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Model school display programmes - AIDS Memorial Quilt Conference (1995)

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[00:00:00] This audio comes from the collections of the New Zealand aids Memorial quilt. [00:00:06] This session is going to be a model school display programs. each presenter will have 10 minutes to do the presentation and there will be a 10 minute Question and Answers period after each presentation, and if necessary as the end of the session there will be another 15 minutes for questions and answers. So let's have this terminates Memorial will talk to us about models called display program is [00:00:40] the Australian aids Memorial quilt project was formed in September 1988 by Andrew Casa and Richard Johnson. It was a direct result of Andrew saying the names project quilt display in Atlanta, Georgia in 1987. [00:00:58] We were the first project to form outside of the United States. And I believe that regrettably We are the largest. There are over 1700 names on our quilt. [00:01:09] To date, there has been 4753 deaths in Australia 18,782 people living with the HIV virus [00:01:24] and 5737 living with AIDS. [00:01:29] Our project has branches or chapters in every capital city and is administered by a board of directors. [00:01:38] I am the education coordinator of the Sydney branch. Sydney is the capital of the State of New South Wales, and the place with the highest concentration of people living with the HIV virus in Australia. [00:01:54] In New South Wales, it is a part of the high school curriculum, which is grades seven through 12. That 25 hours a year be dedicated to personal development. [00:02:08] A portion of that time has to address HIV AIDS, and other sexually transmitted diseases. [00:02:17] The Department of Education has developed a package for teachers to use. Teachers also have access to a number of organizations to help them fill this time. [00:02:30] The quote project is one of them. [00:02:34] I have been doing these talks for the last two to three years as a volunteer [00:02:41] going into about 30 plus schools a year. [00:02:46] Last year, our talks came to the attention of not only the New South Wales Department of Education, [00:02:54] but also the New South Wales department of health [00:02:58] through the AIDS and infectious diseases branch. [00:03:04] The result of this was that this year, the education position has been funded for 20 hours a week, [00:03:13] primarily to produce and implement a package that supplements the existing package that is supplied by the Department of Education. [00:03:24] The package has also been devised to promote the 1995 AIDS Awareness Week activities in New South Wales. So I'm the only person funded for their work with the quilt in Australia. [00:03:39] It is my job to go into as many high schools as possible in New South Wales, of which there are 552. [00:03:49] The length of a talk will vary from school to school, depending on the age and reaction of the students. [00:03:58] On average, it lasts about one hour. [00:04:04] In the talk, we cover the history of the names project and the history of our quilt. And we use slides to help [00:04:13] we talk about why the quilt is important as a tool to facilitate the grieving process. [00:04:20] We also take a longer block and tell the stories of the people on it [00:04:27] and explain the goals of the quilt. [00:04:31] Which leads us into discussions on safer sex and drug taking activities. [00:04:38] discrimination, self esteem, [00:04:43] HIV and pregnancy and any other related issues. [00:04:50] We have found that the quilt is indeed a very powerful tool in school education. [00:04:57] The students always respond to us, sometimes negatively, but mostly with open hearts and open minds. [00:05:09] And because I'm not the teacher that they see every day, they tend to ask me questions that they might not normally ask. [00:05:19] I also tend to stay back afterwards, because there is often a student who wants to talk to me in private [00:05:27] or simply because the students are hungry for as much information as they can get on HIV and AIDS. [00:05:36] I mentioned before that there were other organizations that the schools can access. [00:05:44] The two most prominent ones are all about AIDS, which mainly deals with transmission [00:05:51] and direct healthcare issues. And does a lot of work in the corporate sector. [00:05:57] And the positive speaker's bureau, which she's run out of the Sydney PL wha offices. [00:06:05] We do a lot of talks together. [00:06:09] The three of us will go into school for a day and talk up to 200 students each on a rotating basis. [00:06:18] These days get a phenomenal response. They truly have a profound effect on the students, because there will be a talk about transmission in the morning. [00:06:30] Then I'll be speaking to a positive speaker, who will tell them about what it's like to live with the virus. And then they'll have me talking about the quilt. [00:06:44] In situations like that they feelings towards the quilt, our immediate. [00:06:51] Sometimes there are tears, often their shock. And always there are questions. [00:07:02] The quilt appears to provide a space for the students to talk about the fees and apprehensions surrounding HIV and AIDS. [00:07:14] Of course, there is always an element of it will never happen to me. [00:07:21] And sometimes derogatory remarks are made by the tough boys at the back of the class about HIV AIDS and homosexuality. [00:07:32] But nothing that a loud voice and a sense of humor can overcome. [00:07:39] I remember a school I went to on the last day of the school year in 1993. [00:07:46] There were about 30 students in this particular class. [00:07:52] In the beginning, the tough boys were at the back, and they weren't really paying attention. [00:07:59] They slowly started to come around when I was showing the slides. [00:08:05] And then when the block came out, they started moving to the front and began asking questions. [00:08:12] They ended up sitting around the block [00:08:18] almost as if they wanted to protect it. [00:08:23] Then at the end, they helped me pack up, thanked me for coming and kept talking to me outside the front of the school until my taxi came. [00:08:34] I consider that particular talk a great success. [00:08:40] I think the most powerful element of the talks is the stories from the blocks. [00:08:48] There is no better evidence than HIV AIDS is about people than the quilt. [00:08:57] It takes the virus out of the abstract into reality. [00:09:03] When the students see a picture of a person who has died on a panel lovingly stitched by someone who misses them, [00:09:12] it touches them and reinforces the idea that they themselves are not immune. [00:09:24] One of our main aims is to make sure that any decisions that the students make surrounding their sexual and drug taking activities are educated ones. [00:09:39] Rather than telling them how to put on a condom. We talked about the consequences if they don't. [00:09:49] In the state of New South Wales, it is illegal to discriminate against someone because of their HIV status [00:10:01] or the perceived HIV status, [00:10:05] the sexuality or the perceived sexuality. [00:10:12] The quote allows us to talk about these issues and helps to dispel the myths surrounding HIV and homosexuality. [00:10:25] This year, the cool project Sydney is aligned with the 1995 World AIDS Day School poster competition. [00:10:35] Basically, students from around the state are invited to design a poster around the theme aids affects us all. [00:10:48] There will be regional hates and the state final on World AIDS Day. [00:10:55] We with prize money for the winning poster and the school that it came from. [00:11:03] The quilt is providing educational backup for participating schools. [00:11:10] New South Wales is quite large. So to help me get into all of the high schools, or 552 of them, [00:11:19] were in the process of training for the social work and welfare students from the universities. [00:11:29] They will help me give the educational talks and to promote the school post competition. [00:11:38] This will be their compulsory placement component that forms part of their degree. [00:11:47] Also, we have planned small Priscilla tours. Those of you who have seen the movie Priscilla Queen of the Desert will understand the reference. [00:11:58] These tools will take it rural parts of the state where we will present the education package during the day and then have a small display at night using 12 to 15 blocks depending on the size of the holes being used. [00:12:15] Hopefully by the end of the year, we will have covered the state with the quilt. And every high school student in New South Wales will not only know about safe sex, but practice that as well. [00:12:32] Of course, these talks don't just happen in schools. I have gone to universities, hospitals, churches, jails, as long as they give a donation, I'll go anywhere, anytime and talk about the quilt. [00:12:56] We've been extremely lucky to have the white of the edge and health departments behind us this year. [00:13:05] This assistance not only provides dollars for the project, [00:13:11] but reinforces the fact that the quilt works as an educational tool. [00:13:20] I think it's quite an achievement that I can say that my state government supports us and our endeavors. [00:13:34] Some of the results of these talks that I have given have been that in some schools, AIDS awareness groups have been set up. [00:13:47] They make panels. [00:13:49] They raise money for the cool project and other community based HIV AIDS organizations. [00:13:59] Also, now, a percentage of our volunteer base is students from schools where I have been. [00:14:10] And finally, this year at the National rock Stanford, [00:14:16] which is a government funded, quit smoking competition for high schools [00:14:26] where students put on a dance drama about issues that affect them. [00:14:33] One one school in Sydney has decided to do this on AIDS and they using the quilt. [00:14:44] That's all. [00:14:54] Yes, Catholic schools. Jewish schools. Yes. [00:15:01] They asked us Yep. Yep. [00:15:13] As a volunteer, I went into about 30 schools, so far this year, have been into 30 schools. [00:15:21] And I'm sorry, a question was how many schools do they go into every year? [00:15:25] The age group depends I have gone and taught to kindergarten students because they had last appear. But mostly, I'm talking to grades seven through 12. So 1415 1617, [00:15:45] they invited [00:15:46] me. So the questions that people up, Carol ask how do you initially get into schools today invite you? Or? [00:15:57] Or do you make the effort of going [00:16:00] VITAS always? This was [00:16:05] how come they invited you. [00:16:08] They invite us because the state of New South Wales is divided into health regions. And each health region has HIV AIDS coordinator. All of the HIV coordinators know that I exist. So when a school comes to them and says, help, they say, ring so. And also I've lived some pamphlets up the back. Every school in New South Wales is getting one of the blue ones. [00:16:43] Michael, and vinegar, Michael? [00:16:49] Yep. [00:16:54] And sometimes you have negative reactions, well, gee, do I find out why they've been negative. And then I try to work through that with them. Sometimes they're being negative for attention only. So they can appear tough in front of the rest of the class. [00:17:13] I just [00:17:15] go with the flow. I see what they're asking. And if I can turn it into a joke, I'll do that. If it means because they don't know a piece of information, and they just assuming something. I'll sit them right. [00:17:28] But it depends on what the remark is. [00:17:32] We'll take one last question. Please write down your questions. And you can ask Sue again, at the end of the session guard. [00:17:46] Guard asks, you say you always work with you work with other organizations? Is that always the case? Or? [00:17:54] Or do you go out independently. [00:17:57] But [00:17:58] but the speaker's bureau promotes us and we promote the positive speaker's bureau. And we try very often to go out together [00:18:15] 12 by 12 section, whatever. Thank you. Thank you. [00:18:21] The next presenter is from Chile and Thailand [00:18:29] Swati [00:18:31] Good afternoon. I'm going to talk something about Nancy [00:18:35] and Nancy we have ad for understanding a workshop set up in 1993 [00:18:48] to work in student to work with the student in the school in high school in in Thailand especially in in in the area [00:19:00] that [00:19:01] they have serious time about is like in the not in the not Eastern [00:19:10] years after the student that I'm work that that our our workshop work with this is about 15 to 18 [00:19:23] and I'm going to talk about some small is serious and in in Thailand [00:19:31] his situation in Thailand has reached all areas area or areas of everyday life is like such like in the northern one village about [00:19:49] hundred people they have people who are in fact which has IV for one people now every earlier is phase two the people who who are infected is [00:20:05] although information has given for server year in radio in TV in [00:20:19] cable TV, newspaper some small books and pamphlets [00:20:28] But [00:20:30] Miss understanding [00:20:32] still pretty well and [00:20:37] this is have had are many many [00:20:42] social consequence [00:20:50] is there anybody in this room [00:20:54] neighbor six before in your life leave up the hand [00:21:01] is then anybody in this room neighbor six people live up the hand [00:21:10] and [00:21:12] never see the sickness before live at the hand [00:21:17] how [00:21:19] how [00:21:22] the people [00:21:28] to leave up the hand there you never see the sickness before or the sickness yeah any sickness. [00:21:44] This is this is the first question first two questions we start in the workshop with the student [00:21:53] and then [00:21:55] we talked about when we was born, what's going to come concern our body [00:22:03] man how how how many six net how many diseases lead with our body [00:22:11] and the workshop in the room going to be pro white in a globe small group four or five people to discuss and to five [00:22:24] five disease to push to make a presentation in front of the room for the student was Mr. symptom What sister carrier was is the case of disease [00:22:40] was Easter [00:22:45] This is that you feel you want to disclose is you want to undisclosed [00:22:52] and let them make an presentation [00:22:57] and we let the student consider in the room and the peace and the student who prison in front of the room discuss of each other and we can be we help to control the question like to like to pause slowly and to control in in the case of the disease that passed by or you can see your father your mother, your sister, your brother had a sickness [00:23:35] and then the other part of a workshop step by piece set setting the question as them like [00:23:47] if the people sit beside you [00:23:51] have a disease that [00:23:55] they want to be undisclosed [00:24:01] if you know by accident for the first maybe the people have [00:24:08] undisclosed don't want the people to know [00:24:13] and if you know by accident [00:24:18] how you feel about him How do you feel about them? [00:24:25] How do you [00:24:28] lead with them? [00:24:36] If you be this is that undisclosed? [00:24:45] How do you want the data people in this room to feel something about you [00:24:56] the answer come from the student rewrite on the on the board and we let the people discuss about the words on the board [00:25:08] is his mic with national positive answer and negative answer [00:25:23] and we try to make discussed between positive and negative and make the people who [00:25:32] who still be in negative have the answer is more positive. [00:25:42] And when we finished we been asked have a suggestion to the to the to the student was this right was this wrong? But but we try to push to push question to make the students try to discuss until is more a little bit positive [00:26:16] and then is the workshop with the volunteer [00:26:21] the volunteer who with with HIV to sit down in a easy asthma sphere and [00:26:32] and talking for for some public health batsman [00:26:39] answered get from the student How do they leaving each other? How do they take care of each other how their family take care of them How did [00:26:56] take care of their family also [00:27:00] take care of each other. [00:27:12] And [00:27:15] talk like a almost like a batsman that living together and [00:27:22] and after this section, we tell some some story. [00:27:29] Some of some people that [00:27:35] that work with the group of the people with HIV and pass by [00:27:45] in [00:27:48] in the last part of workshop [00:27:55] keeps the panel for the group of the student to pin they're feeling [00:28:04] to pin how they think [00:28:08] about the people [00:28:14] who have not Bry good health [00:28:20] and the people who pass by by his IV [00:28:28] you can ask the question. [00:28:36] Any questions for [00:28:39] Enrique? [00:28:41] Oh Gabriella. [00:28:53] Gabriella wants to know, how do you get people involved? Do you invite them? Or do you organize their groups or ahead of time? How does that work? [00:29:02] Yeah, we do some project to the [00:29:09] ministry, Ministry of Education first to help support like paper it's easy to get to show the project to the to the to the school, we sent many school or Thailand and school they have a budget and they want to make a workshop the answer and be go to [00:29:40] Janie [00:29:41] okay. [00:29:47] To answer DNS [00:29:53] generalize to note to in Thailand, are there the skills to do sex education, schools do sex education in Thailand [00:30:06] sex sex sex education is mean is part of education system, you mean? [00:30:14] No, just just some part a little bit to some part a little bit is is like a taboo in for Buddhism. Because [00:30:26] 90% of ties very, very strong Buddhism is going to be like when I'm when I'm was young and try to fight sexual education by like a playboy like a video or something that is and try to discuss with train some some teacher who understand [00:30:51] guard [00:30:56] the question is do you take the will only two schools are also two other groups. [00:31:01] We fought for the quill, we did a workshop in a school in the factory [00:31:10] and in some group up there of the slum, but almost is the in the school. But when we take quill to show the school is not have much effect. Because the target that we be pi to the people who try the workshop, every time we bring quill to the school just for show is not it's not much epic. And many time we've been killed to [00:31:44] to the conference in Thailand is only decoration. [00:31:53] Why is that? [00:31:55] Because [00:31:57] they don't know that they're not related with there with a with a What sister the crew is wise happened light is because [00:32:08] the thing is, is always happened in in, in the information was given by by by by government always treated with will make you fear make you scare and easy to control. [00:32:26] And this is the career is just right. Just like a tattoo like a decoration beautiful. They have they don't know was this this was is going to be concerned about is until they come to us and asked What is this, but not so many people. [00:32:48] But we hope in in the future. The student that that we did a workshop in the high school come up in the university. They're gonna make like from from group to group from person to person. And they're going to make some some activity in university by their own group. And if they're there, if they're still have a co [00:33:23] q exhibition, they can explain to the actors [00:33:29] will take the last two questions and then we'll go to our next presenter Rob. [00:33:47] Rob, what is your question? [00:34:01] You said before that you have you don't have sex education in school. So how do you get information about HIV to the youth in your country [00:34:11] for a presentation, the video is happen every day. For four four take a condom just only say about the condom is not say something about the relationship from people to people only if you go to the battles if you go with someone only take condom [00:34:37] we have to go on to the next presenter, please write down your questions. We will have time after this presentation. Thank you to [00:34:52] our next speaker will be around the names project UK in Edinburgh. [00:35:01] Hola. [00:35:04] My name is honey. I'm one of the directors of the names project UK. That's the British at Memorial quilt. [00:35:12] We're based in Edinburgh in Scotland. And we began on World AIDS Day 1988. [00:35:22] We have an office and workshop in Edinburgh, and nine quilt workshops around the country. [00:35:30] We have a very high demand for displays. [00:35:34] But we have very little money. And since 1993, no paid staff at all. [00:35:44] I'm here to talk about our education program. And I'd like to thank Cristina for saying much of what I was going to say. So what I'd like to do is to expand a little on the thinking behind education program. [00:36:03] I realized that for other countries, you're in very different and often difficult situations [00:36:13] in some countries is simply not possible for you to work in the way that we do. [00:36:20] But it may be worth considering the approach our approach is something perhaps for the future. And it may also be something that you could consider in terms of looking for funding from your own government. [00:36:39] Education has always been fundamental to the work that we do. [00:36:46] But equally Central, an equally fundamental is the involvement and participation of people who are themselves HIV positive. [00:36:59] We're very lucky that there are people within Britain who are prepared to stand up and be open about their status. [00:37:11] HIV positive people are the most appropriate people there are to talk about what it's like to live with HIV. [00:37:22] And what it means to be HIV positive. [00:37:26] The fact that those people will be open about their status is very powerful. [00:37:33] Particularly in terms of education. [00:37:38] Often, it's the first time that a young person has met somebody who is HIV positive. [00:37:46] And that in itself can be a very good experience for them. [00:37:55] Already education pack was written in 1992 by a school head teacher, [00:38:03] cool, Gerald Cowan. [00:38:06] The pack forms the basis of our education work. [00:38:11] Together with the experiences of positive people. [00:38:20] The primary focus of our education pack is to talk about loss and bereavement [00:38:27] aimed at children between around about seven and 15. [00:38:34] And the starting point is children's own personal experience of loss. [00:38:48] I find it very interesting that in the United States, the primary focus is on HIV prevention education. [00:39:02] I think it indicates a difference in our cultures. [00:39:09] In the UK, we start by talking about loss, what it means, how it feels, how we can help and how we can support each other. [00:39:21] With all the young people, we talk about what it's like to live with HIV. [00:39:30] I think that individual projects need to make their own decisions about where their starting point is. [00:39:44] In Britain, [00:39:46] children experience loss very early in life, in lots of different ways. [00:39:54] Could be divorce, moving house, Death of a grandparent all sorts of things. [00:40:09] All sorts of things. [00:40:15] within schools, there are no real opportunities to discuss loss as an issue. [00:40:24] Where it does arise is in situations of isolated crisis. A child dies within the school. [00:40:33] A parent dies, there's a crisis. [00:40:38] It's very difficult for teachers to handle. [00:40:45] And we can help teachers in that [00:40:50] by using the quilt as a starting point for discussion, around loss and bereavement. [00:40:59] That naturally [00:41:01] leads on to discussion about issues around HIV and issues around HIV prevention. [00:41:14] There are two main ways that we work with young people. [00:41:21] school groups come to our public displays. [00:41:29] Whenever we put on a display of the quilt, [00:41:34] the local organization will contact every school dealing with children from seven to 18. in their area. [00:41:49] We also take the quote into schools [00:41:56] for both school visits to display and visits to schools. [00:42:08] Whenever we can, we like HIV positive people to do the talking. [00:42:22] We also use the worksheets that were mentioned earlier on. [00:42:30] That the worksheets are designed for children of different ages. [00:42:37] And the different abilities. [00:42:42] It may be identify your favorite panel, draw the panel and say why you like it. [00:42:53] We have worksheets on specific panels, find this panel in the display? [00:43:01] and answer these questions about [00:43:09] another one, draw something or someone that you've lost. And then write down how did that feel. [00:43:29] I have to say that we get lots of pictures of dead hamsters and dead goldfish. [00:43:35] But that's good. [00:43:38] Because thinking about someone or something that those young people have lost personally, helps them to understand why the quilt is important. [00:43:54] We also use the letters that come with some of our panels where we've been given permission. [00:44:03] And those can also be very useful in preparatory work in the school before the court arrives. [00:44:17] I guess one problem is that once you open the box, once you encourage children to talk about loss and their personal experience, you have to deal with what comes out. [00:44:34] In many ways, our biggest problem in dealing with schools is dealing with teachers who fall apart in the corner. [00:44:46] And don't want the young people to see them in that state. [00:44:50] What that highlights is the need for staff development. [00:44:56] And as far as we can [00:45:00] we try and encourage work with teachers before we ever get to the school. [00:45:08] And support for them afterwards. [00:45:13] I just like to give you one example [00:45:17] of the results of feedback that we received [00:45:24] from one visit to school [00:45:30] over four days, [00:45:33] five hundred young people between 11 and 16. [00:45:41] So a display of the quilt in their school [00:45:50] workers went into individual classes, introduced the quilt talks about HIV. [00:46:06] What it's like to live with HIV [00:46:11] and took small groups around the display, telling them some of the stories from the panels. [00:46:21] The display was also open during the lunch hours. And one afternoon to parents. [00:46:32] The feedback that we get whenever we do a display has always been positive. [00:46:41] In this case, 206 young people completed a feedback question [00:46:53] of those 205. [00:46:56] So it was worthwhile to have the quilt in their school. [00:47:06] And 205 thought that that quote should be taken to other schools [00:47:14] 59% of those young people [00:47:19] so that the project had greatly helped to increase their understanding of issues around HIV and AIDS. [00:47:35] And 81% thought that the project greatly helped to remove the stigma attached to HIV and AIDS. [00:47:49] I think that that clearly demonstrates the value of the world as an educational tool. [00:47:58] Just to bring things full circle, I'd like to quote from the introduction to the education pack. [00:48:12] In his introduction, Gerald Kaun says, [00:48:18] Our role is to build upon the memory of those our communities of lost, [00:48:28] to learn and to teach the social and the medical history of the epidemic as it happens. [00:48:41] And to arm our people, especially our young, with knowledge, understanding and respect. [00:48:55] In that hope we will see not only their personal protection in the future, [00:49:05] but the building of a more aware and compassionate environment for those who have lost and are losing. [00:49:15] Thank you. [00:49:27] Do you have a question? Or do you have a comment? Christina? [00:49:31] This is Chris first. And then [00:49:45] the question is you mentioned permission to go to the schools. Can you explain what is the process to get that permission? [00:49:54] In general, [00:49:57] we are approached by individual teachers and had teachers [00:50:03] in some areas, [00:50:06] an educational authority will fund a program of work within schools in their area. [00:50:14] But [00:50:17] the comment [00:50:17] is you don't take the initiative. [00:50:20] We have no paid workers, and no money and no time. [00:50:26] If we did have money, and time and resources, we'd be there. [00:50:33] Yeah, [00:50:34] yeah. [00:50:36] Christina snakes and Clement of tools, Christina. [00:50:59] Truth. [00:51:00] Thousands and thousands of children [00:51:04] started [00:51:07] having worked with [00:51:14] knowledge. [00:51:21] So did anyone do the question? [00:51:25] The question was essentially, have we worked with children who have lost parents to date? [00:51:34] Personally, I haven't. [00:51:39] I don't know actually whether other people have [00:51:44] it is certainly something that we're going to have to consider for the future. [00:51:50] Climate. [00:52:39] The question is, how would you approach to educate a particular group of people? The example given is doctors who are even afraid of touching the people with HIV. Is that correct? So how would you approach getting to those particular groups? Just was really good. [00:53:06] I wish I knew take that would be my answer. I think [00:53:13] where you [00:53:16] where you have a community, a group who don't want to know, [00:53:23] the route to those people has to be through their decision makers, their policy makers, they have to be told by their bosses that they have to listen, they are not sure. I don't even know his answer to that one. [00:53:56] Because they know they need you. [00:54:05] I think we would. [00:54:07] Let me repeat the question is, Clement says when you identify the need to get to a particular group, how do you approach that group? Once you have it? [00:54:22] Generally, I think we would approach workers within that that community already and [00:54:31] and try and encourage those people to introduce discussion. [00:54:37] And also alternative would be to simply put on a quote, display, and stand back and allow people to [00:54:47] decide for themselves whether they want to take things any further. [00:54:56] Oh, [00:55:00] Rob had a question. Do you still have it? Okay. [00:55:06] Now we have 15 minutes of questions for all three of our presenters. And I know that before, and Dre and Enrique, both had questions for to do you still have questions? [00:55:21] Here's a question. [00:55:26] Okay. [00:55:29] Question is for you. [00:55:48] The question is, for Arnie, you said that you work with the teachers before? [00:55:58] What is it before you go there? What kind of material or what is the process that will get you to that point of, you know, working with teachers, [00:56:10] it's a combination, does this thing work? It's a combination, really, sometimes we would send information. Other times, and preferably, we would go and meet the teachers, talk to them about what was going to happen, and try to talk to them about how they're going to feel about having the display in their school, and try and [00:56:37] prepare them for the emotional impact of the display itself. Often teachers who approach us have seen the quote before, and and are aware of the emotional impact that it can have for them. [00:56:53] God has [00:56:54] a question. [00:57:03] Do you do this all over the country? And how do you organize it or pay for it? Since you don't have people or money? We, [00:57:20] the way that we get some money is to charge organizations for us to bring the quilt to their community. And in doing that, [00:57:33] part of the package [00:57:35] is that we will go into local schools. And [00:57:40] we don't have enough money to operate a comprehensive program. I wish we did. [00:57:50] Yes, we do do it all over the country. We go anywhere that anybody else has to if we can get there. [00:57:57] Chico had a question. [00:58:15] The question is for two. [00:58:19] And Enrique wants to know, he has heard that in Thailand. There is quite a lot of young male prostitution. If that is the case, are you able to reach those groups? And how do you do it [00:58:37] for you young men in sec work [00:58:43] for the young men in sec work is the part of [00:58:47] empower empower is the part of [00:58:52] is a part of [00:58:54] Nancy bit is the part of empower, empower is working for [00:59:00] the woman who is there a sec worker, and some part of [00:59:07] like a men's in sec workshop, it's just like a get information by by by, by a book by a brochure from empower. And there there are some some group up organization in Thailand called Cincy cow mean [00:59:30] whiteboard or something, this group to work with the workshop with like a test dance workshop up bookshop without [00:59:40] educating [00:59:43] about his group. [00:59:48] Just a point of clarification for all of for those of you who don't know, empower is an organization in Thailand in Bangkok. That works mainly with commercials sex workers, so the program that covers women, sex workers also covers men and they are approach or their outreach to by means of brochures and written material. [01:00:18] And theatre. Marcus. [01:00:23] Okay. [01:00:25] Danny? [01:00:48] Did everyone get a question? [01:00:51] I [01:01:09] do you have the decorations? Do you have experience, but displaying the quilt in school as well as to the general public all in one space? At the same time? [01:01:23] And it's 40 that for either one of you. [01:01:28] Okay. [01:01:33] Yes. [01:01:35] We [01:01:39] generally with the names project UK, we work with local HIV support organizations, and they organize the display, it is their display of the memorial quilt, not our display. Do you understand that distinction? That because the quote exists for everybody, it belongs to everybody. And it's essential that local communities feel that is something that is for them. [01:02:09] And that they are part of. [01:02:14] So yes, we work with within local communities with local community groups, and within schools, at the same time. [01:02:24] exactly the same. We often have big displays. That is the bobby got, for instance, the bobby Goldsmith foundation invites you to an entire display of the stallion is Memorial quilt, we do things like that, which helps raise money for us and for the bobby Goldsmith foundation [01:02:51] for understanding he also did in the factory and in the salon, Monza and the display crew from the student every the first of December. What is the every year? [01:03:09] Warren had a question. [01:03:27] The question is, in the schools, have you ever heard had a group? Which things that it will not happen to them, culturally? And then how do you get past that? And here's the question for all of you. [01:03:49] I can give you a specific way trying to get the message across to the Muslim community of the South Wales, in fact, Australia. And how I do that with the students, you have to be very, very, very careful. Because if you say things the wrong way, you're putting a slur on the whole culture. So if I know that I'm going to school and specifically targeting Muslim girls, or Muslim boys, I will do a lot of homework beforehand and go and speak to other HIV AIDS workers who work with Muslim groups, and will speak to Muslim leaders and the Islamic Women's Association, and get as much of the cultural information that I can get, and use that as a blessing to go in and try and do it. [01:04:48] Mark had a question. [01:04:53] Andre has [01:05:00] my [01:05:18] question is how do you get the kids and the schools involved? in making the panels? [01:05:25] We send the project, our project to many school around Thailand? What what we doing about it is education. [01:05:36] And if the if some school ready to do the workshop, the answer and we go if some some schools don't don't want to charge a workshop, yet they say no. But my [01:05:55] question is more about the student than the students themselves. How do you get the students to get to be interested in making the panels? [01:06:05] How do you make the student the student interest to make the panel [01:06:12] from from the from the first that and tell about the workshop? And then the workshop but insist [01:06:21] include, be be Connor let them painting and keep the party of painting, that they make a collaboration work already? Because it's the part of a workshop? Everything. Every every student, Johnny that? [01:06:41] We have two minutes left. Carol Jacobs had a question. [01:06:56] A very [01:07:07] The question is, how do you get past the parents? Since in South Africa is a big problem? Who's the question for [01:07:15] either one of you, [01:07:18] I can tell you this, we had an area just outside of Sydney, that was [01:07:25] very antagonistic towards HIV AIDS, they'd had a very bad experience in their community. And we needed to target that area. And the way that we got in is that we went to the school at night, and gave the talk that we were going to give to the students to them first, they could ask whatever they wanted. We told them whatever they needed to know, we lay down a bit of ground rules, worked out our parameters, and got it so everybody was comfortable with what was going to happen. [01:07:58] Clement has a question. [01:08:17] The question is, it seems that is easier to reach the schools? How do you reach the out of school youth? How do you reach the drop out? Who are probably more vulnerable? [01:08:32] Who is the question for either one [01:08:37] with less left information, and posters around all the youth shelters, and the youth workshops, and where we know homeless youth go, and places, you know, where basically where we know that they go, and the social workers that work with them as well. And then the social workers will get they mean to a group if they want, and we'll go and talk to them. But we make sure that they get as much information if they want it as the students in schools. [01:09:23] The comment is the emergency situation where the youth themselves cannot read or write and social services are not available. [01:09:34] I think the way that we would approach that is to try to, and it is it's all about making whatever efforts you can know we're not with by no means perfect. Try to put on public displays of the world that are open and accessible. And to make sure that, that there are [01:10:00] directions to get to that display. So we have banners outside, the doors are always open. [01:10:10] And so on so forth. We but it is it is very, very difficult to reach those people. But I think the only way you can really do it is by opening up the the quilt and the display to everybody and trying not to limit access to anybody. [01:10:29] I know it's not a perfect answer, and I don't really have a perfect answer for [01:10:36] that. That's all the time we have for now. Please [01:10:40] write down your questions. And you can always ask the questions to the presenters during the break time or after the presentations are over. Thank you all very much

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