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Take a step forward - Council of Europe

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Content Security Policy (CSP) prevents a wide range of attacks, including cross-site scripting and other cross-site injections, but the CSP header setting may require careful tuning.

As you pass each person takes hold of the ribbon, so that everyone ends up "joined" together along the ribbon. When the moment comes to take a step forward, some participants will be faced with the dilemma of whether or not to move and break the string. It may also be the case that those left behind blame the others for breaking the ribbon.

Assessment of Demand Response Market Potential and Benefits in Shanghai Authors The Environmental Change Institute, University of Oxford Mr Yingqi Liu Dr Nick Eyre Dr Sarah Darby The Oxford Institute of Energy Studies, University of Oxford Mr Malcolm Keay Dr David Robinson Dr Xin Li Prepared for Natural Resources Defense Council Emmanuel Lévinas Overview We are all equal, but some are more equal others.
In this activity participants take on roles and move forward depending on their chances and opportunities in life.
Review the list of "situations and events" and adapt it to the group that you are working with.
Copy the adapted sheet either by hand or on a photocopier; cut out the strips, fold them over and put them in a hat.
Create a calm atmosphere with some soft background music.
Alternatively, ask the participants for silence.
Ask participants нажмите сюда take a role card out of the hat.
Tell them to it to themselves and not to show it to anyone else.
Invite them to sit down preferably on the floor and to read carefully what is on their role card.
Now ask them to жмите to get into role.
What sort of house did по ссылке live in?
What kind of games did you play?
What sort of work did your parents do?
Where do you socialise?
What do do in the morning, in the afternoon, in the evening?
Where do you live?
How much money do you earn each month?
What do you do in your leisure time?
What you do in your holidays?
Now ask people to remain absolutely silent as they line up beside each other like on a starting line 6.
Tell the participants that you are going to read out a list of situations or events.
Every time that they can answer "yes" to the statement, they should take a step forward.
Otherwise, they should stay where they are and not move.
Read out the situations one at a time.
Pause for a while between each statement to allow people time to step forward and to look around to take note of their positions relative to each other.
At the end invite everyone to take note of their final positions.
Then give them a couple of minutes to come out of role before debriefing in plenary.
Debriefing and evaluation Start by asking participants about what happened and how they feel about the activity and then go on to talk about the issues raised and what they learnt.
How did they imagine what the person they were playing was like?
Could anyone say that their human rights were not being respected or that they did not have access them?
Tips for facilitators If you do this activity outdoors, make sure that the can hear you, especially if you are doing it with a large group!
You may need to use your co-facilitators to relay the statements.
In the imagining phase at the beginning, it is possible that some participants may say that they know little about the life of the person they have to role-play.
Tell them, this does not matter especially, and that they should use their imagination and to do it as best they can.
The power of this activity lies in the impact of actually seeing the distance increasing between the participants, especially at the end when there should be a big distance between those that stepped forward often and those who did not.
To enhance the impact, it is important that you adjust the roles to reflect the realities of the participants' own lives.
As Лонгслив teestore Сектор Газа Хой do so, be sure you adapt the roles ссылка на продолжение that only a minimum of people can take steps forward i.
This also applies if you have a large group and have to devise more roles.
During the debriefing and evaluation it is important to explore how participants knew about the character whose role they had to play.
Was it through personal experience or through other sources of information news, books, and jokes?
Are they sure the information and the images they have of the characters are reliable?
In this way you can introduce how stereotypes and prejudice work.
смотрите подробнее This activity was learned from Els van Mourik Something Els and others.
The problems of poverty and social exclusion are not only a problem of formal rights — although the latter also exists for refugees and asylum-seekers for example.
The problem is very often a matter of effective access to those rights.
Variations This first variation adds a further dimension to the symbolism of inequality.
You need a long length of very thin string or paper ribbon that will break easily.
When the participants are lined up at the start, walk along the line unwinding the ribbon as you go.
As you pass each person takes hold of the ribbon, so that everyone ends up "joined" together along the ribbon.
When the moment comes to take a step forward, some participants will be faced with the dilemma of whether or not to move and break the string.
It may also be the case that those left behind blame the others for breaking the ribbon.
Otherwise, they should stay where they are and not move.
The participants keep the same roles.
In the second round, read out statements that you have prepared beforehand that focus on strengths that disadvantaged people may have, precisely because of their situation.
You can adapt this method to highlight inequalities in many other areas of concern, for instance in access to water, participation in political or social life, or gender issues.
If you focus on another issue, then you will have to develop different roles and statements.
When doing so, be aware of potentially sensitive roles and statements.
One way to get more ideas on the table and to deepen participants' understanding is to work first in small groups and then to get them to share their ideas in plenary.
Having co-facilitators is almost essential if you do this.
Try this method by taking the second part of the debriefing - after each role has been revealed - in smaller groups.
Ask people to explore who in their society has fewer, and who has more, chances or opportunities, and what first steps can and should be taken to address the inequalities.
Alternatively, ask people to take one of the characters and ask what could be done, i.
Suggestions for follow-up Depending on the social context where you work, you may want to invite representatives from advocacy groups for certain cultural or social minorities to talk to the group.
Find out from them what issues they are currently fighting for and how you and young people can help.
Such a face-to-face meeting would also be an opportunity to address or review some of the prejudices or stereotyping that came out during the discussion.
If the group would like to find out more about the Усилитель мощности Krell Full Power Balanced 750Mcx relating to inequalities in education provision world-wide and the measures that are being taken to address the problems, you may wish to look at activity, "".
The group may like to take more time to consider the stereotypical images they have of the people represented in "".
You could use the activity "'" in the All Different — All Equal Education Pack to ask which people they would most like to share a railway carriage with, and which people they would least like to share with.
Ideas for action Take up the ideas from the follow-up.
Follow through how you and young people can help groups and organisations working with cultural or social minorities, and turn the ideas into practice.
Handouts Role cards You are an unemployed single mother.
You are the daughter of the local bank manager.
You study economics at university.
You are the son of a Chinese immigrant who runs a successful fast food business.
You are an Arab Muslim продолжить чтение living with your parents who are devoutly religious people.
You are the daughter of the American ambassador to the country нажмите для продолжения you are now living.
You are a soldier in army, doing compulsory military service.
You are the owner of a successful import-export company.
You are a disabled young man who can only move in a wheelchair.
You are a retired worker from a factory that makes shoes.
You are a 17-year-old Roma Gypsy girl never finished primary school.
You are the girlfriend of a young artist who is addicted to heroin.
You are an HIV positive, middle-aged prostitute.
You are a 22-year-old lesbian.
You are an unemployed university graduate waiting for the first opportunity to work.
You are a fashion model of African origin.
You are a 24-year-old refugee from Afghanistan.
You are a homeless young man, 27 years old.
You are an illegal immigrant from Mali.
You are the 19-year-old son of a farmer in a remote village in the mountains.
Situations and events Read the following situations out aloud.
перейти time after reading out each situation for participants to step forward and also to look to see how far they have moved relative to each other.
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