Mind Mapping 

 1 . Challenge 

 As a volunteer in a social organization assisting in education sector , one of the challenges that I   ( and my team ) faced in a government school was the structural and regulatory inefficiency in   the teaching process by the teachers due to lack of funds , resources and motivation as well as   the lack of involvement and engagement by the junior class students due to lack of interest and   large student classrooms . So in brief the challenge in front of our team was “ to improve the   engagement and the performance of the students ” .      The ‘ scope of this problem ’ included majorly three ( 3 ) aspects : the teaching and administrative   system , the students themselves and finally an external factor their family and their family ’s   financial conditions .   Finally the ‘ constraints ’ of this challenge for us was the lack of resources and funds as well as   large class groups due to infrastructural limitations of the school . 

 2 . Selection 

 After analyzing the situation , its scope and the constraints we chose ‘ Mind Mapping ’ as an   appropriate tool . Now , as Mind Mapping process is one , which is used to i ) generate insights   from exploration activities and ii ) using those to create design criteria ; given the problem at   hand , the process of exploring the real issues in depth from the different perspectives of the   students , the teachers and the parents , we could develop insights through use of innovative   tools and drive our focus towards the outline of the real pain points , i.e. , ‘ The Design Criteria or   The Explicit Goals ’ seems to be the logical way forward . 

 3 . Application 

 The process of application for ‘ Mind Mapping ’ in order to initially generate insights from   exploration activities was segmented into 2 parts - 

 I.   The Wish Note Game – The purpose of the ‘ Wish Note ’ was to understand what are   the expectations of the students from their teachers and what changes do they think   can help in their performance improvement , then teachers ’ expectations from the   students which they think can help them stay motivated and enthusiastic , and finally   the parents and their views regarding what they expect from the school . 

 II .   The Group Discussion – The Wish Note game was followed by the ‘ Group Discussion ’   wherein the Notes which were appropriate and met the expectations of all sides 

 were put forward to discuss for all the stakeholders ’ understanding & opinions and   to move forward to provide insights from approved expectations for design criteria . 

 Finally the second part of the process was to create the ‘ Design Criteria ’ or the ‘ Explicit Goals ’ that   needs to be focused by all the stakeholders and create a systematic and structural approach after   applying the experimental and exploratory designs to achieve the same keeping in mind their feasibility   and being achieved within the constraints . The whole process was being planned as well as applied   smoothly and effectively . 

 4 . Insights 

 By following the above mentioned process and moving forward within the guidelines , we were   able to generate some mind boggling insights .   We were able to identify : 

 I.   The students look forward to put more focus on real outdoor experiments , activities   and games which could help them boost up and get more involved and excited about   those activities . 

 II .   The students also highlighted that they would be able to focus more if they would know   the real life application and utility of those subjects . 

 III .   The teachers on the other hand expressed that the classroom environment is focus   more on a one way communication rather than students asking or engaging and   comprised of ‘ large student groups ’ which made them demotivated to teach or   experiment . Also they limit their perception of activities and experiment to lack of funds   and believe lack of funds is a serious problem . 

 IV .   It was found that many of the parents were short sighted as they felt that studies did   not provide their families ’ financial condition any return while engagement of these   students to assist their families can prove to be more fruitful . It was also verified that   the family has been the most crucial factor in supporting or discouraging the students . 

 5 . Approach 

 Given that our current approach of ‘ Mind Mapping ’ has provided us with a very efficiently   executed process that has also helped us to gain some crucial insights which has assisted us   into narrowing our focus area from multiple dimensions towards the major points like the two   way communication and outdoor activities which can be collaborated , the family factor which is   the catalyst of the whole situation even after not being a direct part of the whole teaching   process .    This narrowing down of the issue will always help to i ) clear our mind and remove   uncertainties and ii ) move forward with more confidence . 

 Hence I would generally prefer using the same approach in similar conditions . The only little   tweaks that could be applied in the future in such problems would be utilizing a mix of more   exploratory methods or different ones to try a more functionally efficient and insightful process . 


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: Mind Mapping 

 1 . Challenge 

 As a volunteer in a social organization assisting in education sector , one of the challenges that I   ( and my team ) faced in a government school was the structural and regulatory inefficiency in   the teaching process by the teachers due to lack of funds , resources and motivation as well as   the lack of involvement and engagement by the junior class students due to lack of interest and   large student classrooms . So in brief the challenge in front of our team was “ to improve the   engagement and the performance of the students ” .      The ‘ scope of this problem ’ included majorly three ( 3 ) aspects : the teaching and administrative   system , the students themselves and finally an external factor their family and their family ’s   financial conditions .   Finally the ‘ constraints ’ of this challenge for us was the lack of resources and funds as well as   large class groups due to infrastructural limitations of the school . 

 2 . Selection 

 After analyzing the situation , its scope and the constraints we chose ‘ Mind Mapping ’ as an   appropriate tool . Now , as Mind Mapping process is one , which is used to i ) generate insights   from exploration activities and ii ) using those to create design criteria ; given the problem at   hand , the process of exploring the real issues in depth from the different perspectives of the   students , the teachers and the parents , we could develop insights through use of innovative   tools and drive our focus towards the outline of the real pain points , i.e. , ‘ The Design Criteria or   The Explicit Goals ’ seems to be the logical way forward . 

 3 . Application 

 The process of application for ‘ Mind Mapping ’ in order to initially generate insights from   exploration activities was segmented into 2 parts - 

 I.   The Wish Note Game – The purpose of the ‘ Wish Note ’ was to understand what are   the expectations of the students from their teachers and what changes do they think   can help in their performance improvement , then teachers ’ expectations from the   students which they think can help them stay motivated and enthusiastic , and finally   the parents and their views regarding what they expect from the school . 

 II .   The Group Discussion – The Wish Note game was followed by the ‘ Group Discussion ’   wherein the Notes which were appropriate and met the expectations of all sides 

 were put forward to discuss for all the stakeholders ’ understanding & opinions and   to move forward to provide insights from approved expectations for design criteria . 

 Finally the second part of the process was to create the ‘ Design Criteria ’ or the ‘ Explicit Goals ’ that   needs to be focused by all the stakeholders and create a systematic and structural approach after   applying the experimental and exploratory designs to achieve the same keeping in mind their feasibility   and being achieved within the constraints . The whole process was being planned as well as applied   smoothly and effectively . 

 4 . Insights 

 By following the above mentioned process and moving forward within the guidelines , we were   able to generate some mind boggling insights .   We were able to identify : 

 I.   The students look forward to put more focus on real outdoor experiments , activities   and games which could help them boost up and get more involved and excited about   those activities . 

 II .   The students also highlighted that they would be able to focus more if they would know   the real life application and utility of those subjects . 

 III .   The teachers on the other hand expressed that the classroom environment is focus   more on a one way communication rather than students asking or engaging and   comprised of ‘ large student groups ’ which made them demotivated to teach or   experiment . Also they limit their perception of activities and experiment to lack of funds   and believe lack of funds is a serious problem . 

 IV .   It was found that many of the parents were short sighted as they felt that studies did   not provide their families ’ financial condition any return while engagement of these   students to assist their families can prove to be more fruitful . It was also verified that   the family has been the most crucial factor in supporting or discouraging the students . 

 5 . Approach 

 Given that our current approach of ‘ Mind Mapping ’ has provided us with a very efficiently   executed process that has also helped us to gain some crucial insights which has assisted us   into narrowing our focus area from multiple dimensions towards the major points like the two   way communication and outdoor activities which can be collaborated , the family factor which is   the catalyst of the whole situation even after not being a direct part of the whole teaching   process .    This narrowing down of the issue will always help to i ) clear our mind and remove   uncertainties and ii ) move forward with more confidence . 

 Hence I would generally prefer using the same approach in similar conditions . The only little   tweaks that could be applied in the future in such problems would be utilizing a mix of more   exploratory methods or different ones to try a more functionally efficient and insightful process .
### Output: 