Final_preso_script_4

Author: ViktoriyaHaiduk

6_final_presentation/final_presentaion_scripts.md

@@ -10,24 +10,24 @@ Education is fundamental for rebuilding societies after wars. What motivated us
 
 ## Slide 3: Initial Research Plan
 
-We started researching with the aim of measuring differences in academic performance and activity before conflict and during conflict. Our plan was to compare college students in Gaza with those in the West Bank.
+We started researching with the aim of measuring differences in academic performance and activity before conflict and during conflict. We planned to compare college students in Gaza with those in the West Bank.
 
 ## Slide 4: Challenges Encountered
 
-We had trouble finding any data on academic performance or attendance. As a result, we shifted our focus to other available data sources to continue the research.
+We had trouble finding any data on academic performance or attendance. As a result, we pivoted to analyzing available data on attack location, infrastructure damage, timing, and displacement orders. While we couldn’t directly measure academic impact,
+we learned there was a disproportionate focus on educational schedules and infrastructure
 
 ## Slide 5: Results
 
-So we pivoted to analyzing available data on attack location, timing, and displacement orders. While we couldn’t directly measure academic impact, we learned there was a disproportionate focus on educational schedules and infrastructure.  
-Taking Gaza as a case study, we found clear links between conflict events and disruptions to education.  
-
-- Around 500 schools, or 80 percent of all schools, have been destroyed or damaged.  
-- We also found that most displacement orders were issued on weekdays
-- Most of the destruction, about 99 percent, is residential. But what is striking is that in the small fraction of other infrastructure that was damaged, education makes up a third — showing just how exposed schools and universities are.
+Taking Gaza as a case study, we found clear links between conflict events and disruptions to education.
+Around 500 schools, or 80 percent of all schools, have been destroyed or damaged
+We also found that most displacement orders were issued on weekdays, which overlaps with exam and class schedules.
+34% of non-residential damage was to educational infrastructure, showing just how exposed schools and universities are.
 
 ## Slide 6: Communication Strategy
 
-We plan to continue this research in our ET capstone project during the ELO2 period. To do this, we are reaching out to researchers and administrators in Palestinian universities to request access to academic data or collaborate.  
-We have already reached out to Al-Azhar University and Al-Aqsa University, and plan to reach out to universities in the West Bank and in similar contexts.  
-By combining student data with our war-event analysis, we hope to provide insights to help universities and organizations better support students in times of crisis.
+We plan to continue this research in our ET capstone project during the ELO2 period. To do this, we are reaching out to researchers and administrators in Palestinian universities to request access to academic data or to collaborate. We have already
+reached out to Al-Azhar University and Al-Aqsa University, and plan to reach out to universities in the West Bank and in similar contexts. By combining student data with our war-event analysis, we hope to provide insights to help universities and
+organizations better support students in times of crisis.
+
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