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Here our introduction.
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Our actionplan:
Group leader: Reinoud
Website editor: Fabian
Editor eJournals: Fabian
Photographer: Stijn
Video-editor: Reinoud
Questionnaires: Stijn and Fabian
Interviews: Bart
Writing reports: Bart and Reinoud
Here our article: Vandalism and graffiti
Our Eumind project is about vandalism and graffiti. The main question is: how well are public properties maintained. To find out the answer we have done some interviews with a police officer and a caretaker, so we could learn more about the subject vandalism and we made questionnaires for five students and five adults, so we could see what experiences people have with vandalism and graffiti.
Video conference:
We did a video conference with students from Vibgyor High school. All the different groups from our and their school had to introduce themselves. We told a little about ourselves and said who did what in our group. They did the same. We really liked the way they presented their groups, because it was very clear and style full. After our short introductions we sang a song for each other. We chose a typical dutch song. I think they didn’t understand any word from the text but they still found it nice.
The interviews:
First off we have done the interviews with the caretaker and police officer. The job of as caretaker is a lot different compared to the job as police officer. ‘As a caretaker of this school I have to deal with all the things that have to do with maintenance of the building, orders of school stuff, and the safety’, Says the caretaker. The police officer has to do many different things, like doing research, controls on the street, and ensuring everybody is safe in their region. Although they both have to do very different things, they have one thing in common; they work a lot with vandalism and sometimes with graffiti too. The police officer says he came across a lot of graffiti during his career. ‘On traffic signs, walls and in tunnels there is a lot of graffiti. So the police officers sees a lot of this graffiti but the caretaker is happy to say he hasn’t see any graffiti around the school recently.
Besides putting graffiti on public spots, there are other ways people use vandalism. Most of the times things are ruined. The police officers says there are many things ruined in this region, stuff like traffic signs and trees. The caretaker sees forms of vandalism too, but they are a lot less worse. Think about writing on the wall for example. But he also tells about a very shocking example of vandalism he has seen in the school. ‘It was before your time’, he says. ‘There was an extra building next to the school and one summer it was burned down. We have never found the person who did it’.
We also asked what the caretaker and police officer did to prevent vandalism and graffiti. The police officer says: ‘We give a lot of education on schools about vandalism and graffiti, and why it is illegal'. We can also give people punishments. Adults can have a punishment by having to go to prison, but people younger than 16 get other punishments. They have to go to Bureau Halt. They might get there punishment by having to work a few hours, or pay the damage’. The caretaker deals with punishments in a whole other way. ‘If I see someone doing something wrong, I say they must come to my office at the end of the day, and I talk with them. In their head they already had the punishment because they are thinking about it the entire day. And if I have talked with them I don’t give them any punishment anymore and they can just leave’.
Our questionares:
Our questions:
Q1: Do you see a lot of graffiti in your region?
Q2: Do you think graffiti is art or vandalism?
Q3: Do you think it's a good way to express yourself?
Q4: Do you think we must do something against graffiti?
Q5: Did you ever make graffiti in your life?
Q6: Do you see a lot of vandalism in your region?
Q7: Did you ever do something violent?
Q8: What would you do if something violent happens?
Q9: Have you ever said something to someone who was doing something violent?
And our awnsers:
(first five are youth and the other five are adults)