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Thank you very much. Thank you very much in this in this session. And this session. And this session is joined session.

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And this session is joined session on RC, 25. And. Some people have gone, however, I'm happy to meet meet you.

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Let's start. I would invite the first presenter.

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Anything.

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Okay, come here. And book my

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Do you? This one and next is yours. So good morning everyone. Or is it already afternoon?

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I'm happy about to be the first in this joint session. I think that these kind of joint sessions, they are very important.

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A door multidisciplinary youth research. This picture is from my research context. Which has been in Lapland.

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During the COVID time. I had to plan to go there for 3 months. No, no, no, for 3 weeks and in the end, lockdown started and I was there 3 months.

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So I had also 3 months. So I had also my own. So I had also my own experiences.

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I had also my own experiences about COVID time. Young peoples. Experience is not my own.

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I have a background study about this I did. 10 years ago and there is a publication of this study in Hell, Evans book, youth and worked transitions in says in landscapes and that time I was interested in young people working in Riccarios work in ski resorts in Lapland.

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So they were working there one month or half a year. Or some even longer times. But during the summer there is nothing to do for young people.

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These young people I interviewed they were working in tourists somewhere in this stunt learning, for example, one university student.

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Yeah.

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I quote this research hermeneltic phenomenological It I cannot tell so much about this. Philosophical background but you know or maybe the names Hoseel, Heide, Kirk, Karamir, Marcel, Sattre, M early ponti, D.

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There are much literature of also how to do this kind of research. I met the young people randomly.

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It was 2021. Then some scale results were already open. But the tourists came from Finland, they are not abroad.

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And during this time we used masks and these dances. And so on. So I think that it was very important to have these discussions with young people before the semi-autical discussion interviews because I told them that I am interested really in their interpretations, how they interpret the corona piracy its experiences and not some theory of it

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or what someone else has told. About it. So I ask also that can I record this discussions and we decided what's the best time for them to do the interview and so on.

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I couldn't use the form snowball method to ask a person who will be the next one or something.

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I had to go to skiing clubs and meet the young persons there and to ask them and you can think I am 50 years older than those.

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So it was also needed from myself. Resilience. And courage to call to ask. Are you happy to be in this kind of research?

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The process of this interpretation of findings in the harmonic circle is always coming back to the first phase, the reeling memory in interpretation and understanding what young people themselves told.

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So to their horizons, it was the most important thing. But of course there was also my researchers horizon.

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I wrote my own notes and diary about this time. And of course I read other people's researchers about the team and I tried other people's researchers about the team and I tried to get some kind of horizon about the team and I tried to get some kind of horizontal vision in my research about this.

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And of course I was also critical to my study and in the end I tried to put some questions here also to this.

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Here are some quotations of young people. And they told about their experiences they told that they had lost their work.

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And like this 21 year old female girl told so so they had different kind of experiences. But why they were in Lapland they were because they all loved Nate Sita and they all loved to ski and do everything with snow and so on and mostly they had some decree already in tourism.

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So they thought that the carrier should be in tourism. So they all were country ski lovers or mountain ski lovers, let's say.

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They had time to think about the future there. And one young man for example told that he wants in 5 years to do as much downhill skiing as he can.

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He said as he is young poet. So it was his views to see himself there. And he said that he could even not think about anything more interesting, happy or carrier for himself than to work there.

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And the other one student who was in the start studies in Lapland. He thought about that he has really had now time to think about his future in normal life normal university studies he had not had.

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So he thought, she thought that this first time to build. Her own values and identity and worldview.

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Of course, these young people felt that they were lonely that families were in southern Finland, somewhere else.

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But it was exciting that they didn't suffer so much. One young man said that He has always been in Troft and now this is really the time for him.

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He, for example, said that quarantine for himself was not a bad thing. He was playing games and watching movies and going to ski.

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So it was. He is a time for him. And this student told that that now she really knows who are the important people in their life.

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He has had time to think about him. Things like that and also what he values in their life. And she was studying in Signa and she said that Maybe it's not, barriers that he wants to do something else and if she has started studies into university she had gone through 5 years but now she has.

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Had time to think about that. So they had their own tools how they managed during the COVID time there and one very important thing was social media.

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They were asking what other friends were doing there in social media and they were updating their own things. And for example one young man had started to produce music videos in social media.

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And thought that it's his career in future.

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So they had their hobbies, their outside needs and they Hey manage in this time really when I have this kind of rich material I used and we were 12 data organization and categorizing program for to get themes and here are some examples about many themes they discussed.

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About their life. Got Corona experiences gave themes like loneliness, future Lapland they were concerned about Lapland they were concerned about what will happen.

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They were concerned about what will happen if the climate change is changing the climate in Lapland and there is no snow anymore and so on.

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They were concerned about that. So I got very rich. Material of them. As for conclusions These are my horizons of the research.

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So young people, they had. Both positive and negative experiences of COVID time. But in the end I think that they had very small impact.

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Of this pandemic on their own personal life. Because they were doing what they wanted and they were happy then.

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These conditions. So very meaningful for them where the hope is there and nature. They were of course concerned about all the people and climate sense.

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Nates and tourism and all the opportunities after the COVID and obstacles. It was, the future was uncertain, but it was for everyone.

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And the Future Horizon was very narrow. It looked at next season. When the COVID is over.

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So this put this research to ask some questions and to be critical and I'm thinking we in youth research we use a lot of youth spoken language but are we really thinking about it how we use it and in this case of my study I think that It's very difficult to think how the translation from Phoenix to English means for example.

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So we have not discussed much about that, that there are Yeah, spoken languages always closely tied on a young person's sense of self and identity and connected to youth culture for example that reflects personality and values.

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And. Of course young people they speak using slang and informal language and how we understand that as a researcher.

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It's not easy and I think that we should. Think about it also more. And also these gender differences of boys and girls.

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They use different vocabulary, cameraan pronunciation. And it's maybe not easy also for researcher to understand this or it needed more thinking about.

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Wears and phrases can vary greatly between cultures and this can lead to misunderstandings of youth spoken language and how we interpret it and analyse it in our research.

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So there are. S, preference is to do this kind of research and actually I have already published in open access.

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Article some results of this study. And here is the link to it. So thank you very much.

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Thank you very much. Thank you for very much your presentation. So now I would like to ask if there are any question on among the audience or those who, attending online.

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If do you have questions? Okay. Please. Okay, please.

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Hi. No, no, no. Okay, come in. Yeah.

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Yeah. Hi there. Mine is a question really reflecting, Helena on your reference at the end to the language and the nuance that gets lost.

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When we translate between languages. And I'm aware when we talk about a global youth research community or children and youth research community that very often by insisting that things come to us in English.

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We lose a lot of newance and as somebody for whom, if you like, an entire strong sector was built in Finland around youth research and probably you've had a lifetime of reflecting on this dilemma.

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What do you see as, are there ways? That we can be more open to hearing the nuance that comes to us from other language perspectives.

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And that might be a question you need some notice on, but you may have thought this through. So I have to say that I have not thought before this.

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So I think that in this youth research society we haven't even thought about this dilemma that we should think about it more.

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Maybe we all take it as a question on notice. Yeah, so I think so. You very much.

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Oh.

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Yes, thank you. And maybe before I ask my question, I can comment also on I think here your comment comment on the comment I think it's very important is that we reflect on this translation and I actually have thought about this but more in the sense that if using other categories to the Polish data because they were difficult to

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translate. Somehow into Polish language. So this this direction more maybe than the other direction around, so translating what young people say somehow.

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But I think it's very important. And it's I think it changes maybe even I don't know what's the hermeneutic perspective but probably if we just translated it maybe we lose even the perspective or the new ones that is important in this narratives.

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But my question was a little different in these narratives. But my question was a little different. But my question was a little different and I was thank you for this kind of bringing this experience of young people.

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And I was, thank you for this kind of bringing this experience of bringing this experience of young people. But my thought was that actually because the Urban you have lost like this experience of young people but my thought was that actually because the Urban youths of young people. But my thought was that actually because the Urban youth lost the urban experience, actually their experience also got closer.

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And my thought was that actually because the Urban youth lost like the urban experience, actually their experience also got closer.

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They also got closer. The Urban youth lost like the urban experience, actually their experience also got closer. They also got closer to nature.

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It was even for international students who are very urbanised and they are usually very exploiting the city but they were saying that because of pandemic they were relatively a lot like in the forests for the walks because that was the only place they could actually meet their friends.

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So somehow I think that maybe this experience of these people who are in the nature got maybe closer in the pandemic to the urban What do you think?

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It might be and it's interesting this part of my study is in great research about Finnish young people during Tokovith time, researchers from different universities had conducted and we had online meetings and we discussed about these things.

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Mostly the people they also interviewed came from urban. Areas and I think that my gaze was the only one really in nature like these young people who were in Lapland.

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But, it's a philosophical question, I think, and maybe Herman, it, her magnetic phenomenological perspective could give some kind of answer for that as well.

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I had a question. Possible

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Okay. Yes. Alright, thank you. Thank you, Elena.

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All right, Okay, okay, please, please ask. Huh. Oh.

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Very interesting. Can you hear me? Okay, my question was on the methodology. So did Envo bring you.

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Topics, answers. Confirmation of some of you seems how do you marry the envigo and determinative process which is different.

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Do you understand the question?

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That's true. They have not used this goddess, this camel as well. The other old classics they have had not had this kind of methodological programs.

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They had not had these kind of methodological programs. But I for me, it was something which really helped me to understand from this very broad material I had.

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The categorized it gave to me. And I think that, it's not opposite for her monotic phenomenological study.

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Thanks. That last one.

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It's just a comment related to the last one on Natural. That in this case the Environment not only the urban and natural in the army but there is no and the winter sport environment.

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Do you think that young people who leave the lockdown and after the lockdown in this environment experience differently the lockdown.

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And second second comment, it would be interesting to compare with other mountain environments that have live the same.

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For instance in the Pyrenees, between Spain and France, also where a lot of young people are working in this in the snow the winter sports are one of the more young youthful professions with a lot of young people and they have lost their job during the one side.

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They lost their job during one or 2 years but at the same time they live in the natural and they they express freely much more freely than urban young people.

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And some young people I know that some of them went to the mountains to stay during the lockdown and after.

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But the specific question is if in your interviews the fact of passing the lockdown. In this environment.

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The environment is a key issue or is just a key issue or it's just a core central issue in this living.

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Thank you, goddess. I have thought about this and I think really that this is hobbies which are most important to young people.

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Nowadays I think that when they are forming their identity for example. Hopes can be more important than, for example, the employment identity.

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So in my mind, if they could do their hobbies during the COVID, they were happy. But of course in urban areas, everything during the locked time was closed.

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And they could do. But in rapland they went to mountains and they were by themselves but they in so it because it was their hobby and they loved it.

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But the other you told about Pyrenees and young people there, it's very interesting to see.

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Results of that. And compare and I think that they have a similar kind of experiences. Most does not, but they, Okay.

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Okay, I think we can have a discussion right. Okay, I would like to have a discussion right.

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Okay, I would like to invite the second president, the second presenter.

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Shoot. Yeah, how are you?

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Okay. Please. Thank you. Good morning.

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Thank you so much. Good afternoon. My name is Anna Alderman of Codes. I come from the eldest pedagogical university in Poland based in Warsaw.

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My presentation is about part of the research we did during the pandemic with the young people. And my co-oper, Oshawa Markovskamanista comes from the University of Warsaw and is a specialist in childhood studies.

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We are preparing a book based on our studies. Prospective title is Youth in Sensitive Contacts on Pandemic and War.

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Research from Central and Eastern Europe. And the part about the war experiences was presented on Tuesday and today I'll be talking about the COVID part.

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So in 2,020 we announced a competition for youths in Poland through the schools networks. Well we asked them to write an essay about what it is like to be a young person 14 to 18 in a village or in a city during COVID lockdowns, Poland was one of the countries where the online education for older children

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lasted the longest almost a year and also during the major waves of kovat during the lockdowns to children and young people were not allowed to go out.

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Unattended by an adult. So they were kind of stuck and they had no influence on this decision.

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So we asked young people to describe their experience of that situation where we felt that they might be a little bit is powered and I isolated in their homes.

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We gathered about 120 works but at the end as we needed to do all the ethical procedures.

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Only 78 parents and their children agreed for us to use the data for the purpose of the study. The nice thing was that it was actually a competition so there were some awards and the the winners were invited to take part at the conference where the awards were granted which I think was quite rewarding for them.

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To analyze the data that we collected we used max QDA 2,020. And this was like a participatory.

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A research but this part of the research was a little bit less participatory than the one about the war that was present on Tuesday because It actually, this research triggered the interest of a youth unions at universities and the Polish youths association and they actually contacted Oshawa and asked if they could lead some research like the one we

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did so it was more participatory because they were actually doing it themselves. But this part is not so deeply participatory.

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From the data when we were analyzing the data this Theoretical framework emerged. As you can see here, I will not stop on this for too long, interesting parts of this theoretical framework for me is a notion of emotional migration and how they dealt with the emotions.

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Oh, we found that, the research about Naguera and Canala is relevant to this.

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Situations that the young people described in their narratives. During this COVID time, I will use the web or by, We felt that the children, the children, the young people, suddenly got their place in the middle of this orb again like if they were regressing from the wider social networks.

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But on the other hand, the world of internet of course offered them to stay in tune with wider circles.

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Here are just like a word cloud from the max QDA from the from the narratives of the 78.

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Young people. These are the predominant say areas that they discussed in their essays.

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And here is for instance the perceived sources of support and strength that they felt helped them cope with the lockdowns and the difficult situation of. There's some codes frequencies, but basically.

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We think that the oldest young people had great Imagine about their surrounding the whole situation and how creatively survive survive these difficult times.

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Not yet. And I wanted to read to you a several quotes from our research participants to give them voice.

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Today as well. And so that they are heard and to give you some ideas about what these narratives look like.

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Of course they are translated from Polish so there may be some meaning lost in the translation but I just chose a few quotes to read to you.

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So one of the participants, a boy. The young boy writes, thanks to the internet generations that has the ability to do research from opinions and gain a somewhat deep understanding of the global situation.

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That combined with this natural tendency to repel, lets teenagers like myself take part in protests and demonstrations.

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It is common for them to take part in political and social organisations, start petitions against injustice and join debate clubs.

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Young men and women very often campaign for causes such as feminism, equality and tolerance. They fight against climate change, global warming and environmental pollution as they are aware that we need to take action to save our planet.

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They organized marches and rallies through which they want to raise the awareness and bring attention to these matters.

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This is all through internet so it's kind of signifying the empowerment that the global network gives.

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Besides that they use internet to start petitions and encourage people to sign them and post on social media to get new support for their causes.

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Their actions proved to be successful and meaningful. Another another tiny quote is From another participant who says I love a school online.

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I get enough sleep. Working comfortable conditions, never forget anything and I always have something to help in case of difficulties.

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For example, when one of the cats jumps on the keyboard and runs. That teacher's voice with purse.

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Etc. So the narratives varied and the depth of narratives varied very muchly.

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I just want to read very muchly. I just want to read a few more. Thanks to people on the internet I have learned to cut myself off from people who are against me and I am really happy now.

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There are no restrictions on the internet like in the real world. Nobody judges me in terms of fitness or illness.

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That's a girl, fourteen-year-old girl. Another boy writes, I am proud to be a teenager and a part of generations Z even though some might call us rude or arrogant, I think that modern adolescence are intelligent, witty, brave and helpful.

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Thanks to the internet we can exchange our brilliant ideas quickly and solve problems we come across. We are aware of lots of matters and we have our own opinions about them.

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And since we are already starting to shape the world we are leaving. I am expecting positive changes to happen in the future because of us.

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Let's make Earth a better place together. So that was showing a feeling of empowerment of kind.

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And another one, I observed a gloomy mood. Amongst my peers. Every day there is a lot said in the media about unpleasant situations, difficult events.

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Deaths. We are all scared for our relatives when they have to go to work. Whilst we are scared of the COVID.

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All this had a negative influence on our thoughts and fears. I don't know. I think I think that's probably enough basically.

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Some of the some of the narratives were showing the positive attitude towards the situation and how the teenagers cope and embraced it and felt a level of empowerment for being on the network, on the internet, on social media with their friends.

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Discord was mentioned a lot as a tool of communication and they were happy they could play games but on the other hand they were showing a lot of distress, worry about the future and definitely were not appreciative of the fact they cannot go out to an outdoor gym if they were in a city or to go on their own to meet their

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friends. And depending obviously on personality and the length of their narratives. Some of them were more Happy with the online and some of them were less happy obviously.

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The tendency that we've observed is that the countryside, children, well, youths in the countryside have shown greater appreciation of not having to travel to school or that they could they had more freedom in going to the woods or etc.

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But they also mentioned that they felt it was very difficult for them not to go to church for instance. So this kind of challenges.

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I think I will finish at this. I am glad that I could give voice to the youths that offered us their essays.

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And I thank you for your attention. Thank you.

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Weeks. It's clearly any other 2. Sorry? Do you have any?

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Additional Okay, okay. Okay, additional explanation. Okay, so, oh my god, that is amazing.

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Okay, so we are in the process of preparing this book. Okay, so we are in the process of preparing this book for Bloomsbury.

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The second part of the book will be dedicated to experiences of Polish and Ukrainian youth. Do you the first months of the war in Russia, well in Ukraine.

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And And the difference between the 2 is that the first one was provoked by us and the second one was provoked by divs based on the first one and it was a little bit different because they were making pictures as well and there was the wider age group considered from about like 10 to about 20 plus 25 maybe and the situation in both

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cases was was quite a sensitive situation hence the book title. We're looking at sensitive contexts here because of the mental health issues of in the first case and in second case but also in the second case a greater fierce I would say especially from the migrating migrating youths from Ukraine who joined Polish youths in Polish

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schools and universities. And what else can I say really?

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We in In this part that I'm supposed to show today the kovat 19 part we we feel that Some of the youths can really well organize themselves and yes the whole idea of empowerment themselves and yes the whole idea of empowerment is themselves and yes the whole idea of empowerment is strong they felt they had better

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technical skills they felt they had better technical skills. They felt they had better technical skills that their teachers sometimes, they felt they had better technical skills that their teachers sometimes and that was empowering for them, they felt they had better technical skills that their teachers sometimes and that was empowering for them if they could help their teachers during the teams

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or Zoom sessions. They they appreciated the fact that they could take part in their classes and pajamas straight from bed.

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But on the other hand, they felt lack of exercise. And lack of contact was really bad for their mental health in general and for their health in general and we found differences in wealth of participants quite profound differences like some would just go to their summer house and ride horses, for instance, with others and they were writing about it obviously enthusiastically

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while others were saying that it's super difficult for them to fight for the equipment because parents job takes priority so they need to have access to laptops and telephones as first and then the secondary is the education.

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So you could say that there was some struggle about access to equal education for all the kids and they were describing that they have to for instance transmit from their balcony or a toilet because the house is small and they all disturb each other when they all on teams in different classes and the parents in their work.

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So this kind of technical issues revealed quite big economic divisions between the participants of our survey. Some kids focused more on their individual individual.

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Problems. There was this very, very brave girl who was writing about her experience of being, she described herself as a gay diva in a village full of haters that that do not appreciate the way she is and her whole essay was dedicated to her experience of being different in her small community and she was however very empowered through the experience of

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being able to share her feelings about it and to write The the life story as well as answering the question that we asked which was what is it like to be a teenager in the village or in the city during the Covid-nineteen pandemic and lockdowns.

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So some of the participants gone off a bit from the from the past that we were like trying to focus on but it gave us more material to have a deeper understanding of maybe how young people think and feel and what is important to them.

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Maybe it was not a surprise, but it was interesting to see that some teenagers mentioned God and mentioned being in a church community.

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Falant is a heavy Catholic country but a number of attendance in churches is dropping a lot.

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It was interesting to see that young people were actually including this kind of information, including this kind of information in in their narrative if they felt this kind of information in in their narrative if they felt that they want to refer to religion or in their narrative if they felt that they want to refer to religion or to faith.

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Some sort of consolation from having pets if they had pets they they it seemed like their well-being was a little bit better than if they did not have pets.

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It is objective, it's only 78 and are atifs. In our group of participants that was the case.

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Mmm. This is really all that I can say for now because I don't want to spoil the book reading.

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Do you have any question? Okay.

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It is a question about the sources. I am curious if the written autobiographies.

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I am curious if the written autobiographies that you collected were related to the Polish tradition of collecting written biographies.

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I have read about the classical Saniyaki and Chalinsky in the twenties in the thirties they were at relation to collecting a lot of rhythm by your face.

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It is still done in Poland or is just

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People people online. Of course. Sorry. Yes, sorry people online. I will answer the question.

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Thank you very much for this question. It is a good one because it the autobiographical research goes on in Poland.

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We have lots of our own sociologists who are you know the masterminds and the founders of it but because the book will be published in a sort of international market, let's say.

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We were focusing on the Western writers. Among mostly and maybe now that you mentioned this we will add something from home but we are always worried and this is probably an interesting comment that you know if we use Polish sources It is kind of devalued when it comes to the reviews.

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And if we use international names it is actually looked at more kindly. So yeah, but maybe my I thank you for the sound because we still have time to add some references to Polish scholars and that is a good idea to do so and thank you so much.

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Oh

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Okay. Yes, thank you for the presentation and actually we had this discussion in the network Youth Network about you know the hierarchies of Noah and the language and so on so yes we think it's very important to bring also local knowledge.

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I think that was the conclusion, yes, and we should. Try to also, I don't know, kind of confront also this maybe mainstream youth theories with also our local sources or local theories because in Poland for example we have a lot of writers who do not refer to any of the British Tories but they do very valuable

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work and it just doesn't come into the discussion because as you say it doesn't use the same framework somehow.

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So I think it's very valid. And maybe Zanzibar became famous because he was not, he did his job, he proposed a new framework.

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But I have a question about data because it was diarrhea. But I have a question about data because it was diaries.

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I have a question about data because it was diaries and I wonder if we could say that we get only a part of the story of these young people.

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I wonder if we could say that we get only a part of the story of these young people because this is the part that can be sent but that we get only a part of the story of these young people because this is the part that can be sent to the competition.

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This is the When I think about it, I think we get like half of the story really about what young people went through that pandemic that we want to get the stories.

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Of violence, of difficult relations with parents that were present in the pandemic because we know from the published foundation that the number of phones for interventions really arose in that period.

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The mental health of young people. So it's really just how did you deal with this issue of the fact that you only get the, let's say, nice stories and acceptable stories.

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How did you deal with your book in presenting the story about the youth. Thank you.

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Right.

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Yes, it is a challenge but because we had actually more than than the ones that we chose. Some of them were the ones that we had to eliminate because of the privacy we had to eliminate because of the privacy.

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You know, the parents for instance didn't want us to use the privacy. The parents for instance didn't want us to use the material so we didn't get permissions.

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From the parents, all those kids working for us to use the material. So that's exactly like a filtering of the information and the There were some.

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Let's say in between the lines, comments where you could, work out that there is some problem that they're trying to cleverly reveal.

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Partially. And there were some brave people like the girl I mentioned who are confronting their problems openly and just pouring out pouring out the way they felt and first we were lucky to get the permission slips from both the parents and the girls.

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I am not sure how to address it, to be honest, but even if it's just part of the story and like you said the kids who were either keen to win the laptop or tablet or kids who are just like taking part in competition because it's nice for their development.

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Some of the kids, you know, they had more time maybe in COVID or something and they, you know, came across this and thought, OK, I'll give it a try or maybe I can share my story maybe someone will be interested in my story so I think there was a diversity of reasons why they took part in this and that is

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how we could say that this issue that you mentioned is mediated. Because it's not just one reason why they took part in this competition, but multiple ones.

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I think that kind of helps a little bit. Of course it's always. Some just, you know, just some point of view not to all but I think we have a nice, range of stories there.

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And so that's me. Thank you.

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Okay, do you have any question on the online attendance online? Partisans. Do you have any questions?

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Nothing?

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Are you okay? Okay, thank you very much.

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Okay. Thank you. And next presenter and the third presenter and fourth presenter is online. So I would like to invite Josiana?

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Yeah. Okay.

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Okay. Yeah. Okay. We're here now.

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Hello, I'm, I will share my screen.

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No, let me do it. Thank you.

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Yeah, please share. You are scoping. Yeah, you share the screen, please.

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Yes.

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Can you see it?

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Okay, okay. Okay, let's let's get started

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Okay. Alright. Thank you very much. So.

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All right, so. Thank you very much for giving me this opportunity to join this panel and I found the.

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Previous presentation very interesting and some similarities with some of the findings. Anyway, so I'm a professor at the University of International University of Monaco.

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Which means I'm based in And, do the during the COVID or the state the principality of Monaco was not completely confined.

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I could have classes with mask. With small group of students. Many of our students where stayed at home in different countries so we had online connections and real face-to-face classes so the context was a little different.

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Where I am. And. One of my classes with the owners students and that year there were 4 of them.

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And. I decided to ask them about the impact of COVID. About meeting friends.

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Dating. And how to meet new friends. With the mask situation. So for that we are developed together and in exploratory qualitative research we built together a interview guide so there would be a coherence.

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Questions and themes and the The idea was to understand How do you? Rich people during COVID with the mask.

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And what How the element that may attract you to talk to a person you don't know. So we looked at beauty.

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So I put the name of my students right here to thank him for the work. And, of course it's a small study.

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They could be more, development on it, but there's some interesting finding. So, each student interview, friends that they had and we we stayed in the 18 years to 24 years old.

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Some, interviewed, their friends from the university or their close friends at home.

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There were also some meetings on online media with, Canada. And. Most of the meetings were done online the period this March April 21 so we were in the COVID.

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And, we also developed a prompt picture to try to, understand, the effect of mask on the attraction.

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Of another person how do you decide this person I Be interesting for you to talk to or be attractive to and then we did a semantic analysis.

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And, through the collection of the, and all the, interviews were taped and, re-transcribed by the students as part of the, class.

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So, we did interpretive data analysis. And, you know the you know the procedures so Everybody agreed that wearing a mask was a disruption and there were frustration and sadness.

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Because they could not be. Naturally, talking or touching or kissing. The other person the Bzoo you know is the French little bee's on the chick to say hello and the other, disruption notice was the difficulty to recognize people that you barely knew.

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So if you had met someone. At school or at the party and you wanted to say hello to them or continue and you met them in the street, you could not recognize them just because of the mask.

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So the whole experience, those are with that in the whole experience of the social life that contributes to their attraction of others.

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Is not only the face. And so they, through the research they found out that looking at the whole person was, useful.

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To decide the attractiveness of the person. And some people change their habits. In the face of meeting people, but others did not.

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So they still organized some parties and, participated in some meetings. Which were not acceptable legally, but is still admitted doing it.

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And others saw said it was easier to build relationships because people have experienced is what it is like to feel lonely during during the lockdown.

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So there was more empathy to meet the other person. Okay, the other description. There is a sense of boredom, which also was reported by the previous speakers.

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The bars in. When I go open, but, limited in time and, distance, physical distance was required.

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So they didn't really want to go because of safety aspect and many would be concerned about not catching the virus to protect the family.

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So they didn't go in crowded places and then they started taking more walks. Now we are in an urban environment.

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And most of them. Lived in small cities around Monaco. So walking was a new Would you go skiing, but, we were able to, they were able to walk.

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And so we go for walks, which also helps for the communication in a way or another because they can the talk face to face.

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They've changed the way they go out. They go out in small groups. Again, because of regulation, safety.

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And maybe opportunity to meet. Some, did not invite their friends at home anymore. Would be a safety barrier to protect the family and keep a safe zone.

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And they were a little sad because usually the university years are the years where you meet people sometime.

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Make friendship for life and so that was a sad and difficult for them to see that their university year is actually 2 years out of the 3.

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Those are bachelor's students. We're just, confined. And the difficulty to talk to others.

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So an interesting finding was, about women from, guys, they said they found Girls are women more sexually active.

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And so for some guys, they said, if it's if your guy, it's a good thing, you know, if you tried to date.

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And girls were making the first step. Going towards the guy in in a approaching the guy for dating And, Now guys, they received a message.

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They receive also less message. This is Italian because some of the interview were done in Italian, their mother tongue.

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Meaning they were not, contacted via social media, but more directly. When some guys felt happy that women were more active for others they felt a little withdrawn because, they didn't feel comfortable going towards women.

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And again, they say the just the face is not the only element to find somebody attractive.

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So we try to. For those who were going out and meeting people, there was a sense of guilt.

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Because, either you were getting to close, if you give them a Bizoo or if you were going to parties, beach parties.

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Which we're organized. Illegally here, they were, they had a sense of guilt.

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Meaning, they were aware of what that they were doing were out loud, but also the risk of carrying the disease back home.

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So when they are young people, very few, but some admitted not taking all the measures that were required by the government here.

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And that's young youth people, you know, always checking the border. How am I doing on time?

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Now, I we asked we tried to see if social media was an option for them to meet new people.

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And again, those 18 to 24 year olds. Generation which is different than the 14 to 15 who are more on social media.

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According to my students. So the 1824 were not switching to a dating app for meeting people.

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And, Covid was not an excuse. I would never look for a boyfriend on Tinder.

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And but they used it for maintaining existing relationships. Kobe does affected my social life. But, thanks to Zoom and Webex, we're meeting with friends and colleagues and family.

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And I like the previous presenter, mentioned the closeness to friend and family was more developed and they became sensitive to the value of friends and family.

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And. They say when they, you know, how do you? What is the most attractive when you meet somebody with a mask?

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They said the eyes are important, but then we'll see in the next part that. I don't know, need to be verified.

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We look more into the eyes of the girls. Okay, when you talk to people but you don't understand the expression because of the mask and I shape is very important.

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For some voice. And then they have to pay attention to the way one speaks and that seems to be more important than the physical look.

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Yet they acknowledge the difficulty of the physical look. And yet they, acknowledge the difficulty of the non-verbal communication, the physical look. Yet they, acknowledge the difficulty of the non-verbal communication, decoding.

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So, yet they, acknowledge the difficulty of the non-verbal communication, decoding.

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So, for or for those who may have, you know, something in the face or nose or something they don't like about their face.

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And the mask. To some mail, give him confidence. But, you know, for those who have, And if a feeling of being protected.

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I don't know how it was in a different countries, but, in Monaco very quickly they were some fashionable masks that were being developed with scintillating things and logos and colors.

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And then one of the company developed a very, safe mask and fashionable, but the safety was more important than the fashion and given that we are in Monaco that was an interesting finding for us.

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Then we, did a test with probe. We did a probing, attractiveness with pictures.

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So We, they chose, they are famous people, mask and then unmask. And for boys and girls.

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And, during the interviews, they proposed to their, respondent, 24 correspondent to rank.

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Based on the face with the mask, which person was the most attractive to them? And they did the same thing for the girls.

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And then the second step was to. Ask the same question with the same person without the mask.

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And so. Findings where When, with the mask. Mel tend to be looking to blonde woman as being attractive.

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And with no mask, blond women were still, hot and most attractive. Sorry for the Borunette.

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When female, we're looking to female, they were finding more female attractive, not when they were natural looking with brown hair.

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When female were looking at male, they all 2 were attracted to blonde. And, with no mask, they were attractive to the stylish loop, meaning what they were wearing, the way their body was.

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You have. And for me looking at mail, there was not much difference. But here, nobody mentioned the eyes.

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Nobody said I look at the eyes, the shape of the eyes. So again, more research.

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What did you track them in the picture? Imagination. So this is an interesting finding as well with the mask.

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You know when you look at these guys with face masks you can imagine whatever you want under the mask.

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If you want to imagine a beautiful guy, you do so. So I picked in order. What it's buy me the most And then when the mask was let down and they recognized the person.

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For a particular lady. There were some really, bias so a priori notification, recognizing the person was not.

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A good thing for some of the ladies. But Another so this lady was the most controversial. Very attractive with a mask and more controversial without the mask.

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The female founder. Less attractive with Eldon mask and the male founder more attractive with the mask.

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And actually another interesting, thing is that the ranking Mail and female mask and unmask was reversed.

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When they were unmask. Again, it's known linear scale. Category is nonlinear, but there was a clear reversal.

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Of who was number one in the male and the female then became second or third in their list of favorite person after they removed the mask.

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So, the summary. Everybody acknowledge communication issues. Due to limited number of communication.

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Which was seen as a constraint to go towards a new person. Causing the inability to bank a new form decision.

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But social media is not a replacement for dating and not an option. Positive effects of mask wearing were reported, especially for shy people or those who want to hide some least attractive features.

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There seem to be a gender effect, would increase female confidence in taking the first step. Towards mail while the opposite happened for young men they were more retracted in hiding a little bit more.

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Mask wearing affected the perception of attractiveness of the other. In the majority of time when the mask was removed, interest of the other individual was affected negatively.

319
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So. There is some limit to this research.

320
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Of course, it's exploratory. It's particularly situated. And it would be interesting to hear and see what other researchers have found or comments on that.

321
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And maybe compare with some of your own finding. So next And, thank you very much. For your attention.

322
01:12:11.000 --> 01:12:18.000
I'm sorry I had to wear the mask.

323
01:12:18.000 --> 01:12:19.000
Hello.

324
01:12:19.000 --> 01:12:26.000
Okay, do you have any questions and any comments?

325
01:12:26.000 --> 01:12:30.000
Okay.

326
01:12:30.000 --> 01:12:38.000
I don't know. Thank you very much for your wonderful presentation. I have one question. Can you hear?

327
01:12:38.000 --> 01:12:39.000
Yes. Yes.

328
01:12:39.000 --> 01:12:53.000
Can you hear? In Japan some young people created a You word referring to mask. It is carpenter which means face panting.

329
01:12:53.000 --> 01:12:54.000
Oh.

330
01:12:54.000 --> 01:13:06.000
Some young people are reluctant to wear off the mess. Because I would not like to show my under face.

331
01:13:06.000 --> 01:13:21.000
To other people. Do you have any similar words or attitudes in your country or do you know any other any similar examples as as it as this Thank you.

332
01:13:21.000 --> 01:13:26.000
Thank you. Very interesting question and comment. No, I am not aware of a new words.

333
01:13:26.000 --> 01:13:40.000
It was more in the negative sense that the mask was. Hi, Dink. But no, I'm not aware of that.

334
01:13:40.000 --> 01:13:49.000
The only, like I said, the only, difference is that, the mask here became a fashion element.

335
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So that people were matching the colors to their clothes. And finding interesting mask. To make him special and include them in their wardrobe.

336
01:14:00.000 --> 01:14:15.000
But, this I make a note of your, Oh, your comment and, be interesting to see if, people in the audience have a experience on that.

337
01:14:15.000 --> 01:14:23.000
Hmm. Okay. Yeah, thank you very much. We have any other.

338
01:14:23.000 --> 01:14:45.000
Okay. Great. Thank you. This was very interesting and It's very interesting also the comment about the mask and Only from my perspective I can only say that I like the mask, but it was really cold, so that was very useful.

339
01:14:45.000 --> 01:14:52.000
But this is really interesting that it is kind of intimate thing to show the face now maybe that then was like a second kind of consequence.

340
01:14:52.000 --> 01:15:06.000
It's very interesting. I think in our cultural context it was like rejection of math was just awaited so we just like throw them today with you know the day when they were just not legally bound the banding us that we have to wear them as I remember.

341
01:15:06.000 --> 01:15:20.000
But my question was about the eyes because I wonder if this is like you can compare from because maybe when the young people were saying about their eyes it was more like about the contact with the eyes, not like that.

342
01:15:20.000 --> 01:15:25.000
So it was more about the eye contact, so more about the attention that they like, not their actual eyes.

343
01:15:25.000 --> 01:15:33.000
So this is why it was a different. Result because on the photos it didn't because they didn't have an eye contact with the photo so it's maybe more about the icon.

344
01:15:33.000 --> 01:15:34.000
Right.

345
01:15:34.000 --> 01:15:42.000
Because someone told me also about the results that young children are much better now in reading the emotions from their eyes.

346
01:15:42.000 --> 01:15:43.000
Okay.

347
01:15:43.000 --> 01:16:02.000
I someone on this conference don't need this. I don't know. I don't have the reference for this research, but that there were some consequences of the wearing masks that children learned to better read the eyes as kind of expression because they didn't have the face to learn about people's emotions or things like

348
01:16:02.000 --> 01:16:03.000
Right.

349
01:16:03.000 --> 01:16:20.000
this. And it was a really fun interesting also about this gender dimension and about how flirting and this body barrier is works in in COVID.

350
01:16:20.000 --> 01:16:37.000
So is it only like this and I wonder if also the distance, I don't know if it was in your study but because we concentrated on mask but I think there was also something about this tense maybe you concentrated on mask but I think there was also something about this tense maybe maybe if you don't find other studies about mask you can

351
01:16:37.000 --> 01:16:56.000
think about distance because I remember some young people saying that they don't like now people coming too close to them so it could be it could be like in the tram or in the buses like that it was uncomfortable for them so maybe and I wonder if you have any results also about maybe there's also a question of distance somehow.

352
01:16:56.000 --> 01:17:01.000
Awesome. Is that is that Elena asking the question? Thank you for the Thank you for that.

353
01:17:01.000 --> 01:17:05.000
No, I'm

354
01:17:05.000 --> 01:17:21.000
However, thank you, Eva. Right. So, from the distance, from the colonialist perspective, you know, the, distance, differs from one culture to the next and in France we We are rather close naturally.

355
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Compared to US. And so the, distancing from the other. We had in being Italian or French, we had to force ourselves to maintain the distance.

356
01:17:39.000 --> 01:17:53.000
It wasn't natural. Before us and for the. Reading the eyes. I know for example from reading that in Japan a lot of the communication go through the eyes.

357
01:17:53.000 --> 01:18:01.000
Because a lot of known verbal communication is really natural to the Japanese culture from I don't understand.

358
01:18:01.000 --> 01:18:08.000
And so, it might not be as important, but I think the students might not have been able to clearly express what they meant.

359
01:18:08.000 --> 01:18:18.000
One mentioned the shape of the eyes. And at the same time, the the message that I got from the.

360
01:18:18.000 --> 01:18:26.000
Testimony is that They did not want to limit the attractiveness of a person to the eyes only.

361
01:18:26.000 --> 01:18:32.000
We currently just say there's more than the I, there's the body, the voice, how they talk.

362
01:18:32.000 --> 01:18:40.000
And how they move. So, it's one element. And maybe a discount for, also.

363
01:18:40.000 --> 01:18:48.000
I don't know. There's probably different most of the students interviewed where French Italian.

364
01:18:48.000 --> 01:18:57.000
Russian Canadian online so there might be a cultural element.

365
01:18:57.000 --> 01:18:58.000
Thanks.

366
01:18:58.000 --> 01:19:26.000
Okay, thank you. In Japan, some people wear the mask before under the COVID-19 because because they have a

367
01:19:26.000 --> 01:19:27.000
This is.

368
01:19:27.000 --> 01:19:31.000
Fever we have a caffeine show, a fair fever. So it is popular to wear the mask.

369
01:19:31.000 --> 01:19:34.000
Yes.

370
01:19:34.000 --> 01:19:41.000
Yes. Thank you.

371
01:19:41.000 --> 01:19:42.000
Yes.

372
01:19:42.000 --> 01:19:53.000
Okay, thank you very much. And share, please stop the share screen. Okay. And I would like to invite the final presenter.

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01:19:53.000 --> 01:20:05.000
Miss. Okay. Please, please. Talk about to talk about anything

374
01:20:05.000 --> 01:20:10.000
Thank you. I hope you can see my slides.

375
01:20:10.000 --> 01:20:20.000
Okay, please.

376
01:20:20.000 --> 01:20:24.000
Okay, thank you.

377
01:20:24.000 --> 01:20:25.000
Okay.

378
01:20:25.000 --> 01:20:30.000
Let's get started. Yeah, okay. The Hora is yours.

379
01:20:30.000 --> 01:20:41.000
Okay, thank you very much. And good morning to everyone. From Kenya. And this is with the I'm presenting research.

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01:20:41.000 --> 01:20:47.000
There are 2 of us. But I'll see the present that the other one is a purity picker.

381
01:20:47.000 --> 01:20:54.000
So, we are looking about just like the other presenters have done. They you in COVID.

382
01:20:54.000 --> 01:21:08.000
But specifically our presentation is going to focus on an education setting. So we are going to give you a little bit of background about the methods, the findings and the conclusion.

383
01:21:08.000 --> 01:21:16.000
So a bit of background. On 12 of March 2020 that is when the first case of coronavirus disease was confirmed in Kenya.

384
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And the government of Kenya. But now we are just going to focus on the ones that actually online.

385
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That they required schools to close. Secondary and the primary ones were close by the eighteenth of March. And then the cashier institutions were to close by the twentieth of March and that now meant that basically that was a first holiday for everyone.

386
01:21:43.000 --> 01:21:59.000
However, having stayed at home for quite a long time. The government soon required that you know the country had to try to adjust go back to Go back to normalcy to adapt to a new normal.

387
01:21:59.000 --> 01:22:12.000
And therefore Tasher institutions. Were required to begin offering on online classes. So these classes were targeting the ongoing students, those who had already been admitted and were already there.

388
01:22:12.000 --> 01:22:24.000
But even more challenging is that they required institutions to conduct online admission, orientation. And then matriculation of new students.

389
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So this is where our people is going to focus on. Because, you realize that these are now students who are not been exposed to campus like These are high schoolers who are just finished.

390
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They are High school education. And they are now going to be admitted to university. But this was going to happen 100% online.

391
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They had not met each other. They had not even gone to the institutions where they are going to be landing and now they are going to be to go through the whole process of admission and then start landing.

392
01:22:57.000 --> 01:23:10.000
Online So there are very many preparations that were made in that regard by the universities. I'm now talking about, probably what happened at my own university.

393
01:23:10.000 --> 01:23:21.000
So that was the places the mobilization of resources, financial and human. The we are we already had an online teaching platform on Moodle.

394
01:23:21.000 --> 01:23:32.000
But now this one was revamped, was really changed. What was being called interactive online teaching.

395
01:23:32.000 --> 01:23:41.000
As far quality, they lecture as we went through several trainings to prepare us for teaching online because it was something quite.

396
01:23:41.000 --> 01:23:48.000
Yes, it had been happening, but now not to the scale that it was expected to go. To go on.

397
01:23:48.000 --> 01:23:57.000
And we also expected to write interactive online modules. Those now will be the foundation. Of the interaction with the students.

398
01:23:57.000 --> 01:24:13.000
And the admission process was digitized. These ones would be organized online and then they would actually go through.

399
01:24:13.000 --> 01:24:21.000
The ceremonies that are included in admission, there would be video, some of them would be live and all that.

400
01:24:21.000 --> 01:24:27.000
So the focus of this paper, as I have already said, is the cohort of freshmen and women.

401
01:24:27.000 --> 01:24:42.000
We joined the campus remotely. We need to understand to appreciate that. I want to believe this is, wild wide, but in Kenya, joining campus is quite a big issue, you know, therefore for the answers.

402
01:24:42.000 --> 01:24:53.000
They are coming from an environment where our high schools operate on a very high kind of tides. Environment Teachers are very much in charge.

403
01:24:53.000 --> 01:24:59.000
Young people simply have to follow up with their tool. There's a teacher always, you know, following you up and down.

404
01:24:59.000 --> 01:25:06.000
The there's a teacher in front they are teaching there is a teacher surprising as you quote play there's a teacher supervising as you take news.

405
01:25:06.000 --> 01:25:16.000
But campus life is taken to be the exact opposite of that. There are so many freedoms that is what many of them at that you actually get to manage your own time.

406
01:25:16.000 --> 01:25:25.000
You actually get to socialize with so many people. So we collected data through focus group discussions to afford them.

407
01:25:25.000 --> 01:25:32.000
And, we talked to, they, this cohort of people now who are admitted remotely.

408
01:25:32.000 --> 01:25:44.000
We wanted to understand what were their experiences. And what it is that they felt about the new situation and landing in those kind of, in that kind of an environment.

409
01:25:44.000 --> 01:25:55.000
So their findings, if first of all we focus on the challenges. Do are challenges in terms of access challenges in terms of finances, isolation.

410
01:25:55.000 --> 01:26:03.000
Restrictions in movement. In there are also technological challenges. And also the landing. Environment.

411
01:26:03.000 --> 01:26:15.000
Kind of all of everything here on this slide actually tries to access. But purposes of making this presentation. We have decided to actually itemize them like that for convenience.

412
01:26:15.000 --> 01:26:24.000
So in terms of challenge. The biggest, huddle that the newly admitted student had to face.

413
01:26:24.000 --> 01:26:32.000
Was the gadget. You are being required to access online education. But now the question came with what?

414
01:26:32.000 --> 01:26:41.000
As you can see the quotation that we have there actually captures now what was coming from from the discussions.

415
01:26:41.000 --> 01:26:47.000
That my mother asked me. What are Pattya laptop that is so hilly? Will they give you a laptop?

416
01:26:47.000 --> 01:26:54.000
So you realize that students are being required that you are going to be admitted into a university. You have to attend classes.

417
01:26:54.000 --> 01:27:03.000
You have to do everything online. Not many of them actually had the gadgets with the laptops or smartphones or and so on.

418
01:27:03.000 --> 01:27:11.000
And this was happening at a time when family incomes had been disrupted. There are layoffs, businesses collapsed, some people are put on half salary.

419
01:27:11.000 --> 01:27:24.000
So it became very hard for some of them to actually get their gadgets. From access, campus with which now to get into class with which even to get admitted.

420
01:27:24.000 --> 01:27:36.000
So there was actually no plan. There was no budget as far as universities work. To the But then the other challenge was financial.

421
01:27:36.000 --> 01:27:47.000
Because even if you had the gadget. Internet is expensive in Kenya. I don't know how it is in other parts, but it is not.

422
01:27:47.000 --> 01:27:58.000
Something that is very cheap to access, in this part of the world. And that is why as you can see from the fast petition there, it is a father who was wondering.

423
01:27:58.000 --> 01:28:09.000
Hit it in a pull up asanga. And if you look at, translation, the web that is used there is it's how much money does this thing consume in a day.

424
01:28:09.000 --> 01:28:15.000
You know, this is like another mouth to feed. When already, families were going through so much.

425
01:28:15.000 --> 01:28:25.000
So that is why we know that there are very many students they may have had But having to attend lectures, let's say for 6 h in a day.

426
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It was not possible because like one of the one of them there is saying that I could only get bundles that is the internet bundles for 2 h only.

427
01:28:35.000 --> 01:28:48.000
And yet, probably are supposed to be in class for about 6 h. So that became a big challenge.

428
01:28:48.000 --> 01:28:57.000
That from the one they use that we talk to. None of them are really ended up accessing. They're so called discounted landing Internet.

429
01:28:57.000 --> 01:29:03.000
Then there was the feeling of Iolation. You know, a compass what really emerged is that a campus is a community.

430
01:29:03.000 --> 01:29:17.000
You meet with these new people who are coming to admitted to be admitted together with you. And you face the process together.

431
01:29:17.000 --> 01:29:26.000
Admission processes, university processes can be intimidated. We ours is a big university by the way, even when you come here physically.

432
01:29:26.000 --> 01:29:39.000
It is building spread all of us for you even to locate where the elections are for you to locate to where they are.

433
01:29:39.000 --> 01:29:54.000
So here is a parcel sitting somewhere isolated by themselves. I'm they're expected to go through the whole process or upload these documents and then probably the machine is telling you that the file you have to send is big cannot be admitted.

434
01:29:54.000 --> 01:30:04.000
Can you resize it or something like that? So we realize that. That notion of community. Comes with support.

435
01:30:04.000 --> 01:30:19.000
You will get friends you will go through all these admission challenges together and probably you will actually even meet. People who are in their second year and they are that year and they'll be able to assist you to go through the whole physical process.

436
01:30:19.000 --> 01:30:21.000
But now

437
01:30:21.000 --> 01:30:43.000
Sorry? Online, we are saying that, That friendly face was missing. It took a while before the landing communities could take form so that people could feel like we are together, we are a class, we are a group and we are going through these challenges.

438
01:30:43.000 --> 01:31:01.000
Together. In Kenya, we do not actually have a lockdown. But what happened is that, what happened is that periodically certain parts of the countries would be. But what happened is that, periodically, certain parts of the countries would be, there would be restricted movement.

439
01:31:01.000 --> 01:31:03.000
You cannot move in and parts of the countries would be that there would be restricted movement. You cannot move in and out of Nairobi for example.

440
01:31:03.000 --> 01:31:09.000
So that really affected landing because as you can see from some of the quotes that are on the screen.

441
01:31:09.000 --> 01:31:15.000
It is possible that there is this person, you can go, I can go to L with my brother in Nairobi.

442
01:31:15.000 --> 01:31:23.000
He has Wi-Fi I can access a landing there. But at that time, there is no going in and out of Nairobi.

443
01:31:23.000 --> 01:31:34.000
And then now you realize that Even now meeting people probably would try to find out is there somebody else who is the nearby locality so that you can meet with them and something like that.

444
01:31:34.000 --> 01:31:50.000
The travel restrictions even being able to send the gadgets somebody is in a big city and has bought this tablet that they because of the restrictions in movement that also became quite a big a big challenge.

445
01:31:50.000 --> 01:31:57.000
And then navigating the whole landing platform. I don't know, even me, I went through a piece.

446
01:31:57.000 --> 01:32:01.000
Due to yourself and mute yourself, share your slide like now what I've just gone through. So you realize that this was something so new for the majority of the landers.

447
01:32:01.000 --> 01:32:13.000
Actually for almost all of them. Yes, most of them had actually been exposed to computers and smartphones.

448
01:32:13.000 --> 01:32:19.000
Those are hormone in Kenya. But now the whole aspect of landing online. That you are in class.

449
01:32:19.000 --> 01:32:30.000
You are expected to talk and you mute yourself and you meet yourself or something like that. So we have some data and some of them are a bit funny.

450
01:32:30.000 --> 01:32:50.000
You know, somebody saying that, even the lecturer. Wood set herself in a very funny way when she turned on her video we could only see her from here that is from the forehead and they could not see the And what is funny about that particular code that I'm picking on is that What we found out is that this group

451
01:32:50.000 --> 01:33:01.000
now also started landing that even their lecture as the faculty had their own challenges. They also learning. They're also experiencing the challenges that they themselves were facing.

452
01:33:01.000 --> 01:33:17.000
Everybody was learning how to learn to teach online. Another one tried to do a continuous assessment test online. And so he went ahead and kicked, you know, next question next question and then go to the last one only to realize there is no way going back.

453
01:33:17.000 --> 01:33:24.000
So he only gets to ask one question. Another one says that every time he try to unmute himself.

454
01:33:24.000 --> 01:33:41.000
He actually ended up or 2 . So then these are all issues tied to navigating, the process, the platforms that, were being used.

455
01:33:41.000 --> 01:33:54.000
For landing and then the final challenge was the whole aspect of Am I really in class? You know, you are somewhere at home locked up somewhere in a room.

456
01:33:54.000 --> 01:34:01.000
And you are now supposed to be in a class with 100 more

457
01:34:01.000 --> 01:34:16.000
This also became a challenge in its own because As the second quote on the screen is the saying That's the parents, the people around actually trying to make it work.

458
01:34:16.000 --> 01:34:24.000
Yeah, so you know the siblings are being sent away don't make any noise. So I'm so busy class, can you make sure that he has a piece?

459
01:34:24.000 --> 01:34:31.000
But within a week or so, here you are, but you wake up every morning. All you do is to sit in.

460
01:34:31.000 --> 01:34:44.000
A screen. Yeah, are you ladding the whole day? So that is the mother asking and it is because she wants to send you on an errand.

461
01:34:44.000 --> 01:34:53.000
And so you realize that you realize you are in campus but because you are there they can physically see always hunched over this computer.

462
01:34:53.000 --> 01:35:01.000
People are like, I think there is that there is more that you should be doing. There is more a better way we can spend your time.

463
01:35:01.000 --> 01:35:15.000
So it really became a challenge. And if there are those who never bought the actual discipline of Ebb is a class I have to sit I have to bring my mind to this I have to focus So the last one is telling us that one time.

464
01:35:15.000 --> 01:35:27.000
That they are in class learning and then one of the students, you know, starts have video and they actually see that she's actually sitting under a tree.

465
01:35:27.000 --> 01:35:32.000
And somebody behind her is plating her hair. I mean, I will in class. Are we landing?

466
01:35:32.000 --> 01:35:38.000
Are we at the university? Is this somebody who is just taking a picnic out there or something like that?

467
01:35:38.000 --> 01:36:02.000
So that also became a big challenge. Of course they were there was a lot of hoping. One of the things that, that they reported is that the WhatsApp, the social media, really became like the Savior most of the students immediately were able to form share their 4 numbers and form groups.

468
01:36:02.000 --> 01:36:09.000
And then they were able to share the so many things. Not, yeah, the links, with the lectures, the were able to share notes.

469
01:36:09.000 --> 01:36:24.000
And even joke about the happenings of the day talk about and now that is what really made them start feeling like they are a group, they are, facing all these together and something like that.

470
01:36:24.000 --> 01:36:34.000
They also learn how to plan. Because you now have to go and look for materials online. Be it the YouTube tutorials, be it the textbook for the landing modules.

471
01:36:34.000 --> 01:36:46.000
So. This was an opportunity now also to learn how to land using technology that they are there so much that you had to do outside to learn how to land using technology that there are there so much that you had to do outside the actual classes and how to learn using technology.

472
01:36:46.000 --> 01:36:48.000
That there are there's so much that you had to do outside the actual classes and they actually got some of these skills.

473
01:36:48.000 --> 01:36:58.000
By themselves. What we are saying is that this group of learners had to learn under new circumstances.

474
01:36:58.000 --> 01:37:14.000
And to their credit, they did adapt and learn. So that by the end of it all when we post to them the question that would you like that experience again would you be okay if like.

475
01:37:14.000 --> 01:37:23.000
Most of them would. were not happy with going a hundred percent online. I don't know, there are very much of implemented learning.

476
01:37:23.000 --> 01:37:34.000
Actually that is now how we teach at the university even when the students are on campus visiting most of some of the hours are done face-to-face and then others are done.

477
01:37:34.000 --> 01:37:53.000
Online and that is the mode that this group expressed a lot of Then we also noted that I think it is important and especially probably this is in our context for universities to, to invest more on quality online teaching.

478
01:37:53.000 --> 01:38:05.000
Quality in very many aspects even in terms of the training for the for the faculty their preparations of the students for that, they're making sure that they're bachelor.

479
01:38:05.000 --> 01:38:31.000
You know, many ways tries to mimic an actual, classroom experience. And we believe that this presents an area of cooperation between different players between universities, between as they call us in different parts of the popularly known as the group of south group or north there could be a sharing of experiences or sharing of resources, trainings and all

480
01:38:31.000 --> 01:38:47.000
that. And finally as education is. I believe that's what dream. The the list of the that we have to realize that whatever it is that we do in this case, we teach.

481
01:38:47.000 --> 01:38:53.000
Can that be done in an emergency situation? And if it is being done in that time of a situation.

482
01:38:53.000 --> 01:39:03.000
Would it be this a similar kind of an experience that we are giving? So I think there is always need for us to have some levels of preparedness.

483
01:39:03.000 --> 01:39:11.000
Practical levels of preparedness for different scenarios. And, maybe we never know what is going to happen next.

484
01:39:11.000 --> 01:39:20.000
I think of it as that. It is possible for the entire, world to have face a new reality and adapt to it.

485
01:39:20.000 --> 01:39:23.000
Thank you very much.

486
01:39:23.000 --> 01:39:32.000
Okay, thank you very much. Your for your presentation. Do you have a question?

487
01:39:32.000 --> 01:39:37.000
Okay.

488
01:39:37.000 --> 01:39:58.000
Thank you very much. I'm Helena. I think that all the presentations have been very interesting about listening in different kind of cultures and how they have had impact also to this.

489
01:39:58.000 --> 01:40:19.000
COVID time. How young people have experienced it. For example, this mask, I think that for Finns it would be very easy to be in this maybe not in in southern countries.

490
01:40:19.000 --> 01:40:28.000
So. So I mean that masks, and this dance was not so difficult for things.

491
01:40:28.000 --> 01:40:41.000
I would ask about the last presentation. When in Kenya you had so many difficulties that in this stunt learning.

492
01:40:41.000 --> 01:40:57.000
How many do you know how many students in your university has to stop their studies because of the COVID. Any, percentage or something like that.

493
01:40:57.000 --> 01:41:00.000
Thank you.

494
01:41:00.000 --> 01:41:09.000
Thank you. Thank you very much, Helena for that question. Yes, as I have said, we, started, a semester online.

495
01:41:09.000 --> 01:41:17.000
And, what happened is that half, actually the university tried to do a study. They tried to reach out.

496
01:41:17.000 --> 01:41:42.000
To all the students who are supposed to be landing to find out if they were learning. And, what was discovered is that only, 60% of our students were supposed to be in session and learning while actually accessing classes frequently so What happened is that, when the situation started to normalize when we went

497
01:41:42.000 --> 01:41:56.000
back to when the students came back we had to start that semester again So that became the longest semester that we ever had because even having hard starts, having, online for about 10 weeks.

498
01:41:56.000 --> 01:42:07.000
When the government decided that, schools now would resume physically. When the students came back we had to start the same semester and go for another I think 8 or 10 weeks or something like that.

499
01:42:07.000 --> 01:42:13.000
So Yes, that not all of them could be a good. Some of them we have even access by the way.

500
01:42:13.000 --> 01:42:21.000
So the semester just had to start again. Thank you.

501
01:42:21.000 --> 01:42:31.000
He's okay. Okay. Do you have any questions on who line?

502
01:42:31.000 --> 01:42:35.000
Are you okay?

503
01:42:35.000 --> 01:42:49.000
Okay, okay. Thank you very much for your presentation. Do you have the question and comments for all presenters?

504
01:42:49.000 --> 01:42:57.000
Okay.

505
01:42:57.000 --> 01:43:08.000
Okay. Okay. Yeah. Okay.

506
01:43:08.000 --> 01:43:13.000
Can you hear me? Is that okay?

507
01:43:13.000 --> 01:43:15.000
Yes, yes I can hear you.

508
01:43:15.000 --> 01:43:32.000
Thank you. I have 1, 2 questions for their first and second presenters. Which might have something to do with each other for the past presentation.

509
01:43:32.000 --> 01:43:46.000
Helena has given us I was particularly interested in the loneliness they felt during the pandemic. And, you showed the figure.

510
01:43:46.000 --> 01:43:55.000
Which summarizes the analysis by the and the people and in that figure I saw a wild blownliness.

511
01:43:55.000 --> 01:44:07.000
And which leads to mature work, right? So. The first question is it goes to China.

512
01:44:07.000 --> 01:44:21.000
Does it mean some students, some people? Told you that loneliness made them more mature ouriness helped them.

513
01:44:21.000 --> 01:44:24.000
With getting adult or something like that. Does it mean? That kind of thing? That's the first question.

514
01:44:24.000 --> 01:44:31.000
And the my second question goes to Anna.

515
01:44:31.000 --> 01:44:47.000
In your feature. Which summarizes the kind of Yeah, the world cloud you showed. I saw a world of fear and anxiety in your blood cloud.

516
01:44:47.000 --> 01:45:06.000
Didn't you find Bologius? In your, personalities you analyzed. That's the second question.

517
01:45:06.000 --> 01:45:22.000
Thank you for the questions for me. So loneliness, someone told that for me it's not difficult because I used to live like this.

518
01:45:22.000 --> 01:45:49.000
So if it was. Not different for his life like there was a quotation of one young person and then there were also this young woman who said that This time gave some kind of, I think, that it was like moratorium like Ericsson put.

519
01:45:49.000 --> 01:46:08.000
That this time to be herself and think about her life. So I think that the young people really need this kind of moratorium time like COVID could be for some persons.

520
01:46:08.000 --> 01:46:22.000
It gave them time to form their identity, their valuable worldview. But not to, it's a personal question as well.

521
01:46:22.000 --> 01:46:34.000
So, was this, answer to your question? Thank you.

522
01:46:34.000 --> 01:46:39.000
Okay.

523
01:46:39.000 --> 01:47:01.000
Okay, so if I can answer about the fear and anxiety and loneliness, they they they have expressed some social fears to be seen on camera to be speaking on camera, especially the freshman as Scatito was talking about freshmen not being able to build yet a social network with their peers.

524
01:47:01.000 --> 01:47:19.000
There was a little bit of that they they felt the if they were joining the school for the first year whether it was the secondary school, the college or the university, they felt they didn't know the other people and it gave them more fear to speak publicly and to be seen on the camera.

525
01:47:19.000 --> 01:47:29.000
That was mentioned quite a few times. They also had fears and anxiety about their parents and grandparents if they could not reach them.

526
01:47:29.000 --> 01:47:42.000
There was this person who lived in like a student student accommodation for for college college people and they were just stuck there for the for the duration of several months.

527
01:47:42.000 --> 01:47:50.000
So they were worried about their family if they survived the COVID and all the social media information about deaths.

528
01:47:50.000 --> 01:48:02.000
It was quite intense for the young people to digest. They were thinking about it a lot. And there was a motive of loneliness in the way that they were with their family for instance.

529
01:48:02.000 --> 01:48:24.000
But they didn't have their peers around them so they felt lonely and some some have managed to overcome this through continuing chats on different social media with their friends that they knew before but not

530
01:48:24.000 --> 01:48:34.000
Oh. Lesson will feel. In your openings. Dance.

531
01:48:34.000 --> 01:48:57.000
Yeah, they wrote more about the fears rather than loneliness. More of the fear like, for the health of their close ones and for their own health and for the public appearances online and in front of teachers online and like in front of teachers they were talking how they shake their hands are shaking and like in front of teachers they were talking how they shake their hands are shaking and like I

532
01:48:57.000 --> 01:49:10.000
don't know how they shake their hands are shaking and I don't know what these teachers were doing but they had this fear to answer online because everyone's watching and they had fear that someone will take like photos although it was an illegal of them and take them a couple of them.

533
01:49:10.000 --> 01:49:18.000
And think there were a couple of cases where they were ashamed of the background of cases where they were ashamed of the background in their house, they were ashamed of the background in their house.

534
01:49:18.000 --> 01:49:26.000
Like they didn't want to show the house or the, you know, the noise Thank you.

535
01:49:26.000 --> 01:49:35.000
Okay, okay.

536
01:49:35.000 --> 01:49:44.000
I have one question to Anna as well as got it to. It is cagey. Nice to meet you online.

537
01:49:44.000 --> 01:50:02.000
I want to ask you the comfortable internet facilities in a home is affected by the current educational background, right?

538
01:50:02.000 --> 01:50:28.000
I don't know if you want to take this good detail, but for me, for my experience, yes, it can be affected before the schools and the local councils are organized to like land equipment or you know some charities were collecting equipment to give in the first weeks it was a problem in some homes and it was depending on parents economic

539
01:50:28.000 --> 01:50:32.000
situation really. You.

540
01:50:32.000 --> 01:50:43.000
Thank you, KG and, how are you? Good to meet you too. Yeah, indeed, internet access in Kenya is is determined by several factors.

541
01:50:43.000 --> 01:50:51.000
Indeed, there are even some parts, some remote parts that do not even actually have. Internet access.

542
01:50:51.000 --> 01:51:02.000
But having Internet access most of the times it is phone based so that Not many homes will have what now we can call land.

543
01:51:02.000 --> 01:51:09.000
You know, the internet that How has been actually approach dedicated at home. So basically most people will access the internet.

544
01:51:09.000 --> 01:51:26.000
Via the phone and then probably now use the phone as a hotspot. There are also other gadgets that But whether or not you are now going to have that kind of internet.

545
01:51:26.000 --> 01:51:37.000
All depends on, whether you can afford it. During COVID, of course, most people realized that, Internet access now was access to education.

546
01:51:37.000 --> 01:51:44.000
So very many families actually tried to make sure that there was access. But it is expensive, very much expensive.

547
01:51:44.000 --> 01:51:56.000
So it's there could have been the wheel, but not many people are actually able to.

548
01:51:56.000 --> 01:52:07.000
Okay, okay. Our time is up. Oh, thank you very much for all presenters and the audience.

549
01:52:07.000 --> 01:52:24.000
Thank you very much. I am happy to encourage the social introduction between Rc's 25 and 34.