DESIGN TOOL -VISUALISATION 

 CHALLENGE AND SELECTION   Being a high schooler in India , I realised that none of the schools that I was acquainted   with , included sex education as a part of their curriculum . The thought that millions of   children in my country were unequipped with the knowledge of which situations they had   to be alert in , and which behaviours or actions were considered assault , came as a shock   to me . Therefore , to educate the students in my school , about sexual assault and self   defence through our school ’s “ SCREAM NO ” campaign , my friends and I selected the   tool of visualisation as our core medium . Our use of visualisation corresponded   appropriately with our purpose to demonstrate to the children , the scenarios and actions   that they had to be made aware of , through our theatrical plays and movies . 

 APPLICATION   Our “ SCREAM NO ” campaign was created to emphasise to the students of the age 6 to   12 years ’ , about the diﬀerence between “ GOOD touch ” and “ BAD touch ” . We branched   out our medium of visualisation into three forms — enacting plays , showcasing compiled   scenes from movies and demonstrating self - defence moves .   We began the ﬁrst stage of the campaign where all volunteers would enact situations in   which the child would be able to distinguish if a stranger or an acquaintance of theirs ,   was touching them inappropriately ; and then , act out the possible manners in which they   could respond or react to those actions , one of them attributing to the title itself ,   screaming “ NO ” . Our second stage , was our cinematic session , where we compiled various clips from   movies to showcase certain behaviours and dialogues that could foreshadow assault . To   broaden their awareness on assault and mutual safety ; we made sure they were also   shown scenes where we could debunk actions that were normalised and parodied in   ﬁlms . We explained how the concept of eve - teasing people on the streets was neither   normal , nor encouraged , and how the reactions displayed on screen were n’t   correspondent to reality . Lastly , we taught them some self defence tricks and moves , so that they were physically   capable of protecting themselves in dangerous situations . We then enacted situations   where the volunteers were pretending to be assaulters , so the students could perform   and practice the moves they learnt . 

 INSIGHT AND APPROACH   We held our campaign over a period of three months , and the results were extraordinary .   We asked the students , after each stage in the entire course of the program , if what we   presented to them was useful or enlightening in any manner . Their responses made my   day . They stated that the plays and movies we showed them , were not only more   entertaining and involving , but they also connected signiﬁcantly more to the visual   aspects of our program than the theoretical parts of it .   Using this approach of visualisation assured that the students and the volunteers were on   the same page at each stage of the campaign , and helped make the concepts of self   defence and the dangers of sexual assault , physically tangible . The students understood   which behaviours they should n’t encourage or normalise and what they should stand for   as individuals .   Through this campaign , I truly saw the impact that visualisation can have on the eﬃciency   of our communication skills , and the increment in our potential to be more persuasive . 


EMAIL: 
ID_NUM: 
NAME_STUDENT: 
PHONE_NUM: 
STREET_ADDRESS: 
URL_PERSONAL: 
USERNAME: 

### Task: You are a PII (Personal Identity Information) Detection. Given a essays written by students, you have to identify ONLY the following:
NAME_STUDENT - The full or partial name of a student that is not necessarily the author of the essay. This excludes instructors, authors, and other person names.
EMAIL - A student’s email address.
USERNAME - A student's username on any platform.
ID_NUM - A number or sequence of characters that could be used to identify a student, such as a student ID or a social security number.
PHONE_NUM - A phone number associated with a student.
URL_PERSONAL - A URL that might be used to identify a student.
STREET_ADDRESS - A full or partial street address that is associated with the student, such as their home address.
### Input: DESIGN TOOL -VISUALISATION 

 CHALLENGE AND SELECTION   Being a high schooler in India , I realised that none of the schools that I was acquainted   with , included sex education as a part of their curriculum . The thought that millions of   children in my country were unequipped with the knowledge of which situations they had   to be alert in , and which behaviours or actions were considered assault , came as a shock   to me . Therefore , to educate the students in my school , about sexual assault and self   defence through our school ’s “ SCREAM NO ” campaign , my friends and I selected the   tool of visualisation as our core medium . Our use of visualisation corresponded   appropriately with our purpose to demonstrate to the children , the scenarios and actions   that they had to be made aware of , through our theatrical plays and movies . 

 APPLICATION   Our “ SCREAM NO ” campaign was created to emphasise to the students of the age 6 to   12 years ’ , about the diﬀerence between “ GOOD touch ” and “ BAD touch ” . We branched   out our medium of visualisation into three forms — enacting plays , showcasing compiled   scenes from movies and demonstrating self - defence moves .   We began the ﬁrst stage of the campaign where all volunteers would enact situations in   which the child would be able to distinguish if a stranger or an acquaintance of theirs ,   was touching them inappropriately ; and then , act out the possible manners in which they   could respond or react to those actions , one of them attributing to the title itself ,   screaming “ NO ” . Our second stage , was our cinematic session , where we compiled various clips from   movies to showcase certain behaviours and dialogues that could foreshadow assault . To   broaden their awareness on assault and mutual safety ; we made sure they were also   shown scenes where we could debunk actions that were normalised and parodied in   ﬁlms . We explained how the concept of eve - teasing people on the streets was neither   normal , nor encouraged , and how the reactions displayed on screen were n’t   correspondent to reality . Lastly , we taught them some self defence tricks and moves , so that they were physically   capable of protecting themselves in dangerous situations . We then enacted situations   where the volunteers were pretending to be assaulters , so the students could perform   and practice the moves they learnt . 

 INSIGHT AND APPROACH   We held our campaign over a period of three months , and the results were extraordinary .   We asked the students , after each stage in the entire course of the program , if what we   presented to them was useful or enlightening in any manner . Their responses made my   day . They stated that the plays and movies we showed them , were not only more   entertaining and involving , but they also connected signiﬁcantly more to the visual   aspects of our program than the theoretical parts of it .   Using this approach of visualisation assured that the students and the volunteers were on   the same page at each stage of the campaign , and helped make the concepts of self   defence and the dangers of sexual assault , physically tangible . The students understood   which behaviours they should n’t encourage or normalise and what they should stand for   as individuals .   Through this campaign , I truly saw the impact that visualisation can have on the eﬃciency   of our communication skills , and the increment in our potential to be more persuasive .
### Output: 