thank you gosh we have lots of food for thought here and some great fodder so why don't we jump on into questions and please those who are watching please do submit questions I'm just going to remind you how to do so in case you just tuned in now if you go to the upper right hand of the video box you probably will see nine like a little box made up of nine different boxes and if you click on that you'll see a Q&A option so please do use that to submit us questions but of course I have lots of questions for the both of you so I thought I would just ask you you know you've touched on this in lots of different ways but I thought I would just ask you the most basic question which is you know why is it important to engage children elementary school children in learning about peace and taking action for it why do we do this why do you do it and Jill maybe I can start with you sorry if you're still on oops still on mute there we go there you go that it's a great question and there's so many great answers for that it really is very depending on the child one of the reasons that I think it's important to teach children peace building skills early on is because it makes them happy and it gives them a sense of control of their lives they see things that are happening around them and when they know that they could be part of a positive change a positive solution it really is a comfort to them personally so giving them those tools adds to their whole overall well-being and emotional development I think it's great because kids have fun being peace builders you know as they are doing service activities in their school or the community out into the world and they feel this greater connection and it really adds to their joy in life so those are the first two reasons that come to mind immediately thanks Sarah well I think it's really important to teach kids about peace because they're the next generation that's going to be taking over from us and I think that when you teach kids about peace they do get like Jill said like this sense of pride and accomplishment that they can make a difference and I think that's just so vital to a child's development to know that they are important and by teaching them about peace we're teaching them how to resolve conflicts with each other with larger groups and that's such a vital skill for life I think as adults we encounter conflicts every day and the ability to be open to working those out instead of just ignoring them or getting upset is really vital for all students and whatever their life path takes and especially students who end up being leaders of our town cities countries world and so it's just so important to make sure that they have that foundation from a young age so in that note Jill or Sarah I'm sorry Sarah I mean I what inspired you then personally to say I want to learn how to you know to come here to usap first of all but then to also start teaching I mean what what as an individual was there something specific that made you want to teach your kids about conflict and peace honestly I think my students made me want to teach about conflict and peace seeing I mean as a first-year teacher I just was thrown in and I at the end of the year you know reflected on things I could do differently and when it came down to it most of the things I could have done differently was how I handled disputes within the classroom and how we um remedied a loss of instructional time because of them and so I wanted to get better at that and I mean teaching about peace and conflict really is a big classroom management thing it doesn't seem like right off the bat that that would be the case but I think it is and so that's really why I wanted to do it I wanted to benefit the students and benefit my teaching as well and the more kids learn the more I did it the more I saw what a positive impact it had on them not only in the classroom but in their lives as well. Thanks Jill I would love to hear from you you know as somebody who co-founded with a high school student which is really cool co-founded Kids for Peace what what led you both to want to create this organization? I think we were both born to do it so it was part of our divine path to meet each we met at a neighborhood party and I had a Gandhi pin on and as many people may know there's a great quote by Gandhi that if we are to achieve lasting peace we must begin with the children and she saw my Gandhi pin and came up and spoke to me at this party and we just got into this great conversation about what we wanted for the world and she was definitely wise she's a very very wise and very caring young woman or kid who's a kid at the time and just knew that we want to do something to impact the world in a positive way and we knew that we wanted to create a world of peace so just having that desire to create peace and knowing that kids really are the way to go and it was a natural fit for us to to do that. Nice I mean I'll just speak then on my behalf too personally and from in the Global Peace Building Center here at USIP we are constantly working with young people USIP thinks it's really important to of course engage youth in working for peace and then but also especially the younger youth I think often we think of it and we think older students you know college and maybe upper high school but it's just as important of course to engage elementary school students and and Jill I think you gave some really great examples of what kids can do that they're not actually making action for change or changing the world for a better place. I have a great story if I can share about our USIP our USIP story and so kids for peace when we were planning our trip to Washington DC for the peace pledge tour and the kids were all brainstorming the different places they wanted to go and what they wanted to see and where they wanted to present our peace pledge and one of the students wanted to present it at the Institute of Peace and we checked into the programs at the time and they were for older students so this is quite a few years ago and I think it might have been 13 years old and over whereas the majority of our kids are 13 years and younger and so when she read about this she's like gosh that doesn't seem like we got to do something we got to get us kids in here so she without even telling me wrote this really impassioned letter introducing kids for peace and why we should be able to come and visit the United States Institute of Peace and present our peace pledge and she found out that her uncle I believe was her uncle had part of something to do with the architecture of the the peace center and so she went through hitting the letter using contacts being very savvy at the age of nine or ten years old and this letter was so beautiful that Anne Louise when she read it was inspired to reach out and said let's bring these kids in and then created a program that was age appropriate for the twelve and under group of kids and all that was going on without me even knowing that she had done this and written it but she just knew that there's a situation we want something and let's go through the every opportunity to make that happen and with that courage that she had and with the idea that kids can make a difference that knowing because we empower them to do that to put that all together and created an entire opportunity which maybe was even part of you having younger children be part of it and of your programming there so all because of this really great little girl named Mary Gate Mary Grace Feldman I love that story it's a great story and it kind of leads me into maybe a question we've gotten from our audience which was it's a great question it he said Andrew says do you think some of these action for peace conversations can be too abstract for and he's middle school students but I think also elementary students but I and I think it speaks to some of things you've been saying of how to make these conversations concrete and how to give concrete ideas for action so I don't know if there's anything either of you wanted to add on about how how these conversations can can feel more concrete for students and not too abstract but I'll jump in again with that because that's all kids for peace is all based on action and I have found that that they really don't like to talk about it much they really want to just happen to doing something about it and we do those start with the base of understanding what peace even means to the child so in that sense that it's important to define it to have that basic definition so they were all understanding what it is that we're working for and as our as the children do define it it is this vast it's a vast concept that's there so that part's a little bit abstract but then as they talk about what actions they want to do what to take to create peace then it becomes very tangible and actionable and that makes all the difference thanks um sarah I want to let you answer that if you'd like to but then I also have another question for you sure um so I think that to make it simpler like Jill said they like to do things so hands on activities are great which again you'll find a lot of those in the peace voting toolkit um but also when you do have discussions like I like to put kids in a circle either as a full class or in like small circles and I like guiding questions instead of like these big overarching questions either have them brainstorm more or as the teacher just to give them questions that are more concrete that can guide them toward the more abstract concepts so that they can have concrete answers underneath that umbrella of the abstract concept great I mean on this note it also it speaks to me of also some of the challenges we might face in in in working with kids on action and teaching them about conflict and peace and I I'm wondering sarah are there any challenges you've come across and and then how have you sort of overcome them what how have you handled them sure I mean I think a big challenge is getting kids motivated to want to learn about it because well it is an exciting topic that most kids relate to and want to participate there are always going to be reluctant learners in anything you teach and so that's a huge thing to have to overcome and I think by making the lessons engaging and interesting and trying to get as many kids on board as you can and kind of encouraging the others along that really helped with that problem um but again that's that's just something you'll always find across the board in all subject areas so that's a major um issue I always had and then of course like we just talked about making sure that the concepts are attainable for students and accessible to them and so that means modifying things and that takes time and effort but I think it's really well worth the effort that is put in just as in math how you adapt and modify things for all your different learners important to modify and adapt this concept as well because it's really going to make a lasting impact on their lives if we put if as a teacher you put in the work to do it great thanks Jill was there anything you wanted to add and thinking about any specific challenges you've popped mind I think maybe my brain doesn't work so much this way thinking of challenges I just always think of solutions um so um it's not from what I've heard from teachers um it can be the time um finding the time but a lot of teachers see the benefit so much that even that's not so much of an issue they know finding the time to bring kids for peace into their um everyday activities does free up a lot of other time because they aren't having the um the classroom management issues that some classes have and they're really able to stay on point and focused um so I'm kind of trying to make up a challenge I don't I can't nothing comes to mind that's great well um so maybe you can answer a challenge that I hear that I sometimes think of and hear about um which is this question of how to talk to kids about or or give them a sense of what to do about what's happening around the world so things that they hear in the news um things that could be scary uh how do we talk to children about it and give them a sense of that there are people doing things that there are actions one can take even as a child to to make a difference um I don't know if you have thoughts on that I do I have thoughts on that um because for example when the Ebola crisis was going on in Liberia um we actually have chapters in Liberia so we had kids who were being affected by the Ebola crisis and so um you know it was hard to not hear about that um because people were afraid in America that it was coming over here so it really became um a well-known situation that was happening so our kids I would say age um grade three and up all were very well very well aware of it and so as they heard about it they then heard that we had um kids who were being affected in our own kids with these chapters and the it just added to their level of compassion so it became again not abstract it wasn't some problem out there but wait these are these are my friends that are being affected and so then the kids themselves want to study it more and learn about it and then they want to find out what they can do to help um they did money drives to send actual cash over to the chapters there they also raised um and bought masks and some other sanitation items and and sent that to the chapters and the kids there then were able to send them photos back of receiving that and what it you know giving them stories of what's really happening so as an as situation becomes real for the children and then they see they can do something about it it goes back to them feeling empowered again so they're not feeling helpless the world's not happening at them or to them but they are part of this global world and they can make it better yeah thank you um sarah did you have anything you wanted to I know you kind of talked about this a little bit too and thinking how do you talk about this uh these topics with sensitivity kind of hits on the same idea yeah yeah and I think I I kind of was thrown in whenever I started teaching in DC because the amazing school that I taught at had such rich diversity and taught kids from all around the world that some like there were several students that would start school they just moved from another country and to have to teach them about things at such a young age was just it was challenging to be sensitive to where they came from and their different cultural backgrounds um so in in talking about sensitivity I would choose texts and topics that um that were easy for them to relate to so I would never really dive into the heavy stuff that you would expect in more of a high school curriculum but exposing them to it in like for example I said about teaching the Holocaust and teaching the stories of courage that kids their own age did and so that's really where I started with and I also I guess should add that a lot of times kids do want to take action and so I always encourage them like there are big things going on in the world and the people that are working for peace in those big events are they weren't for kids too and they learned the same skills that you're learning and it's important for you to be doing this so when you practice with a friend or when you have a conflict with somebody who doesn't know about how to be a peace builder you're teaching them how to be a peace builder so your impact can stretch so far because you're teaching your friends that also are kids just like you how to build peace and how to manage conflicts and resolve them in a positive way and I think that is a really cool thing for kids to realize that their impact just stretches so far when they just take small steps yeah um one of the things we try to do a lot here is share the stories of peace builders to try to make it concrete and to help especially peace builders that are relatable because it often can feel like sir I think you would mention sort of as you when you talk about peace builders they don't think kids people don't always think of themselves as one initially think of the famous people so one of the new things we're starting to do now is called it's a campaign called hashtag everyday peace builders but it's a way for us to try to share the stories of the everyday peace builders that are out there including children people who are doing this work but not as a job but it's something that they do every day and some through someone of their actions um because it's we work with so many wonderful people at the institute not everybody knows about them um and so this is our our attempt to to share the stories of these peace builders so as you can say you can identify you can see that you have similar qualities um so stay tuned you'll all be seeing a lot of everyday peace builders coming out of the global peace building center um thinking of peace building I'd love to hear from both of you about what skills you think are kind of some of the most important skills for young people learning um if you had to choose sort of a top three uh what would you say are the important skills that kids need to develop to be peace builders sort of in this third to fifth grade age group and then how you've given some ideas but if you have any additional ideas for how one example of how they could develop that skill that would be great um Jill would you like to start yes um three let's see um just a number I tossed out so feel free yes I think the first thing that comes to mind is optimism I'm not sure if that's a skill maybe that's more of an attitude but I do also see it as a skill it's a crucial part of being a peace builder um to stay eternally optimistic which leads to them knowing that they can do anything um so optimism skills slash attitude is essential and as adults we can really help to build them up to have that optimism and um and to see you know to feel successful which leads to their own self-esteem um so optimism and um tenacity I think I don't know if that's quite a skill either um but but also an attitude or a way of life um to never give up until you need to move on knowing the difference but to really know that you got to stick with something and and be um you know that determination is essential and then um the third I don't know if the skill either but um visionary to really help their imagination to the imagine the world that they want to live in because as they have that the vision or the imagination for this world they can put their optimism and their tenacity and the other um hard skills that they're learning into action but the vision the vision or imagination tenacity and optimism um with the being infused with those um that takes them far life thanks Sarah um sure um first of all I love what children share that's so great um so many great ideas um I think I guess tangible things that I would teach students or and hope that they would learn or to listen first of all it's so important to be able to listen to others and then that leads into being able to relate to them and understand their perspective so analyzing different perspectives is really important for them to get outside of themselves and really see where others are coming from because when you understand where others are coming from in a conflict then you can more find a path that merge your paths together and I guess come to a better positive resolution and I guess third compassion I think students and children when they're compassionate towards others that's kind of taking that relatability and understanding to a new level is when you are just how you treat others and how you expect to be treated obviously and when we treat others with respect and we are compassionate towards them that really goes a long way in bridging the divide that conflicts can cause yeah thanks um one thing that I think of immediately too and I I think you've all you've covered so many of the things that I would say but one thing that I I've heard a theme kind of run throughout some of of this conversation as well is sort of thinking about conflict a little differently and so the skill of really developing a better understanding of conflict is really important um of not being afraid of conflict but thinking about it as something that you can handle and manage and that it could be a positive thing and I think that's something that we don't get taught in schools um and so it's uh or if you're lucky you do but I didn't get taught that so helping students really develop that skill of conflict analysis really being able to understand conflicts and then understanding you know developing those skills then to do something with conflicts when they come up so this is where Sarah the good listening comes in active listening skills um but then also that optimism and being visionary and tenacity to sort of work your way through the conflict to come up to to collaborate on the solution and these are all skills that kids can learn you know at seven years old um so that's sort of what we we think of too and in what we try to do here um we have gosh we're in our our almost final five minutes here flew by um I think I'm gonna I'd love to just close us out maybe with one great story so I'd love to hear if you each have maybe one student or a great story about a student or a couple students you don't need to say names but of who um we're peace builders something that a great favorite peace builder story of yours and Jill I know we got a few from you already but I just think it's a nice way to end out the hour uh with the story so um Jill do you want to kick us off um yes so there's so many so so many great stories um there's the one boy um I'll call him Daniel um he was a fifth grade boy and he was chronically in trouble at school he spent most of his days in the um in the principal's office um wasn't he just was in trouble all the time and um his classroom was a kids review classroom and um I just saw that little special spark in him and started giving him opportunities to take leadership roles and to be a spokes kid for different projects we were doing and um as he became emboldened and saw that he could be seen as more than a troublemaker at school um he really relaxed into himself and started letting his better angels um shine through and um really started taking a different leadership role in his classroom and um it carried over and so by the end of the year he was selected as the student of the year and um he went from being in the principal's office you know almost every day to being a shining example and um it was just it's it's just reminds me that when we see the best in our in our children and give them the opportunity to be their natural peace builders that they rise up and um it's a beautiful thing so that was Daniel that's a great story Sarah um so I again so many great stories of just such inspiring children um one in particular my third year of teaching had this sweet child who just just was not confident and um would barely write a sentence coming to me in fifth grade I mean he could like the skill set was there he just had trouble he just was really self-conscious of everything that he did and through a lot of encouragement and he really got involved in our peace building curriculum and he loved it and because he was just such a kind soul that everybody loved and so he really got into it and I think as he again had that confidence building in him that he could do something positive and that others respected him like no joke by the end of the year he was writing a five paragraph thesis based essay and a lot of that had to do with the fact that he found something he was really good at and really passionate about and just had confidence that hadn't been there before and I think that's a great thing that peace building can do for kids give them so much confidence and you know that they're important thank you gosh what a wonderful note to end on thank you both so much um there are stories like this out the wazoo and I'm so glad that uh that we can gather these stories and share them and I know we see them every day so I'm glad we can share it with everyone here um thank you both so much uh Sarah and Jill for joining us today it was wonderful thank you and um we I found it was an engaging inspiring hour and I'm leaving with lots of new ideas and I'm sure our audience is as well and I want to thank you both for your dedication to educating and nurturing our youngest peace builders especially because it's teacher appreciation week and so we're we're thanking the educators amongst us so for those watching you can find Sarah's newly adapted lesson plans on our website so it is on www.buildingpeace.org under educator resources so you're launching this today and so if you go there you'll see you'll see them under educator resources once again the website is www.buildingpeace.org we'll also put a link to it on the event page for this event um and on our website you can find additional lesson plans book lists multimedia and activities that introduce children and youth to peaceful peace building concepts and skills so please check it out um and since we hope you are now really inspired to engage young people in your life in building peace and perhaps inspired to take action yourself um we encourage you to stay tuned to take up this year's peace day challenge in honor of the international day of peace that's September 21st so you have plenty of time to think about what you're going to do um so please stay tuned for more information um which we'll share on our website as well um so to everyone uh in our audience and to our two guests thank you for joining us this afternoon to all the teachers in our audience thank you for everything that you do um your work helps students gain the knowledge and skills they need to make a positive difference in this world so here at the us institute of peace for our vision is a world without violent conflict we really appreciate your effort to show children that peace is possible and practical and within their abilities to create so um especially this teacher appreciation week but every other week of the year as well so thank you all thank you to uh Jill and Sarah again and we'll see you at our next webinar thanks everybody


coming up what happens when your local first responders need help it's such a rare request we're going behind the scenes to give you an inside look at how law enforcement mutual aid works and why it's so important plus it had to have been terrifying for those people in those homes that night we'll hear firsthand what it was like the night of the deadly mudslides in Montecito and that mouse that was important we check in on the progress being made for the thousands of homeowners who lost everything in the October wildfires that's all coming up next on this edition of inside look Cal OES logo inside look OES news comm thanks for joining us I'm Brian man the Cal OES newsroom it happened in a matter of minutes hillside's already burned by the Thomas fire were turned into torrents of mud and debris after mother nature dumped a half inch of rain in just five minutes in the town of Montecito it swept virtually everything in its path including two CHP officers in their patrol vehicle responding to a call for help it was one of the many harrowing stories we have heard from the countless people at the mercy of mother nature here's Sean Boyd with the behind-the-scenes story of the law enforcement mutual aid mission that started with the creek that just couldn't be contained I'm here in Montecito at the cold spring trailhead it's just off east mountain drive and this is where one of the two mudslides began picking up energy as it rushed down the mountain heading that way the flash flood and ensuing mudslide are estimated to have traveled at 25 30 miles per hour down Montecito Creek it's now exponentially larger it carried with it debris and boulders the size of tiny houses this boulder wasn't here before the debris flows the massive mud flows devastated anything in their path this is just some of what they left behind and what homes they didn't demolish are now sitting ducks for looters Cal OES immediately coordinated the deployment of 200 plus law enforcement mutual aid or Lima from all over southern and central California the Santa Barbara County Sheriff's Department was already running on fumes because of the Thomas fire and needed help badly so it's been a significant strain on the sheriff's department and their personnel I mean they've been working nonstop and they really didn't take a break between the two incidents one surprise deployment was the Los Angeles Police Department yeah it tells you the enormity of it because it's such a rare request their mission now like most Lima is to relieve local officers that need the rest secure the area and escort people into and out of the disaster zones it's truly a community in need and I understand the local agency was so impacted in the sense they were working 24 years they had no opportunity to rest so this is a good opportunity for us to system much of the coordination happens here at the command post at the Earl Warren Showgrounds every 12 hours a new team checks in receives their equipment radios cars and assignments we're leaving the crew just spent the last 12 to 15 hours on duty went well no problem with no issues and everybody's doing pretty sure the police so it was nice it's like you have some vegetarian pasta and they can also fuel up with hot food and then some we put them up in a hotel so that they can sleep between their shifts the Santa Barbara Sheriff's Department knows how to treat their Lima guests so we give them a comfortable place to sleep at night a toothbrush if they need it deodorant a clean t-shirt we've got all of those supplies here it's really allowed us to provide the level of customer service that we like to provide here in Santa Barbara to our community 100 sign-on in the morning another 70 check in at night it's going to be another long assignment tonight Lieutenant Rudy Lopez and Sergeant Joe Clay of the LAPD team up to patrol a portion of Montecito I generally would come up and check up here because it's kind of out of the way off the beaten path assisting other officers in a foot patrol of properties is part of the mission they're on the lookout for cars and people who don't belong here possibly looters there are homes full of valuables whose owners are still evacuated or away stuff like this show yeah is that when we're here to protect because you don't know the value of these these two pieces same goes for tapestries and more practical property like washers and dryers hold on hold on but an incident outside this house reminds everyone dangers still exist each step you take has the potential for injury yeah guys I need some more light over here crew laughs at fellow members mud covered pants thankfully no one was hurt this time only her pride so it's back in the car to continue a long night of keeping their assigned section of Montecito safe their Lima mission is just as rare as the disaster itself most last 24 to 48 hours Lima missions almost never last a month or more like this one the state's master mutual aid plan is designed for disasters like this one to allow Lima requests to reach around California to spread it out so as to not strain one or two parties for us to be able to reach out and take a little bit from several different agencies we're able to again you know make this mission successful if you'd like to learn more about how Lima works in conjunction with the disaster and how important and unique California's system is go to Cal OES dot ca.gov or visit our newsroom at OES news dot com and search Lima Sean's now back from his 10 day deployment in Santa Barbara and Sean I want to ask you what struck you the most during your time down there well besides all the destruction it was incredible to see the amount of mud everywhere the rocks the boulders the size of small houses it really was incredible the other thing that I really noticed was how many people there were out there working to get this community back into some kind of livable shape everywhere you turn their first responders law enforcement they were everywhere really but there was one thing that sticks out my mind quick story here for you as I was sitting in the truck that had the Cal OES logos on it on the street in front of this woman's house I was looking at some directions the next thing I know there's there's a woman standing at my window so I rolled down the window and you could tell she had been crying her eyes were puffy and she proceeded to tell me how grateful she was that Cal OES was out there and that all of the first responders touched her in such a way that it gave her hope that she really wanted to be able to thank everybody and give everybody a hug but she wanted me to convey that to everybody that she and everybody else out there are just so grateful for all of the work that's being done out there so I wanted to give her a hug but she had to get back in the house and it really was a feel good story so I wanted to make sure everybody knew that what a great story shine yeah thank you you know for those who stayed behind in Montecito the sounds of boulders and rocks and trees and in some cases entire houses being moved in the debris flow in the mud sides something they'll never forget with more on what it was like the night of the Montecito mud slides here's Jonathan Goodell this is what people imagine in Santa Barbara County beautiful beaches pristine water and coastal living and this is what it looks like today once a secluded and lush stretch of serenity all of Mill Road is nearly unrecognizable large boulders mud and debris now consume parts of this canyon we've got a lot of the heavy equipment that are still working this area in particular was hard hit there were three houses that were right behind me that are no longer there that first couple hours of the mud flow and debris it will basically wipe the houses clean off their foundation and carry them downstream and we're posited several different locations on the way to 101 freeway they were just wiped clean Mike Eliason a 30 year veteran of the Santa Barbara County fire department was on scene within minutes of mud and debris flows in Montecito I saw a lot of hard work by a lot of individuals they they worked together and it didn't matter what color the uniform they had on whether they were law fire construction nurse or just an innocent bystander a lot of people came together and really worked hard to try and save a lot of individuals thousands of residents evacuated safely others were rescued however 21 fatalities have been confirmed with search and rescue efforts still ongoing to locate the remaining two missing persons it had to have been terrifying for those people in those homes that night to hear these boulders getting closer and closer and hearing all those trees snapping in as they're getting closer I can't imagine the fear in those people as they knew what was coming and they had no escape Montecito is a small town just minutes from the beach but seemingly miles from the busy Southern California lifestyle it has dealt with two disasters in a span of a month first the Thomas fire now the mudslides this community has gone through a lot in just this short amount of time and over the span of at least the last 30 years that I've been affiliated working with this community so they're a strong group they've come together and they're really going to get through this as a group of one first responders themselves were directly affected some searching for their friends and neighbors Mike Eliason was one of those a family friend was clinging to his 14-year-old son as mud and debris engulfed their home the father never made it out safely they were holding on as long as they could and they were separated and the son was swept away and he was carried a half a mile down to the 101 freeway and deposited in the pool that became 101 freeway he was rescued by an off-duty law enforcement officer and taken to cottage hospital where he still remains in critical condition unfortunately his his father did not make it as mud and debris flows roared down the canyon and overwhelmed creeks in the early morning hours darkness made the task of finding trapped residents even more difficult for first responders there's swimming pools I could step into there's a manhole covers that I could fall into there's live wires that are down so you you really had to pause for a second assess the gravity of this situation but then they realized they had to press on they had to go find that those people knew people that lived in this little area so they were searching for their friends and it took on a very personal rescue and a very personal call for a lot of these people because this town is small everybody knows everybody the force of the mud and debris flows pushed some homes more than a half mile to highway 101 in monocito here at the corner of hot springs road and olive mill road you can see just how high the mud rose on these properties and left complete and utter destruction around from big boulders and tree limbs to street signs 130 homes were destroyed and 300 more were damaged they knew that there were homes at one time were standing and they had to figure that they were swept a certain direction so they just started walking and looking and and one of the firefighters you know found a man half in the mud and we're able to pull him out with this engineer and bring him to safety significant progress has been made as cleanup efforts continue in santa barbara county they're making great progress they're working in some cases 24 hours a day this area has been cleared a lot of debris you got the heavy equipment trying to clear these boulders the little creek monocito creek that's just next to us that was filled with those boulders and those heavy excavators and we're clearing that so now we have at least a channel for that water to run off if we get any future rains there is still a lot of work to be done utilities gas water still need to be turned on this close-knit community has changed forever though progress has been made the recovery process will be long term more than 100 million tons of fire-related debris has now been removed in lake mendicino napa and sonoma counties you are looking at coffee park one of the hardest hit neighborhoods in the town of santa rosa it's quite a different picture than the ones we brought you just a few months ago officials are happy to report that the unprecedented debris removal operation in that neighborhood is now complete lake county well another hopeful sign of progress now 100 percent complete with debris removal these milestones would not be possible without the coordinated efforts of local state and federal agencies all working together to help these communities recover there's more work to be done but all of this is welcomed progress for those who lost everything in last year's wildfires very happy that the milestone was met um and uh and that that were um we're we're we're ready to you know we're continuing to move forward um uh but um i i'm happy that the the scene that the re-operation is in the rearview mirror at least in coffee park for more information about wildfire recovery efforts you can visit wildfire recovery dot org there's links to more information about programs available and helpful resources for each of the impacted counties for all of us at cal oes i'm brian may thanks for watching visit our online newsroom at oes news dot com to learn more about this program and get the latest news and information from our team don't miss our next video on your facebook timeline like our page and you'll get the latest posts as they happen if you're an instagram user you can see the latest snapshots by following our cal oes instagram account and twitter users can get instant access to our tweets from across the state by following cal oes facebook handle typed as california underscore oes instagram and twitter cal oes handles are typed as cal underscore 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The ability to do the kind of computational social science that we just did in this work, because it's even possible to capture the massive amounts of data and to do the pattern analysis to apply the machine learning and these sort of techniques and data visualization techniques. And also, you know, we really are fortunate to have had the support of Twitter who provided funding and access to data to our laboratory so we could do this kind of exploratory research and shed light on really fundamental patterns of human behavior in the context of new technologies. And I think it raises many questions about the future for how the nature of public discourse that we're all immersed in, what might we do with this knowledge. Certainly the work we've done to date is it's a piece of scientific analysis of these patterns but I think it absolutely raises questions whether it's you're a policymaker, you're designing one of the social media platforms whether you're an influential voice on these platforms such as whether you're a celebrity or a journalist or a newsroom, advertisers and of course the public themselves as we start to understand and sort of digest the meaning of studies such as the one we just completed, how to start translating those into new things that we try.