Europe&Youth 2019International Student Contest
DEADLINE 22nd MARCH 2019
The Istituto Regionale di Studi Europei del Friuli Venezia Giulia (IRSE) is pleased to announce the competition “Europe&Youth2019”.
The competition is open to both University students and school students from all types and levels of schools throughout Italy and the European Union.
Individual prizes for University and High School students. Group prizes for Middle and Primary school pupils. Also, book prizes and other materials for foreign language learning. In the 2018 edition of this event, 40 prizes were awarded
ONLY ONE TOPIC MAY BE SELECTED
The entries may be written IN ITALIAN OR IN ANOTHER EU LANGUAGE. Each participant or group of participants may participate selecting only one topic to be sent to email@example.com
BY THE 22nd MARCH 2019
fill in the DATA SHEET
N.B. the competition is open to University students, recent graduates and anyone who has not reached the age of 27 on the 22nd March 2019. Entries must not exceed 20,000 characters, including spaces. Whichever EU language you use, an outline (1500 characters, including spaces) and a video presentation of the topic (max. 2 minutes), both in English, will be considered important added value.
1. EUROPE PROJECT. “Europe will be forged in crises, and will be the sum of the solutions adopted for those crises”. (Jean Monnet, Memoires). Comment on this sentence analysing the current political context, in which the widespread temptation for sovereignty in different countries, calls into question the EU Project ITSELF.
2. LEONARDO DA VINCI, THE EUROPEAN GENIUS. Observation of nature, scientific research, artistic expression, innovation and great vision. Revaluate the connection between the elements of the multifaceted genius of Leonardo Da Vinci, highlighting their current relevance towards a leap in quality of: European economic and social growth.
3. LOW RESOLUTION. Within the vastness of digital technology, when everything seemed to be within our reach, this is the moment when we decided to slow down and make an unexpected choice: to reduce our expectations. Read, debate and discuss the recent essay by Massimo Mantellini, an Italian expert in Digital Culture.
4. INEQUALITY. In Europe there are 342 billionaires (with total assets of about 1,340 billion euros) and 123 million people (almost a quarter of the population) at risk of poverty or social exclusion. Compare national interventions that affect both income and wealth.
5. MARKET IMPERATIVES. “Today, national populations are overwhelmed by the politically uncontrolled functional imperatives of global capitalism driven by financial markets without rules. Withdrawing with fear behind borders can not be the right answer”. What are your thoughts and considerations starting from this statement by the German philosopher Jurgen Habermas.
6. EUROPE-CHINA FOR AFRICA. “Africa needs a Europe-China plan: it is the only way forward in the future; and not only for regulating migratory flow”. Research and expand on this concept, initiating from a statement made by Romano Prodi, former president of the European Commission.
7. SECURITY AND IMMIGRATION POLICIES. Mechelen, a Belgium city, is considered a model reality in which the public administration has been able to combine security and immigration policies. Read about it and express possible suggestions for your territory.
N.B. The projects can be submitted as individual work or in pairs. An English summary of 500 characters, including spaces, will be considered important added value.
1. FEAR IS A LIE. “The things that scare us are the things we refuse to understand. Whole sectors are based on lies, starting with politics and communication systems. We create monsters and then propose them as problem solvers”. Express your response to these statements made by the Italian writer Giuseppe Catozzella while presenting his latest novel “E tu splendi”.
2. CIRCULAR ECONOMY. From recycled quality steel to furniture made from wood waste, from fabrics with innovative yarns to bio-gas produced by food waste. Research Italian and other European experiences that are able to create not only opportunities for economic growth, but also social growth for the whole community.
3. WORK-LIFE BALANCE. Compare the different approaches in EU countries regarding the conciliation between professional activity and family life. Research the specific proposal for a EU Directive on this matter.
MIDDLE SCHOOLS AND PRIMARY SCHOOLS
N.B. The projects can be class work or smaller group work. It is possible to use different techniques (written, graphical, video, comics etc.) but always incorporating a descriptive summary.
1. YOOKS AND ZOOKS. In a school class, in a city, in a country, in Europe, you can find a thousand reasons for not getting along. Reinvent the illustrated tale: “The butter battle book” by Dr. Seuss. Keep the style of humor. Use phrases or motto in a language other than your own.
2. RECUP. Several associations in Europe are dealing with recovering battered or unsold food from markets and redistributing it free of charge to those in need. One of these, started by a group of young people, is called Recup, currently operating in and around Milan. Find out about their success and difficulties, use the internet to compare other European initiatives, then create a commercial to give life or reinforce initiatives in your local territory.