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ORGANIZER: Nancy
EVENT: George Eastman House Photo Finish 5k 2015
EVENT DATE: Oct 03, 2015
Nancy Kauffman wrote -
We are continuing fundraising this year for conservation treatment of a rare 6-sheet movie poster for D.W. Griffith's Way Down East. Produced in 1920, the film stars Lillian Gish and Richard Barthelmess and includes a climactic rescue on the ice floes of Connecticut (for which no stunt doubles were used!). The scene is beautifully depicted on our poster, which is not known to exist anywhere else in this size.
The poster is one of the earliest objects acquired by the Museum related to the history of motion pictures. It was displayed in the Museum in its early days, as evidenced by a photo of James Card, the first curator of motion pictures, as well as in a photo of Harold Lloyd and Oscar Solbert, the first director of the Museum (taken in 1955 at the time of the first Festival of Film Artists, later known as the "George" Awards).
The poster is very large and fragile, measuring 80" x 80". It is currently backed with cloth, mounted on wooden dowels, and rolled. The poster needs to be removed from the dowels, washed, removed from the cloth, and backed onto Japanese paper and cotton muslin to flatten and strengthen it. Some re-touching will be done to areas of image loss. And finally, the poster will be framed for exhibition so that it can be enjoyed by museum visitors.
To those who donated to this project last year: THANK YOU for your support! We raised $945 in 2013 and $855 in 2014, so we still have $2,800 to go to reach our goal of $4,600.
Your kind and generous support to fund the work we do is greatly appreciated!
The Team: $1,420 TOTAL RAISED SO FARJOIN THE TEAM
Donor Comments
Joanne Bernardi
Yay GEH! 3 years ago
3 years ago


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Book Review
The Lake House by Kate Morton
Kate Morton is the master of weaving multiple storylines together. In The Lake House, there are multiple stories being told—Sadie is a detective with a secret, Eleanor is a mother with a secret and Alice is a daughter with a secret. Alice and Sadie exist in the present time and Eleanor exists in the past. The stories of these three women share a common theme and are slowly revealed through research and flashbacks.
As a long time fan of Morton's work, I'm always trying to dissect and figure out what the major secret is in her novels. I nearly had this one figured out before the grand reveal. This was exciting for me as I'm not sure that I've been able to do that with any of the other books of hers that I have read. It was rewarding to have figured most of it out. It was the final piece that I didn't get, but I don't think there were enough textual clues to have figured it out before the end. As result, that final mystery fell a bit flat.
My favorite part about The Lake House was the insight into Alice's life as a writer. Because the story revolves around Alice reflecting on her life growing up, the reader is able to witness an author being born. It was quite intriguing to see how the events in Alice's life, especially the disappearance of her brother, Theo, shaped her as a writer. You'll have to decide, as you read the book, if her obsession with observing others and writing EVERYTHING down was a positive influence on her life or not.
The Lake House is another wonderful addition to Morton's body of work. While not my favorite of Morton's because of the final reveal, I did enjoy Sadie's journey through time to discover the truth behind Theo disappearance and Alice's reflections on her life as she discovered the truth about her family—a truth she thought she knew already.
The Quick Book Review
The Lake HouseAuthor: Kate Morton
Published on: October 20, 2015
Pages: 492
Genres: mystery, historical fiction, adult
Goodreads • Amazon Affiliate Link
My Rating: Thumbs Up

subset: commoncrawl


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Holiday Napkin Presentation Ideas
With the holidays rapidly approaching, it's time for some festive posts to begin . . . starting with these beautiful presentation ideas for napkins from Martha Stewart. Links to the tutorials for each of them can be found after the images.
napkin holders made from felt holly leaves and a jingle bell, satin bow napkin rings, crepe-paper bells, place card with a sprig of evergreen, place cards that resemble elegant paper scrolls, tree-shaped napkin rings


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Pet Insurance! People Insurance!
Trupanion is a small company, so everyone wears a lot of hats here. One of the things I've been working on is the renewal of our company's health insurance plan. While reviewing all the information I have considered how fortunate we are to have a good insurance plan. Only fair–our product is a good pet insurance plan!! Our employees can be comfortable knowing they can seek medical treatment they need, just as our customers know they can seek optimal veterinary care for their cats and dogs. Like the symmetry.


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By Al Webb
Religion News Service
LONDON (RNS) Five bishops have decided to leave the Church of England and join the Roman Catholic Church under the Vatican's new program to welcome disaffected Anglicans.
The decision by three active and two retired bishops was reported Monday (Nov. 8) by the British Press Association (PA) and confirmed by the Vatican's top spokesman in Rome.
Under a plan announced last year by the Vatican, Anglicans can ally with the Catholic Church while preserving aspects of their Anglican spiritual and liturgical heritage, including married clergy.
The five Anglican bishops were identified as Bishop of Ebbsfleet Andrew Burnham; Bishop of Fulham John Broadhurst; Bishop of Richborough Keith Newton; and two retirees, former bishop of Richborough Edwin Barnes, and the former bishop of Ballarat (Australia), David Silk.
Burnham described the shift to the Vatican as a "fresh, new opportunity for the churches to move close together." But he denied that the ongoing controversy over women bishops in the Anglican Church was the reason.
"Women bishops is a pressing issue," Burnham told the British Press Association, "but this is a question of whether the Anglican Church is, as it says it is, part of the universal church going back to the time of Jesus, or whether it is going off in its own way and making up its own rules, as we think it is."
"We are pioneers," Burnham said, but he also predicted that "there will be priests and parishes who will follow in due course." Burnham said he had "made this decision in neither sadness nor anger."
Broadhurst said he is "excited but nervous about entering into full communion with the Catholic Church."
He conceded that "I don't know what the future holds," but that "it will either be a huge success or a huge flop."
The head of the Church of England, Archbishop of Canterbury Rowan Williams, said in a statement, "We wish them well in this next stage of their service to the church and I am grateful to them for their faithful and devoted pastoral labors in the Church of England over many years."
Five Anglican Bishops Leave For Roman Catholic Church
By Al Webb


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Public Health in China
About This Program
- Location: Beijing, China – Peking University
- Term: Summer Quarter
- Language of instruction: English
- Eligibility: Open to NU and non-NU students from all majors meeting NU's minimum application requirements
- Program type: Specially Designed Program
- Program credits: 4 NU credits
Summer 2018
- Application deadline: March 1
- IPD study abroad fellowship application deadline: March 1
- Anticipated program dates: Monday, June 25, 2018 (date of arrival in Beijing) - Sunday, August 19, 2018 (date of departure from Beijing)
Total fees charged by Northwestern: $7,700, includes:
- $5,620 tuition fee covers courses and excursions
- $2,000 housing fee covers dormitory lodging and lunches served on weekdays
- $80 for GeoBlue Health Insurance
- $0 Study Abroad Administrative Fee
- $2,250 for international airfare to Beijing, China (students book their own airfare; rates vary)
- $200 for books and supplies
- $2,000 for discretionary expenses, including meals, transportation, personal expenses, and incidentals
Students applying to this program are eligible for IPD study abroad scholarships and may be eligible for external funding opportunities.
Students participating in this program are subject to the Withdrawal and Refund Policies for Northwestern-Sponsored Programs.
The Public Health in China program introduces students to major public health issues in China and to the theory and practice of Traditional Chinese Medicine (TCM). Through seminars taught by faculty at Peking University Health Science Center and visits to local hospitals, clinics, and TCM centers, students learn about the Chinese public health system, key players and institutions, and significant public health challenges, successes, and debates, particularly around infectious disease control, environmental health, and food safety and nutrition. Students also gain an understanding of traditional Chinese medicinal practices, including acupuncture, massage, and herbal remedies, highlighted by an herb-collecting excursion to Linlong Mountain. The program also includes intensive language classes in Mandarin Chinese as well as weekly cultural and historical excursions, which offer students a glimpse of Beijing's storied past.
Host Institution
Founded in 1898, Peking University, or "Beida," was the first formally established modern national university of China. With over 30,000 students, of which seven percent are international students, Peking University is a premier institution for education and research, particularly in natural and social sciences. It is frequently ranked as one of the best universities in China. The campus is located in northwest Beijing, in the Haidian district, which has a concentration of many well-known colleges and universities.
Housing & Meals
Students live in the Zhong Guan Xin Yuan Global Village international student dormitory in shared suites. Rooms are air-conditioned and furnished, and Internet is available via Ethernet connection. Group lunches are provided on weekdays, but students are responsible for breakfasts and dinners.
This program offers a set curriculum with a combination of Northwestern courses and courses offered by Peking University. Students must enroll in the courses listed below. For courses with Northwestern course numbers students will receive a Northwestern transcript. Both the courses and grades appear on students' Northwestern transcript and are factored into their Northwestern GPA. For courses offered by Peking University students will receive a Peking University transcript, and course credit will be eligible for transfer back to Northwestern as long as students earn course grades of C or better. Visit the Study Abroad Guide for more information about credit transfer and grades, GPA, and transcripts.
GBL HLTH 332-SA-Public Health in China
- Course Instructor: Peiyu Wang
This seminar consists of a series of lectures on the health care system and public health in China. Lectures will introduce students to the most common health problems in China, the role of government, the organization of the health care system, and issues such as environmental health, nutrition and food safety, and control of epidemics.
GBL HLTH 333-SA-Traditional Chinese Medicine
- Course Instructor: Jiang Wenyue
Students will learn about acupuncture, massage, and herbal remedies and the role of Traditional Chinese Medicine in contemporary Chinese culture. This course will also include a weekend herb-collecting excursion to Linlong Mountain.
Chinese Language: Interdisciplinary Course
- Taught by Chinese language instructors from Peking University.
While there is no language prerequisite to participate in the China summer program, students are required to take intensive Mandarin language training while in China. Four to seven levels are offered, depending on the student's skill level. Please note that all students who plan to continue their language studies at Northwestern after the program will be required to take an oral and written language placement exam to determine the appropriate language level.
Students will participate in weekend excursions to important historical and cultural sites, which will give context to Chinese society and civilization. Visits typically include guided tours of Tiananmen Square, the Forbidden City, the Temple of Heaven, and the Summer Palace, among others. In addition, students will view cultural performance pieces such as a classical Peking opera and an acrobatics show.
The Great Wall
An annual highlight of the program, students will have the opportunity to climb one of the most beautiful and well-preserved sections of the Great Wall of China, the Jinshanling section.


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Something for Nothing
Floating Widget
Floating Item Container
Floating Rate Widget
Your Rating
M ore than 19,000 new food and beverage products were introduced in 2009, according to information from the U.S. Department of Agriculture. That's a lot of manufacturers and merchants trying to capture customers' attention and interest.
"The most difficult aspect to marketing is getting the customer to try the product, especially if they don't know it," says Richard George, professor and chair of the department of food marketing at St. Joseph's University in Philadelphia. That's where free samples come in. Customers feel better, knowing they're not plunking down money for something they might not like; retailers benefit as well, as offering product samples is a way to differentiate themselves. "Retailers show that they're current and contemporary," George says.
Moreover, customers who partake of the items offered as samples often decide to consume more overall, says a study from Stephen Nowlis, professor of marketing at Arizona State University. "Sampling any high-incentive item in a grocery store is likely to increase the subsequent desirability and purchase of that particular product," says Nowlis, "as well as other rewarding items."
Product sampling tends to be most effective when two criteria are met, George says. The item being offered has to be a quality product: Giving away samples of inferior goods is unlikely to persuade customers to ditch their current brand for the new one. Product sampling is also valuable when the product is difficult to describe, as it allows potential customers to actually see and taste how the item differs from its competitors.
Low cost, high effectiveness
S nack Factory, parent company behind pretzel/cracker hybrid Pretzel Crisps, found the ability to entice potential customers to try the snack has been one key to the product's success. "We have a unique product — it's a flat pretzel cracker," says Perry Abbenante, vice president of marketing. "We feel we need to get the product in people's mouths."
To that end, Snack Factory has been using product sampling, among other marketing tactics, to introduce Pretzel Crisps to potential customers. Field marketing teams in key markets hold sampling events at grocery stores, as well as at community events like Taste of Chicago.
Product sampling in stores and at events currently represents less than 15 percent of the company's marketing budget, largely because Snack Factory already has employees in these locations who can manage the events, as well as storage facilities for their products. Nonetheless, it's been effective, Abbenante says. "We have a conversion rate of 25 to 30 percent, vs. an industry average of probably one-fourth of this."
Connect and educate
J ust about every weekend for the past 18 months, Maia Yogurt founder Hamilton Colwell and marketing associate Rachel Unger have stationed themselves at stores in the company's New York and Connecticut sales areas. Along with offering samples of the company's all-natural, low-fat probiotic yogurt, the two answer customers' questions and provide information on the product.
"We connect to consumers and educate them," Unger says. Being available to answer questions helps at least some customers make the switch from their current brand to Maia, she adds.
To date, product sampling has been Maia Yogurt's biggest marketing effort. It appears to be paying off: Launched two years ago, Maia Yogurt will soon be available in 70 additional stores, including Big Y, IGA and Dave's Marketplace locations. "We really feel that product sampling has definitely driven trials and sales," Unger says.
While Unger and Colwell can't be in all 70 stores at once, they plan to continue the product sampling events, Unger says. To conduct the sessions across this larger group of stores, the company has advertised for brand ambassadors among college students in the area, as well as on Craigslist. Among the qualities Maia looks for in demonstrators, according to Unger: "Energy, passion, friendliness. Someone who can talk, who can carry on a conversation."
Presentation and personality
A lthough conducting a product sampling may seem straightforward, getting the details right can make all the difference. "All selling is theatre," George says. Placing the sampling station in an area of the store that's well-lit and comfortable is key. In addition, the product itself should be stocked near the sampling station, and the individual manning the station should be approachable, friendly and enthusiastic without being pushy. "Make it a show," he says. "Make it fun."
While Abbenante and Unger have been able to use employees to conduct the product sampling, engaging a third party that does nothing but product sampling can be an effective tactic, George says. These workers know how to present products effectively and safely. Moreover, the cost can be reasonable, he says, typically ranging from about $150 to $350 per store event.
Recording the sales that result from a product sampling event is paramount, Abbenante says. Pretzel Crisps tracks the purchases that occur at sampling events to gauge their effectiveness and determine how they compare to the company's other marketing campaigns.
Remember, though: Product sampling campaigns usually have limits. "You can't do it forever," Unger says. It works best for new brands, and will likely be less effective with products that already are well-known and distributed nationally.
While the benefits of a product sampling session to the manufacturer are fairly clear, the retailer also comes out ahead, George says. Hosting product demonstrations creates a sense of excitement. "It's a fun thing," he says. Moreover, retailers typically don't incur any costs, other than making floor space available.
"With all the high tech in our world, sampling can be a good old-fashioned way to differentiate," George says. "Everything else in a store we have to pay for. We all like Christmas and our birthdays."
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Bridge Publications Wins Sixth Manufacturing Leadership 100 Award
Frost & Sullivan's Manufacturing Leadership Council announced in March that Bridge Publications has once again earned the coveted Manufacturing Leadership 100 Award.
For the sixth consecutive year, Bridge Publications, publisher of the religious works of author, humanitarian and Scientology Founder L. Ron Hubbard, has earned the prestigious Manufacturing Leadership 100 Award.
This year's award is in the category of Operational Leadership, presented to companies that "undertake continuous improvement projects" that "have demonstrated commitment over time, measurable results, and will have contributed positively to the organization's overall performance."
In 2013, Bridge greatly increased its production to prepare for the November launch of the Golden Age of Tech Phase II at the Clearwater, Florida, spiritual headquarters of the Scientology religion.
This launch required the publication, manufacture and distribution of the greatest volume of technical and administrative material in the Church's history: written issues, books, study aids and other religious items for the training and spiritual counseling of parishioners and the education of Scientology ministers. The launch consisted of:
- 137 course packs, books, administrative forms, reference packs and lectures in 17 languages, totaling 2,329 individual items
- The printing of a staggering 253 million pages of materials
- 12 50-foot truckloads of paper (11.8 million feet) and 100,000 pounds of plastic used in the production of the release
- 1,396,946 pounds or 699 tons of materials shipped out to Scientology Churches around the world
- In excess of 1,189,000 items added to the Bridge Publications stock warehouse
No fewer than 67,253,096 color printing impressions ran through Bridge's digital presses for this release alone. In a single week, Bridge's Hewlett-Packard Indigo printing presses ran at highest-rated speed and were off the top of the charts in uptime productivity—more than 5.4 million color printing impressions, breaking Bridge's previous world record of 4.3 million impressions on one machine in a single month.
To cope with the production of such a variety of items, for many of which no machinery previously existed, Bridge worked with manufacturers to design and produce state-of-the-art, unique equipment.
Nearly every product required labels or covers with hot foil stamping, lamination, screen UV coating, embossing and die-cutting. Custom molds were made and used for plastic injection molding of binder packs, with cut, hole-punched and corner rounded text inserted into them. The decorated labels were printed and applied to each plastic pack with a custom-made machine, specifically engineered to apply labels through three feeders onto a 3-piece binder (front, back and spine), smoothly applying the rolls of labels into exact grooves of the plastic injection molded binder.
The result was a seamless launch, with all needed materials sent to Churches around the world in time for the November release.
"The production of Golden Age of Tech Phase II was the most exciting release to date," says Bridge Publications Vice President for Manufacturing Veronica Rodriguez. "Our team pulled together, day in and day out, running our presses above the industry standards for production capacity output. We had to be streamlined, organized, and work as a team to make this happen. It was a great experience for which we all have an incredible sense of pride."
* * *
Established in 1981 in Los Angeles, California, Bridge Publications publishes the religious works of bestselling author and Scientology Founder L. Ron Hubbard for North and Latin America, Africa, Asia, Australia, New Zealand and Oceania. Its sister organization, New Era Publications in Copenhagen, Denmark, prints and distributes these materials for Europe and the United Kingdom.
Since the inception of its in-house printing facility in 2006, the organization has published more than 18 million L. Ron Hubbard works.


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Fund Raising
Funds raised at the gala will benefit museum's Texan Fund. This is an opportunity for attendants to play a role ITC. These funds will help in preserving Texan stories and cultures. It will ensure that quality education programs and exhibits continue to be offered at ITC. Gifting the fund will support the next generation of learners who visit the museum. Earlier this year, UTSA requested for qualifications of pursuing a potential ground lease agreement. The institute wants to bring developers along to improve nearly 15 acres of ITC campus in Hemisfair Park, San Fransisco. Funds raised for the Texan Fund will support programming, construction and renovation.
Institute Mission
The institute has been a place for holding cultural conversations aimed at countering hate crimes and intolerance with unity and understanding. This was created during the Vietnam war which brought social unrest According to Analco Gonzalez the managing partner of OCI Group this concept underscores the Institute's mission. The institute provided a neutral porn discounts setting in a building that housed the Texas Exhibit Hall during 1968 World's Fair. This setting brought together people from different faiths and cultural backgrounds to share perspectives. One of the members who participated in the dialogue, Olivia Travieso indicated that storytelling is very powerful. He said that ITC tells stories that people wouldn't otherwise know.
ITC will be looking forward to a successful gala given that its the first one in history. People who have had a big impact on Texan community will be honored. It is a great function which welcomes everyone. Funds will be raised to fund education programs. The institute played a key role in educating and harmonizing the community. ITC will use this opportunity to bring more people on board.


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Mandatory Water Use Restrictions
The Drought Alert restrictions are in addition to permanent mandatory restrictions in place. Permanent restrictions are listed at the bottom half of this page.
Please Limit Outdoor Irrigation to Two Days Per Week
The City of San Diego is strongly urging residents to further reduce their outdoor water use by reducing their outdoor irrigation of lawn and landscaped areas to no more than two days per week, for five minutes per watering station. With the state mandate that the City of San Diego reduce its water usage by a collective 16%, the quickest and most effective way to achieve this reduction is through reducing outdoor irrigation, which accounts for more than 50% of residential water use.
Recommended Watering Schedule
The City of San Diego is strongly urging you to water no more than two times per week, for five minutes per day, based on the following suggested schedule:
Time limits apply to standard sprinkler systems.
NOTE: The 5-minutes-per-day time limit does NOT apply to landscape irrigation systems using water-efficient devices, including drip and micro-irrigation systems and stream rotor sprinklers. However, these water-efficient systems should follow the two-day-per-week schedule.
|Homes with Street Addresses
Ending in an ODD NUMBER
|Homes with Street Addresses
Ending in an EVEN NUMBER
|Apartments, Condos
and Businesses
|Sunday and Thursday
|Saturday and Wednesday
|Monday and Friday
Water at the Right Time of Day
- Water only after 6 pm and before 10 am.
NOTE: This time-of-day schedule applies to ALL irrigation.
Additional Drought Alert Restrictions
- Stop operation of ornamental fountains, except to the extent needed for maintenance purposes.
- Use a hand-held hose equipped with a positive shut-off nozzle or timed sprinkler system to water landscaped areas.
- Irrigation is not permitted during a rain event or for at least 48 hours following a rain event.
- The washing of automobiles, trucks, trailers, airplanes and other types of transportation equipment is only allowed during between 6 pm-10 am from June 1 to October 31.
- NOTE: Mobile equipment washings are exempt from these regulations where the health, safety and welfare of the public are contingent upon frequent vehicle cleanings, such as garbage trucks and vehicles to transport food products, livestock and perishables.
- Washing is permitted at any time at a commercial car wash.
- Boats and boat engines are permitted to be washed down after use.
- Use recycled or non-potable water for construction purposes when available
- Use of water from fire hydrants will be limited to fire fighting, as well as meter installation by the Public Utilities Department as part of its Fire Hydrant Meter Program, and related activities necessary to maintain the health, safety and welfare of the citizens of San Diego.
- Construction operations receiving water from a fire hydrant or water truck will not use water beyond normal activities.
- Irrigation is permitted any day at any time as follows:
- As required by a landscape permit.
- For erosion control.
- For establishment, repair or renovation of public use fields for schools and parks.
- For landscape establishment following a disaster.
Permanent Mandatory Restrictions
Permanent mandatory restrictions have been in place since 2011, and apply year-around, whether the City is in a drought or not. These restrictions are designed to promote water conservation as a permanent way of life in San Diego.
- City of San Diego water customers must prohibit excessive irrigation and must immediately correct leaks in their private water systems. The City's regulations state that customers "shall not allow water to leave their property due to drainage onto adjacent properties or public or private roadways or streets or gutters due to excessive irrigation and/or uncorrected leaks."
- Customers shall repair or stop all water leaks upon discovery or within 72 hours of notification by the City of San Diego.
- Customers cannot use a running hose to wash down sidewalks, driveways, parking areas, buildings, awnings, windows, tennis courts, patios or other hard surface areas, except to alleviate immediate safety or sanitation hazards. A water-efficient device, such as a commercial water broom, must be used and all wash water must be prevented from entering the storm drain system (curb gutters, streets, alleys, and inlets).
- Overfilling of swimming pools and spas is strictly prohibited.
- All decorative water fountains must use a recirculating pump.
- Residents washing vehicles (automobiles, trucks, trailers, boats, RVs) must implement procedures to conserve water and prevent excessive runoff, such as:
- Washing vehicles at a commercial car wash.
- Washing vehicles on a lawn or pervious surface or directing water flow to a lawn or pervious area.
- Damming wash water for collection and disposal to a pervious area or to the sanitary sewer.
- Using a hose with an automatic shutoff nozzle.
- Using a hand-held water container.
- The City will not provide new water service connections for customers using single pass-through cooling systems.
- All new conveyer car wash and commercial laundry systems connections will be required to employ a recirculating water system.
- Restaurants and other food establishments shall only serve and refill water for patrons upon request.
- Guests in hotels, motels, and other commercial lodging establishments will be provided the option of not laundering towels and linens daily.
These restrictions apply to those whose property lies within the City of San Diego Public Utilities Department's service area. If you receive your water bill from a different agency, please check with that agency regarding any applicable water use restrictions.


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Everybody wants theater tickets New York. Whether you're a New Yorker or a visitor at the Big Apple, theater in New York is a must. After all, the best shows and concerts will always include New York in their itinerary. Plus, there's nothing like watching a famous Broadway show in New York – the home of Broadway!
But theater tickets New York can be hard to find, and worse, unaffordable. All your dreams of watching that show could just remain dreams. But…yes, thank God for the BUT! If you use the services of an authorized ticket broker like us, you could have that theater experience you've always dreamed about.
Customers often ask why they need a ticket broker. Wouldn't it just be easier to head to New York and pick up the tickets at the box-office? Sure. You could do that. But you run the risk of not getting any tickets because the show is sold out. So instead use our services!
Whether you're a local or a tourist, the right way to ensuring you don't miss out on the show is to book in advance. The convenience of the internet lets you make your ticket bookings online, well in advance.
By booking well ahead, you can make sure you get good seats at the show. Last minute bookings always mean you have to settle for whatever's available. But by using our services, you can enjoy the show from excellent seats.
Prices matter and theater tickets New York can be very expensive sometimes because of high markups. But on our site, we offer you excellent prices and internet deals so you can afford Broadway.
If you're not sure what to watch, you can always read the reviews on our sites. If we don't have reviews, we'll at least give you a basic summary of the story so you know if you'd like to see that. Isn't that convenient?
If you didn't have a choice but to wait till the last minute to get tickets, we can still help. Very often we are able to get our hands on theater tickets New York for sold-out shows. Though these tickets might cost you a little more, it's fully worth it. Plus, they will definitely be cheaper than what you get from an illegal ticket scalper.
If you choose to sign up for our online newsletter, you'll always be in the loop. We use our newsletters to keep you up-to-date with all the latest Broadway information. Upcoming show dates and ticket sale dates are regularly featured in our newsletters.
Buying a ticket on eBay might seem convenient, but it's actually illegal. The people selling these tickets are flouting the terms and conditions of the ticket sales. They'll make a huge profit from their tickets that they might have even bought from us! We are authorized ticket brokers, so all our ticket sales are fully legitimate. Plus, we don't charge you crazy prices for them!
Watch all the best shows in New York, and never worry about not getting tickets. We'll take care of your needs and make sure you have the best theater tickets New York.
"Reedstickets.net has always provided me with first-rate service and the best prices I have found online"... Beth Boyle


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ISI bankrolled, locals carried out 13/7 blasts
Nearly 50 days after the July 13 serial blasts in Mumbai, the state anti-terrorist squad believes that the strike was funded by the Pakistani ISI through the Saudi Arabian route. Shishir Gupta reports. Usual suspectdelhi Updated: Sep 01, 2011 10:43 IST
Nearly 50 days after the July 13 serial blasts in Mumbai, the state anti-terrorist squad believes that the strike was funded by the Pakistani ISI through the Saudi Arabian route and executed with the help of local city youth. This input has been conveyed to the home ministry at the highest levels, which is at present trying to help the ATS substantiate its investigation.
Seven blasts had rocked Mumbai within a span of 30 minutes on July 13. Zaveri Bazaar was rocked first with three explosions at around 6.45pm. Five minutes later, two bombs went off at Opera House. At around 7.15pm, two explosions occurred at Dadar. Twenty-six people were killed and 131 injured in the blasts.According to government sources, the Maharashtra ATS got information that the blasts were planned, coordinated and executed with the help of one Gen Murad of the ISI with the help of Lashkar-e-Taiba-Indian Mujahideen modules in the state.
The information was that the ISI funded Indian expatriates in Saudi Arabia, who in turn approached sleeper modules in Mumbai city to carry out the strike. The ATS has conveyed that the explosives were secured by the ISI and were given to the local Indian planters in Mumbai just before the three blasts.
While the home ministry is waiting for the state ATS to connect the dots and plug gaps in the information, Maharashtra police for the moment believe that the information is credible and may help in cracking the case.
However, the information has gaps as there is no information about the Saudi Arabian end or the Mumbai end including who were the planters and the sources of funding in Saudi Arabia. The Arab kingdom is at present cracking down hard on terrorism funded by Pakistan and targeted against India.
The identity of Gen Murad too is hazy. Sources said one Col Murad used to train Lashkar terrorists a decade ago and they do not know of any Gen Murad handling the anti-India operations. However, they also point out that this could also be the combat name of some ISI operative in charge of the India operations.
With leads running dry and trails turning cold in the 13/7 case, the state ATS is banking on this lead to solve the case with the security agencies pitching in to unearth the Indian end of the terror strike in an otherwise a blind case.
First Published: Sep 01, 2011 00:27 IST


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Our unique range of Sports Health, Sports Accident and Sports Liability Insurance products provides cover to protect individuals, clubs and teams, both amateur and professional.
All of our Healthcare policies come with a great level of standard cover, including:
✔ Accommodation, nursing care, surgeon and anaesthetist fees
✔ Diagnostics including MRI and CT scans
✔ Theatre costs, intensive care costs, drugs, dressings and consumables
✔ Physiotherapy
✔ Oro-surgical operations and procedures
✔ Parent accompanying child during a hospital stay
✔ Initial consultation and specialist fees
✔ Initial diagnostics including MRI and CT scans
✔ Subsequent consultation and specialist fees
✔ Subsequent diagnostics including MRI and CT scans
✔ Physiotherapy
✔ Complementary medicines
✔ NHS cash benefit
✔ Health and wellbeing services
✔ Stress counselling helpline
✔ Additional modules, options and upgrades available to personalise your quote to your needs and budget
Our policies can be adapted to suit your needs and budget. You have the option to select what hospitals you have access to, what your excess is and whether you would like to add optional travel cover. You can also decide on whether you would like to disclose your medical history and add cover for pre-existing conditions.
Why choose General & Medical Healthcare?
General & Medical Healthcare is a specialist provider of Private Medical Insurance giving low cost access to high quality private healthcare. We put people first so choose General & Medical Healthcare for:
Get a quote today
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Choice of cover to suit your needs
Our wide range of policies provide choice for everyone considering private healthcare. Whether you are looking for essential cover, or comprehensive cover with full cancer benefits, you can be sure there is a policy to suit you.
Quality Care
During a stay at a private hospital you will typically have your own room with en-suite facilities, excellent food and unrestricted visiting hours and nursing staff with more time to dedicate to your personal care.
Free Health and Wellbeing support
The health and wellbeing of you and your family is important. That's why we include free 24 hour Health and Wellbeing Support within our Private Health Insurance policies. We want to make sure you have access to support should need it.
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We pride ourselves on our great customer service and as one of our clients, you will be assigned a named Health & Care Support Specialist who will be fully trained in medical terminology and claims handling.
Stay in control
Unlike some other insurers we do not operate a Managed Care System. We allow you and your specialist to make the decision on where you are treated and who treats you, should you need to make a health related claim.
Pre-existing conditions cover
When you apply for cover, you have the option to cover treatment relating to up to two pre-existing conditions from a list of pre-defined conditions. The cover is subject to an annual limit of £1,000 which rolls up year on year to a maximum of £10,000 after 10 years, provided cover has been continuous and there have been no claims relating to the pre-existing condition. This option has helped some people to consider private health insurance for the first time and has caused others with cover elsewhere, to think about switching to General & Medical.
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We want to look after you and your family which is why when you take out health insurance with us, you only pay for your first child and all others are FREE**, no matter how many you have! Get a quote today!
General & Medical have an extensive list of facilities which we call our Participating Hospitals. The costs of treatment within different facilities can vary enormously so we reduce our premiums to reflect the lower costs of treatment at certain facilities.
Find the best choice for you with our interactive Hospital Finder.
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Green Tree offers several refinancing programs as of 2015, according to its website. The programs enable customers to lower their monthly payments, get cash to pay expenses or to pay down debt, or switch to fixed-rate mortgages or other mortgage types.Continue Reading
Customers interested in refinancing should gather documents such as W-2s for the past two years and pay stubs for at least the past month, according to the company's website. In some cases, Green Tree refinances mortgages when the amount of the current mortgage exceeds the home's value. Green Tree offers a refinance break-even calculator to help customers decide if refinancing makes sense for them.Learn more about Credit & Lending


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January 14, 2014 08:00 ET
VANCOUVER, BRITISH COLUMBIA--(Marketwired - Jan. 14, 2014) - The popular hockey app that won the support of all five Dragons on CBC's Dragons' Den has recently released a French version for iOS and Android devices. SHNARPED HOCKEY combines the best aspects of hockey coverage and social media to connect players and fans of the game. One of the cofounders of the company is a current pro player, Kyle Hagel, who played last season with the Montreal Canadiens' affiliate - the Hamilton Bulldogs.
The key feature of Shnarped is the ability for fans to interact with some of their favourite hockey players in a positive way. Fans can send players a "pound," which is similar to a virtual fist-bump and players can easily send them back to fans. Shnarped is positive, youth-friendly environment that safe for fans of all ages to participate in.
There are currently over 100 NHL players using Shnarped and over 750 players from across North America. Shnarped recently added the CHL to the app meaning fans can interact with players from the QMJHL. Some of the notable players verified on the app include Brendan Gallagher of the Montreal Canadians, Jonathan Toews, Nathan Beaulieu, Mathieu Perreault, Gabriel Dumont, Louis LeBlanc, and more.
Shnarped has become an essential tool used by players to stay connected with each other when they move to different teams. It's also a valuable resource used by many of the top agents, scouts, coaches, and journalists in the sport. Fantasy hockey players use the app to check how their players are doing and stay one step ahead of their friends.
Other features of Shnarped include - customized news feeds, video highlights, player stat tracking, news alerts, injury updates, and more. Leagues included in Shnarped are the NHL, AHL, ECHL, CHL (QMJHL, OHL & WHL), and NCAA.
The name "Shnarped" is an unusual one and it comes from a card game played by pro-hockey players on buses and planes during road trips.
Interactive Athletes Corporation was founded in Vancouver in June of 2012 by Dustin Sproat, Kyle Hagel and Kamil Sikorski. Both Dustin and Kyle played NCAA hockey at Princeton University. Shnarped Hockey can be downloaded from www.shnarped.com.
Dustin SproatInteractive Athletes firstname.lastname@example.com
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An abstract skyscraper next to the Museum of Modern Art that was supposed to rise as high as the Empire State Building was cut down to size yesterday by the City Planning Commission, which approved the project only if it's slashed by 200 feet.
The tower, which would include exhibition space for the museum as well as a super-luxury hotel and apartments, would still rise 1,050 feet — about the height of the Eiffel Tower — on a small midblock lot on West 53rd Street.
Designed by French architect Jean Nouvel, the asymmetrical tower with a crisscrossing fabric of exposed steel columns was initially designed to reach 1,250 feet, as tall as the Empire State Building without the antenna.
While praising the design of most of the tower, city Planning Commissioner Amanda Burden said the design for the upper 200 feet wasn't good enough to merit a place in the same level of atmosphere as the Empire State Building.
"This is a good project for the site and for the city," Burden said of the reduced-size project by one of the world's celebrated starchitects.
Planners like the design of the rest of the building so much that they made their approval contingent on the developer keeping the same "tapering, sculpted form and unique, asymmetrical" wall.
Residents along West 53rd and 54th Streets have opposed the project, even at the reduced height, because it would dwarf all the surrounding buildings and cast a shadow that would sweep across the neighborhood and reach into Central Park.
The tower was initially proposed to begin construction next year. A spokeswoman for the Texas-based developer, Hines, said they will continue to work with the city on "this milestone project."
MoMA, which sold the lot to Hines in 2007, is slated to get 40,000 square feet of exhibition space in the tower.
"While we had hoped that the commission would approve the Jean Nouvel design as originally proposed, we are confident that the process will yield a project that contributes greatly to the architectural heritage and economy of the city," said a museum spokesman.


text: Aside from marrying the person of your dreams, your wedding day is a time for love and celebration with your friends and family. Of course, every bride wants to make the day as memorable as possible from the food and decor to the music and dance. Besides your first dance as a married couple, your father daughter (or any other family member!) dance is another unforgettable moment. Here are some tips for making the most of these three to five minutes with your dad:


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FARM incomes have slumped by more than 20 per cent in Britain this year, according to figures to be announced by the Government today.
This has wiped more than £500 million off incomes over the past 12 months - taking them to their lowest level in real terms for nearly 60 years. The figures are expected to show that total farming income has fallen below £2 billion compared with £4.8 billion in 1996, before the industry was swamped by the traumas of the BSE crisis and several other economic factors.
Tim Yeo, the shadow minister of agriculture, said the "dreadful" statistics showed that the Government had not done enough to help farmers during the current economic crisis. He said: "It is pretty cynical to issue figures like this only 24 hours after publishing a rural development plan which did not address many key agricultural issues directly."
Farmers' organisations will be poring over the Government figures later this morning. But Ben Gill, the president of the National Farmers' Union of England and Wales, gave a warning that key proposals in the Government's rural White Paper could not be turned into reality to help rural areas unless there was a prosperous agricultural industry.
He said: "The proposals that are put forward in the White Paper will only work against the backdrop of a thriving British farming industry." Farmers have warned the Government that there is now so little money left for investment in farming that it would be difficult for many producers to take advantage of proposed easier planning regulations and to diversify their businesses in an attempt to increase their incomes.


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Shakira's ex-boyfriend has filed a new $100 million lawsuit against the Latin superstar, suggesting he was the inspiration for her smash hit Waka Waka (This Time For Africa).
Antonio de la Rua initially launched legal action against the Colombian beauty in New York in November (12), following the end of their 10-year relationship in 2010, arguing that he is owed a slice of her fortune after acting as her manager and helping to negotiate lucrative contracts during their time together.
Shakira hit back at the allegations in March (13) and asked a judge to dismiss the case, maintaining her former partner did advise her on some decisions but was never officially employed as her manager. She also insisted she was already famous when they met in 2000 and that the only agreement she signed with de la Rua was a 2006 document stating they would both keep their own assets if they split.
De la Rua, the son of former Argentine president Fernando de la Rua, has since lodged a similar complaint in Los Angeles Superior Court on 12 April (13), claiming he was key in building the Shakira brand and he has taken credit for Waka Waka (This Time For Africa), which was chosen as the official 2010 FIFA World Cup anthem. He also alleges that he convinced the singer to record Hips Don't Lie, her 2006 collaboration with rapper Wyclef Jean, because Shakira was initially not a fan of the song.
The superstar, who is now dating Spanish soccer ace Gerard Pique, has yet to respond to the new suit.


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Who ate the Banana?
After a plane crashes, the survivors reach the island and realise that the food is limited. Walking through the island, they discovered few palm trees with bananas, they collected them all and started discussing how they are going to distribute them. Having agreed on the distribution, they decided to delegate a bananas keeper to look after them and make sure they are on a daily basis distributed as agreed. The following day when they wake up, they find out that that a great amount of the bananas has disappeared, they gathered and started discussing/accusing each others.
- Realising how they base their arguments on prejudices and stereotypes.
- Acquiring team building skills and dealing with decisions under pressure.
- Putting themselves in someone elses shoes through role plays.
- Acknowledging the value of sharing & showing empathy with others.
- Growing their leadership potentials through ideas suggestion & decision making.
25-30 minutes
Target Group:
Teenagers (age from 10 till 14)
Group Size:
10 persons
Group Name:
The Bananians
The participants are asked to close their eyes and imagine themselves travelling to country X. Using some sound effects, participants feel that the plane is about to crash. They are then asked to open their eyes and to imagine that they found themselves lonely on an island with a very limit access to food. (It took them hours to find the food)
Participants are informed about the banana trees and the necessity of collecting/distributing the fruits. At a later stage, they were informed that the food was gone, participants are asked to find out why this happened, because the banana keeper warn them that they will suffer from starvation.
- Flip chart papers,
- markers,
- sticky notes,
- notepads,
- pens,
- 15 Bananas,
- visual effects,music…
How the participants felt?
Which character you feel more compassionate with?
Are you satisfied about the final decision?
Do you think that the role you played matched your character at some point?
Did this game change your perspectives towards others?
Do you think that the food was distributed equally?
Tips For Facilitators:
- Delegate one of the facilitators to play the role of the banana keeper.Ensuring that the participants understood the game instructions.
- Motivating and encouraging the participants.
- Guiding the participants through the decision making process.
- Simulating the participants in a provocative way that accuses them at some point.
- Offering the participants candies and some juice during the group discussion.
The epidemic
The participants deserted on an island.
The doctor and one character explore the island and discover "the others" doing a ritual (they think they're drinking blood).
One of the characters who went o explore the island gets sick and dies infront of their eyes. Before dying infects *4 other people. The doctor has medecin to heal one person *they have to decide who* , then gives alternative medecin made of a herb he found with "the others", (Should they seek help from the others? who would go?)
- Skills: ability to put yourself in someone else's shoes.
- Empathy to the surrounding situation.
- Experience and acknowledge racism, discrimination, stereotyping…
- Practicing communication, decision making skills.
- Self awareness.
Human Rights related:
- Social Justice:racism,descrimination,stereotypes
- Right of life
- Right of health
- Freedom of choice
Target audience:
60-90 minutes
Group Size:
. Participants interacting together.
. Frightened, doctor and F come back from exploration hike and inform them about "the others" (primitive tribe doing a ritual and apparntly drinking blood)
. While the doctor is speaking F coughs, and shows some symptoms of disease. Doctor stops speaking, goes to bring "something".
Doctor orders 3 specific characters to take care of him.
. F dies coughing blood in front of all participants. (Doctor avoids touching the patient)
. Doctor orders the same characters to get the body outside the room.
. While they're out he informs that the disease tranfers by touching. Warns everyone not to touch them, maybe isolate them.
. Doctor tells everyone that he has 1 medecines, he drank one himself. 1 is left for them to decide who will take it.
. Discussion between all participants.
. Doctor informs about alternative medecin through a herb he found in "the other's" side.
*If they send someone healthy they will risk being exposed to the disease. If they send an already sick person, the trip takes 5 hours to get there, they might not make it.
- Room
- Fake blood (ketchup)
- Medecin
- *Doctor should look elegant (e.g: botton up shirt) and smart (glasses)
*How do we feel? In general, towards the doctor, and the infected people.
*What have you learned ?
*Was it difficult to separate you reality from the character?
*How would you react to this situation as the real you?
Tips for the facilitators:
- . Expect a variation of emotions
- . Consider aggressive reactions.
- . Doctor should avoid touching patient/infected people in order to survive, at the same time tries to help.
- . Facilitator has to pretend thet he/she is dying, but doesn't necessarily need to fake being dead.
- . The facilitator died gradually in the middle of the scene, where we can show the aspects of dying gradually.
The Ghost Bullet
A plane crashes on a desert island. X people survive (within them, a lawyer and a muslim woman). There is a big part of the plane that will be used for shelter, but is filled with dead bodies. The survivors remove the dead bodies, and among them is a police officer, with a shot in his head, and his gun is missing. During the night, while everyone is asleep, one of the participants is also shot in the head (a child). There is a discussion about who has the gun, and the muslim woman is pointed as guilty by the lawyer of the group. Next night, the muslim woman dies and the gun is not with her. There is another discussion and the lawyer finds the gun around the plane, with all the bullets inside.
- 1.Stop using stereotypes while judging others
- 2.Thinking about the way decisions are made (finding a common ground)
- 3.Give some skills to the facilitator to mediate between cultures
Human Rights related
- article 2:Everyone is entitled to all the rights and freedoms set forth in this Declaration, without distinction of any kind, such as race, colour, sex, language, religion, political or other opinion, national or social origin, property, birth or other status. Furthermore, no distinction shall be made on the basis of the political, jurisdictional or international status of the country or territory to which a person belongs, whether it be independent, trust, non-self-governing or under any other limitation of sovereignty
- atricle3:Everyone has the right to life, liberty and security of person
- article5:No one shall be subjected to torture or to cruel, inhuman or degrading treatment or punishment
- article 18:Everyone has the right to freedom of thought, conscience and religion; this right includes freedom to change his religion or belief, and freedom, either alone or in community with others and in public or private, to manifest his religion or belief in teaching, practice, worship and observance
- article 19:Everyone has the right to freedom of opinion and expression
Target audience:
Youth between 18 and 30 years
90 minutes
Group Size:
Check the plot.
- 1.Sound of a shot from a gun
- 2.Burka or something to hide the face for the muslim woman
- 3.Make up for the dead person (blood)
What did you feel during this game? Did you feel involved with your character? Why did you defense your character? Do you agree with what you did during the game? Did you emphathise with the lawyer?
Tips for the facilitators:
- Keep the discussion alive all the time, give freedom for your participants to see what they want to do, don't give space to the people who questions your interpretation, point the muslim woman as the responsible for the death of the child, find the gun with all the bullets inside and tell the participants, don't give your own opinion and feel free to change any of the rules to adapt it to your situation.
Staying Alive
The group is on a plane that crashes and lands on an island. Now the group is facing how to survive together.
- Values of living together
- Rights and responsibilities
- Rules
- Social rules
- Communication
- To introduce democracy
90 minutes
Related Rights:
10-15 minutes
There is always a narrator who is not part of the story (this person is in charge of providing the material, telling the story and doing the debriefing).
- Facilitators start by telling the story:
We're here, in the plane together, everyone is going to their own destination (this is the opportunity for the participants to introduce themselves, their names and their personal stories, real or imaginary).
- Facilitator indicates there is a plane crash situation. We land on the island (the creative, discriminated, reflective and authoritarian characters are already introduced as part of the characters).
45 minutes
- The survivors are given a map of the island, and a task: to establish their community:
- Decide where you're going to live
- What does that place require
- What resources are available
- Which are their rights and responsibilities
- Who does what (roles in society, law...)
- The rules should be agreed as the group decides and then written down. From now on, they'll have to behave according to these rules.
15 minutes
- They have to start acting as if they are living in the society
- They have to decide if they want to stay in the island or they want to leave
15 minutes
Debriefing: how did the process go, how do you feel about it, was it an act of democracy, in what way, relate the values they decided with HR.
Guided Reflection:
Resources and materials:
- Costumes for the participants (if possible).
- Items to use as materials and resources (pieces of wood, carton, markers, lego pieces, empty buckets... ).
- An image of the island either projected or on a big paper.
- A room.
Notes and tips for the facilitators:
- The working team should put the participants into an imaginative mood where they can be other characters than themselves
- Number of participants must be put into consideration for timing reasons.
- There is a second version of the activity in which you can have two groups: "the ones" and "the others". The ones are who arrive, and the others are already living there.
- The same activity of organizing the society is equally done in both groups separately, however, the starting story will be different. You'll need two rooms, and a bigger one to represent the island.
- The others have to tell the narrator how they came to the island and why are they there. Then they start presenting the way they are living and their communication ways, they have to establish their own social rules (different from the real ones).
- The main characters should be divided between the two groups.
- If applied as individual workshop, this activity can be used to work on democracy, respect and living together values.
A Broken Friendship
Patrick and Sophie unite after an argument over the BOBO; Alexandra has it and the group is divided by interests into two. One part is led by Alexandra, being more powerful and wanting it for herself. The other leader is Patrick, and wants the BOBO to study it as being an artefact with symbols on it.
Basheer joins Alexandra because he – as an engineer- wants to study it, and he knows Alex will keep it.
Patrick and Alexandra fight over the BOBO and BREAK IT!!!
-The Characters are found on 'A Journey to Safety', the story line starts in that activity as well and continues in 'A Controversial Discovery' activity.
- To raise awareness about disabilities.
- To promote solidarity.
- To reflect about property.
1 hour
Related Rights:
- Article 1: Right to equality
- Article 5: Freedom from torture and degrading
- Article 13: Right to free movement
20 minutes
Describing the situation and distributing the tasks (sitting in front of the map).
30 minutes
As BOBO is broken, something SUPERNATURAL happens. It seems that 'THE OTHERS' turned off the sun. The two teams (2 characters in each) are angry with each other and decide to separate. As they separate, they take two of the four baskets of resources they had (see activity "A journey to safety"). Now they miss the two other resources. They need to get them but it's dark.
Patrick's group with blindfolded eyes has to follow the green line with Sophie's group leading them without blindfolds.
Alex's group with blindfolded eyes has to follow the blue line with Basheer's group leading them without blindfolds.
10 minutes
Reflection, evaluation and closing with the map.
Guided Reflection:
Resources and Materials:
- The map of the island (big scale).
- Facilitator's costumes.
- The cards.
- BOBO the artefact (check sketch).
- Classroom or Theater.
- Baskets (four similar).
- Coloured chalks (two colours)
- Coloured tapes (two colours).
- Blindfolds.
Notes and tips for the facilitators:
- We have two colour lines on the floor (they can be painted or marked on the floor with coloured tape)
- The facilitator can focus the reflection on the fact that splitting the group is not the best solution because it made things more difficult.
Party in the Lighthouse
The group finds a message in Abo Tree from the Others asking them about what they learned from the island? This is the debriefing moment where the characters can ask specific questions. When they finish the debriefing; some of the characters will take notes and put them on the tree. Then the tree gives the key of the lighthouse. Then everything is ready in the lighthouse for the party!
- To achieve cohesion in the group.
- To reach an evaluation point for the whole activities.
60 minutes
Related Right:
- Right to participate in the cultural life of community.
10 minutes
The group finds a message (a piece of paper with burned frame) in Abo Tree and they translate it and find out that it has a number of questions about their experience on the island.
15 minutes
The time to do the evaluation where one of the characters will be writing. Then we put back the answers into Abo Tree so we receive the key (see attached photo or link … ) to the lighthouse.
35 minutes
Time for the party ! Music, and snacks are available.
Then out of nowhere they hear a call from the sky. Hello! Is anybody there! Everybody hugs as a farewell and they leave the island and live happily ever after!
Guided Reflection:
As the objective of this activity is evaluation of the whole process, it is up to the facilitator to choose the evaluation questions more appropriate to the group.
Resources and materials:
- Abo Tree painted on a flip chart paper and hang on the wall (see attached proposed picture of the tree).
- A key.
- Piece of paper with questions.
- Music.
- Snacks.
- Decorations, balloons ..etc.
Notes and tips for the facilitators:
- The evaluation questions and methodology can be decided by the facilitators according to the experience the participants has gone through in the activities and the evaluation questions needed. This can be done through a number of small activities in addition to an evaluation form.
A Challenge to the Community
It seems that the food is lost from the storage area next to the forest. The group is terrified for not having enough food for the winter. The group rushes to check the other storage area next to the lighthouse. Fortunately, food is still there but who took the food? The group needs to know.
- To build trust among the team members.
- To spread awareness that stereotyping is against human rights.
1 hour
Related Rights:
- Right to equality
- Freedom from Discrimination
5 minutes
Introduction and setting the plot.
40 minutes
The facilitator asks the participants to sit in a circle. S/he gives a card to each participant. Each card had a role on it.
They should play the role stated in their card without declaring it. The objective is to try to find out who took the food.
After 25 minutes of role playing facilitators ask each participant to write down the name of the person who took the food and not to show it to other participants.
30 minutes
Guided reflection (please see details below)
Guided Reflection:
a. The facilitator asks each participant to stay in the role and to describe in one word how they feel like?
b. If someone/s would like to share the reason why s/he feels like this.
c. The facilitator asks each participant to show the role and they realize that none of the team members took the food.
d. The facilitator asks the group two things: why did they accuse a team member, and based on what? How do you think this is related to daily life? What probably happened to the food?
Resources and Materials:
- Cards with the roles.
- plain paper.
Notes and Tips for the facilitators:
- During the role playing the three main characters should also play their role during the first stage.
- Suggested roles: sailor, decorator, bank manager, several investigators, several discriminated people, citizens with different roles (fisherman, mother, doctor…).
- Guided reflection: at the end of the guided reflection participants should realized that there is no reason no judge or mistrust other team members.
A Way
This activity is mainly related to the option the participants chose in Activity 1, regarding staying to live in the island or leaving it.
Option 1: they'll need to get resources and a place to build their houses and stay. They will enter in conflict with the Others, as the Others won't like them to build their houses in a specific place.
Option 2: they'll need to get resources and a place to build a boat to leave. They will enter in conflict with the Others, as the Others will be afraid of being exposed to the world if the newcomers manage to leave the island.
•Group work
•Conflict resolution
•What is the extent of the use of power?
Related Rights:
The participants take a decision about their future.
The core of the activity is to BUILD something together (houses, stuff to hunt or to fish, a ship...). They can use the resources of the island that they find on their own or the resources they got from the previous negotiation with the Others.
10 min
In case of having two groups (the Ones and the Others):
The Ones build their things, and after the Others have to steal or destroy them. The facilitators can instigate them to do so, but they should debate about their reasons to do it (feeling threatened or insecure about this new people, or just because they feel that they are more powerful than the other group).
In case of having only one group:
The product of the participants work is stolen or destroyed by the facilitator who represents the Others. The group should reflect about the reason of the Others to do this to them (with the help of the characters played by the facilitators).
45 min
The conflict is open, and they have to make a settlement. Participants come together (the Ones and the Others, or the Ones and the facilitator who represents the Others). They have to reach certain terms to solve their problems, but they are only given 15 minutes to do it. After that, they have to present the point that they reached, and we close the session. (In case they consider voting in their constitution rules, they can vote the solution).
20 min
Debriefing: how did the process go, how do you feel about it, did you reach a satisfactory agreement, relate the values with HR.
15 min
Total time of the activity:
90 min
Materials needed and preparation:
costumes for the participants (if possible), items to use as materials and resources (pieces of wood, carton, markers, lego pieces, empty buckets... ), a room.
Tips for the facilitators:
The characters have a vital role in this activity. They should provoke the conflict in case it does not appear, and ease things if the conflict gets too escalated.
They should get the participants back to the rules decided for the society for the negotiation process, especially in case voting is needed.
In case of applied as individual workshop, the last part (conflict resolution) should be further developed to reach the best agreement, taking some tips from Activity Me/We.
Discovering the Wishing Well
Malcolm has a dream of a place called the Wishing Well and that Abo Tree has a map where they can find it. They find the map in Abo Tree and the group goes and finds the Wishing Well. Just to test that the Wishing Well is working, Jose throws a wish which is achievable within one day, but this wish will be a secret. The first wish is done by Jose to challenge the wishing well that it does not work. His wish will be for his team to win but this will stay a secret until the next session. Jose will later on discover that his team has won and will announce that the wishing well actually works! Then all the participants write or draw their achievable wishes and throw into the wishing well.
- To reach self-awareness.
- To improve group dynamics.
- To achieve self-confidence.
- To express wishes, fears and desires.
30 minutes
Related Rights:
- Right to life, liberty and personal security
10 minutes
The group is gathered at Abo Tree. Malcolm starts telling them about the dream he had about a wishing well where the wishes come true after they are thrown in it and that the map to the well is buried near Abo Tree. The group finds the map and heads to the wishing well.
10 minutes
They find the wishing well. Malcolm says that he saw in the dream that they should pull the bucket so they pull the rope and they find it with a message inside. The message says "Each of you tells me one wish". Then Jose decides to challenge Malcolm and the group that the wishing well does not work and he throws a paper with a wish. His wish is a secret but it was about his team winning the game.
10 minutes
Then Malcolm encourages the rest of the participants to write or draw their achievable wishes and throw them in the well. This is the closing moment where everybody throws their wishes in the well.
Guided Reflection:
As this activity's objective is to express wishes, fears and desires through writing them and throwing them in the wishing well, there will be no need for guided reflection.
Resources and materials:
- Abo Tree painted on a flip chart paper and hang on the wall (see attached proposed picture of the tree).
- A well; please see the link …
- A bucket.
- Rope (from the previous activity).
- Papers, pencils, colours.
Notes and tips for the facilitators:
- This tool can be used for any group dynamics when talking about wishes, fears and desires.
- If you would like to tackle a specific human rights problem during the activity, you may use the Universal Declaration of Human Rights which will be received through the bucket (each article will be on a piece of paper). Then each participant will draw a piece of paper with one of the articles and will be asked to read it and if s/he feels that this right is violated in her/his reality, s/he can throw it the wishing well after discussing it with the group. If they like the article, we can have it in a place where everybody can see it.
A Controversial Discovery
Alex realizes that the group is running out of resources and distributes tasks to the group, asking Basheer to go fishing, Sophie to get water and Patrick to get wood for the fire. In the meantime she stays in the camp to look after the bonfire.
On the beach, Basheer finds a mysterious object (we'll call it BOBO). This new discovery will bring some trouble to the group in general.
-The Characters are found on 'A Journey to Safety', the story line starts in that activity as well.
- To deal with conflicts caused by envy.
- To enhance creative thinking about Artefact (BOBO).
- To promote empathy (awareness about attitudes).
70 minutes
Related Rights:
Article 1: Right to equality
Article 2: Freedom from discrimination
Article 17: Right to own property
20 minutes
Describing the situation and distributing the tasks (sitting in front of the map).
Groups go to collect their cards (resources cards)
5 minutes
Basheer's group discovers something near the fish cards and discusses/ shows it to the others.
It has "BOBO" written on the back of it
30 minutes
Playing the BOBO game:
There are three levels of the game:
Highest- (adults, 30 minutes)- Trial with attitude:
The facilitators will lead a confrontation about who has to keep the BOBO, with 'Role' papers that has attitudes to guide the confronter to a certain attitude that will build up the story to a disagreement point.
Medium- (kids and young teenagers)- Two Parts:
(10 minutes) teams with attitude towards BOBO that only they know and the other teams need to discover.
(20 minutes) 2-3 children on the stage, each child has a different objective in relation to an object (it can be the BOBO, or another). The aim is to achieve their objective without revealing it. The other children need to think about it then all will reflect. We can repeat this several time to have more children participating.
Low- (20 minutes) one part:
Doing Medium Level- Part 1
15 minutes
Discuss and reflect with the group
Guided reflection:
- What does the BOBO represent to you?
- How Did the BOBO appear on the beach while it was not there before?
- Why do you want the BOBO?
Resources and Materials:
- The map of the island (big scale).
- Facilitator's costumes.
- The resources cards.
- BOBO the artefact (check sketch).
- Classroom or Theater.
Notes and tips for the facilitators:
- Depending on the nature of the group or their age range, you can use another title for the activity more accessible to the participants. Some ideas: ("A conflictive discovery", "Discovering the conflict")
- If you didn't do the activity "A Journey to Safety", you will need to explain the resources cards to the participants at the beginning during the presentation of the activity.
- Facilitator layout the map in the area surrounding the participants. Areas (in the classroom,) to represent parts of the map with resources accordingly.
- The areas/ places on the map could be explained with the fears and dangers in it as well as the resources in it, participants can also characterize the places.
- You can expand the possibilities for the participants to represent different attitudes, feelings, etc.
- The participants can suggest attitudes.
Our Community, the Rules
The Authoritarian facilitator proposes that staying in this random community is not very healthy, so he starts acting like a dictator, but since the rest aren't OK with this they propose holding a meeting in order to come out with Political, Economic, and Social Rules.
To create a healthy discussion with tangible and rational results.
To create a structure for the community.
To promote awareness towards politics, economy, and all of the other points that will come out during the discussion.
Related Rights:
- Right to social order
- Responsibility to the community
Provoking opinions by the reflective facilitator.
Dividing a board, or paper into 3 sections (this depends on the age and resources): Political, Economic, and Social.
Resources & Materials:
- It depends on the age and resources
Notes and tips for the facilitators:
- Having political awareness.
- Using pictures and / or words that describe some current situations to stimulate the conversation and ideas.
Building our Activity
All survivals with no way out, decide on building a shelter, using the shipwreck that the ocean drifted to them. Each member of the group has some kind of injury: light, medium, and severe.
- To achieve dynamics and interaction within the group.
- To accept disabilities amongst the group, and deal with them as humans not obstacles.
Related Rights:
- Right to equality
- Freedom from discrimination
Participants choose 1 paper from the "Box of Health", and must act as if he/she is injured. 5 minutes.
Draw or build the camp: available resources and time limit (according to sunset) can clarify the activity.
Possibilities: making tents, beds, lighting a fire, looking for water and food, going around looking for people.
Guided Reflection:
Resources and Materials:
- Box of health: Having a box with a number of choices; broken leg, broken hand, trouble breathing, can't see, healthy…
- Depends on the available materials.
Notes and tips for the facilitators:
- Giving guidelines to distribution of groups/ injuries…
The Laberinto
Nastia finds a cave. The group goes there. The group decides to use the power of the Laberinto. Anthony and Jose specifically decide to use the Laberinto and encourages the group to try.
- To understand emotions and the motivation behind violence.
90 minutes
Related Rights:
10 minutes
Nastia arrives to the meeting point and she tells the group that she found an entrance to a cave and she guides the group to the cave.
10 minutes
The group reaches the cave and they find the symbols of two hands and when they try to solve these symbols they discover the power of the Laberinto and that it takes one into a journey into the body.
25 minutes
Anthony is the first volunteer to put his hands on the symbols. One of the other characters (facilitators) will ask him where would you like us to visit? A place you are proud of and a place you are worried about. He answers that he is proud of his brain and worried about his heart (see attached Anthony's character description). The participants who are interested hold a rope connecting them together and they enter the cave with the first participant holding a torch guiding them on the map on the floor (please see comments for facilitators) First, they visit Anthony's heart. The facilitators available in that moment set up the atmosphere by asking the other participants to be quiet and that we are at that moment in Anthony's heart and brain. Then the first group comes out. The next Laberinto could be Jose (one of the facilitators) or one of the participants. The process will go the same where we ask which part you would like us to visit and why would you like us to visit this particular organ?
25 minutes
The process will continue and it depends on the number of participants and who is interested. To take part is not compulsory.
20 minutes
The group goes back to Abo Tree so everybody can explain the feelings they had.
Guided Reflection:
The facilitator can ask a number of question; how did you feel? Which organ can you control? Which part of your body is the most important to you? What can you do to feel better?
Resources and materials:
- Dark room.
- Human body map and possible to have items like pillows, furniture, cables, tubes, balls representing the human body.
- One rope.
- One torch.
- Music and sounds.
- Abo Tree painted on a flip chart paper and hang on the wall (see attached proposed picture of the tree).
- Hands painted on a poster with the encryption.
- Symbolic alphabets to be found on this link ……
- Messages posted on the hands; proposed messages as follows:
- Put your hands here and the Laberinto will guide you into your body.
Notes and tips for the facilitators:
- This is a very powerful tool and it must be treated with responsibility and awareness.
- If the participants are not understanding, the facilitators can help clarify and lead them to the right way.
- The facilitators can encourage everybody to participate if some of them shows resistance.
- The facilitator can decorate the room according to her/ his preference, for example; have the heart corner in a way where the participants can sit; they may lay down on the stomach corner..etc.
- The issue of violence can come out through different ways; a question can be asked which organ controls your violence?
- The map of the body can be done in different ways:
- Draw the human body with paper tape on the floor.
- Place some items on the floor like pillows symbolizing heart, brain… etc.
Talk To Me
The participants install themselves in the island, and are faced with the situation of the existence of the others. They need to establish ways of dealing with each other.
• Communication
• Negotiation
• To accept differences.
• To create dialogue.
80 minutes
Related Rights:
10 minutes
The participants meet the others (either as a group or as a representative played by a facilitator). They find out that they don't speak the same language. The narrator gives each group certain things that symbolize the resources.
15 minutes
They have to decide as a group what do they need from the others (resources, place...). They have to reflect on what do they need these things for (eating, drinking, leaving the place...). They have to reach an agreement with them.
40 minutes
We tell them that they have the opportunity to meet three times, and each time they can use a different mean of communication. They have different materials available, like paper and markers, some resources to show, body language...
15 minutes
Debriefing: how did the process go, how do you feel about it, did you reach to an agreement, relate the values they decided with HR.
Guided Reflection:
Resources and materials:
- Costumes for the participants (if possible).
- Items to use as materials and resources (pieces of wood, carton, markers, lego pieces, empty buckets... ).
- Materials to use for the communications during the meetings (paper, markers...).
- A room.
Notes and tips for the facilitators:
• If necessary, the characters can provoke the needs of each group.
• Regarding timing, put into consideration if it is a group meeting (in case we have 2 groups already ), group meeting an individual, or person to person meeting.
• This activity could be applied as individual workshop.
After the crash that happened to the ship, a number of survivals reached the unknown beach, and a number of the passengers were floating on pieces from the shipwreck, Passengers who arrived safely to shore need to make the decision of saving one floating group, as they had one rope.
- To make mature decisions, based on team collaboration.
- To raise awareness regarding human related choices.
60 minutes
Related Rights:
- Right to life, liberty and personal security
5 minutes
One facilitator will divide the group into 4, 1st on safe shore, 2nd, 3rd, and 4th floating on shipwreck.
One of the facilitators (Creative) must be floating with the passengers in the ocean.
Group on the beach will discuss which group to save.
Team must find an "out of the box" way to save the three groups.
45 minutes
Floating groups must listen to the discussion with some interventions about that they deserve saving the most.
Guided Reflection:
Resources and Materials:
- Rope.
- The rest is optional to increase the resources, depending on the availability.
Notes and tips for the facilitators:
- Divide the floating groups based on differences, and focusing on discriminated categories.
- The number of groups depends on the number of participants, the space you are working in, and the relations between participants.
A Journey to Safety
One day on the beach of the island, where they landed after their boat wrecked during a high tide storm, Sophie (a nurse, 45 years old) realizes that Patrick (an architect, 27 years old) is getting ill because of a terrible sunstroke and suggests to Alexandra (a department manager, 35 years old) to move from the beach to a safer place after two days on the beach.
Patrick suggests an area in the south east of the island, because it's a good shelter. Alex, Sophie and Basheer (an engineering PhD student, 27 years old) go out to collect things for the camp to be built.
- To trigger teamwork.
- To develop empathy.
- To promote cohesion.
- To develop creativity.
- To develop communication skills.
100 minutes
Related Rights:
- Article 2, Freedom from discrimination
- Article 10, Freedom of expression
- Article 29, Responsibilities to the community
20 minutes
Describe the map to settle them on the beach.
Performing of the plot.
Division of the beneficiaries into 4 groups with one facilitator per group according to the characters.
25 minutes
Set out the participants to collect the pieces of Lego that are assigned to their character (red, yellow, green, blue).
40 minutes
Building of the bonfire and the camp.
10 minutes
Closing of the activity. Gather the participants and place the new camp on the map, and reflect on the process (questions according to group range of age,….) {see tips and notes}
Guided Reflection:
Resources and Materials:
- The map of the island (big scale)
- Lego or similar (depends on how many participants)
- Facilitator's costumes
- The resources cards (if used or needed) {see tips and notes}
- Classroom or theater
Notes and tips for the facilitators:
- If you intend to do all the activities (A journey to safety, Controversial Discovery, a broken friendship, a new beginning) in a row, you can introduce here the cards that represent resources. Later on there will be activities based on the running out of resources and trying to solve the troubles. You will also need as many baskets as different resources (ex. 4 baskets: wood, water, fish and fruits).
- If the group is very young you can give them a sketch of how the camp may be like.
- Depending on the nature of the group and the age range, you can develop to different extents the evaluation of the process.
Discovering Abo Tree
A plane crashes on an island where most of the passengers survive mysteriously. They strive to be able to live on this island.
One day, they are walking aimlessly and suddenly they find a mysterious light which they follow and they discover that it leads to a Clareira and in the middle they find a gigantic tree with symbols, bizarre writings and exotic fruit.
The passengers discover that this is the place where they should always do their assemblies, make decisions and communicate. This is also the same place where they discover the existence of the others.
The passengers discovered the gigantic tree. Malcolm takes photos of the symbols on the tree with an application he has which deciphers symbols and encryptions. His mobile survives with him as he was keeping it around his neck with his other valuable stuff. Through this application, the group is able to understand the messages written in this mysterious language on the tree and they give it the name of Abo Tree. This becomes their meeting point from now on.
- To introduce the place of the meeting point.
- To set a scene for the rest of the activities.
- To realize the importance of assemblies, teamwork and making decisions as a group.
35 minutes
Related Right:
- Right to peaceful assembly and association
10 minutes
The facilitators will start their journey on the island as the characters specified in the activity. They will follow the plot of this activity where they will discover Abo Tree and decide that it will be their meeting point.
The characters explain what they have found and they invite the participants to go there and then they reach the tree. Malcolm with his mobile will be able to understand the messages written on the tree.
10 minutes
The participants will be solving the encryptions written on Abo Tree.
10 minutes
One of the characters (who will be one of the facilitators) proposes that one person should taste the fruit, but warning them that this is an exotic fruit. Nastia (who will be one of the facilitators) encourages the participants to try the fruit.
Anthony as a reflective thinker tell them that they need to be aware of the consequences and invite them for an assembly to make the first decision of who will be the one to try the fruit.
5 minutes
The resolution of the activity is that everybody shares the fruit as it is not causing any problems and is very tasty.
Resources and materials:
- Abo Tree painted on a flip chart paper and hang on the wall (see attached proposed picture of the tree).
- Symbolic alphabets to be found on this link ……
- Mobile phone or some kind of technology.
- Exotic Fruit.
- Messages posted on the tree; proposed messages as follows:
- Conflicts solved here.
- Decisions taken here.
- Meeting Point.
Notes and tips for facilitators:
- This is a tool where lots of variation can be applied.
- It is a good place to start and finish the activities on the island.
- Other activities can be planned; some inspiration as follows:
- The symbols can be translated.
- The fruit can be used for; cooking, chemistry, healing.
- Receiving messages from the others.
- Theatrical activities.
- Some of the facilitators would be mediating and intervening to reach the objective of the activity.
Behind the Mountain: Who are The Others?
The group are wandering around the island to explore it more and more when suddenly they find some interesting objects which raise many doubts about their island. The group finds two spears, one bow, several arrows, a human skeleton, a map and a compass. Are there any others on the island? Who are the others?
To act against stereotyping and prejudices
To emphasize that "The Others" are just other "we".
90 minutes
Related Rights:
- Right to equality.
- Freedom from discrimination.
5 minutes
Introduction and setting the plot.
25 minutes
Activity A
The facilitators ask the participants to create/draw the image of The Others. Also, they ask to justify why there were these objects on the island.
30 minutes
Activity B
Treasure hunt: The facilitator divides the group according to the size to subgroups. Each subgroup receives a paper with a word or sentence related to Human Rights. The facilitator asks each subgroup to create any type of performance and the rest of the group is requested to guess the content of the paper within 3 minutes. When they guess the content of each paper, the whole group receives part of the story of the Others. After collecting all the parts the participants obtain the whole story of who are the others.
30 minutes
Closing: the facilitator will summarize the story of The Others.
Guided Reflection:
Resources and Materials:
- Activity A: plain/coloured paper, coloured crayons
- Activity B – Treasure Hunt: a printed paper with the story of The Others and on the other side the key words/sentences presented.
Notes and tips for the facilitators:
- Activity A: The facilitators try to add fantasy on the creation process.
- Activity B - Treasure Hunt Suggestions for the key/sentences:
- Equality
- Discrimination
- Freedom (religion…)
- Pluralism
- Mobility
- Rights (education, job…)
- This story is identical to the story of us because these people who were living in the island they had a similar accident and they had to build a community on the island.
- Closing: The facilitators should emphasize that the others are just other we with similar profile: sailor, banker, citizens…
- Also they should explain that animals when they smell food they crashed where the storage are but the animals are afraid of light this is why we decided to always store our food next to the lighthouse.
A New Beginning
While looking for resources after depleting the resources from the nearby trees, Patrick's group discovers the "AboTree", the tree has symbols on it similar to the symbols on the BOBO, and they realize that they have a message to decode with BOBO. They go back to Sophie and discuss how to translate it because they only have one half of BOBO, due to an argument with Alexandra (see activity "A broken friendship").
-The Characters are found on 'A Journey to Safety', the story line starts in that activity as well and continues in 'A Controversial Discovery' and 'A broken friendship' activities.
- To promote teamwork, collaboration, negotiation.
- To raise awareness of the importance of assembly and association.
90-130 minutes
Related Rights:
- Article 19: Freedom of opinion and information
- Article 20: Right to peaceful assembly and association
- Article 29: Responsibilities to the community
5 minutes
Describing the situation and distributing the tasks (sitting in front of the map).
10 minutes
Go for the resources in groups according to their tasks, and Patrick's group discovers the "AboTree" and remembers the BOBO with its codes and goes back to Sophie's group.
10 minutes
Discussion (guided by the facilitators, if needed) about how to get the other half from the other group
10 minutes
Patrick and Sophie with their groups go to the other camp (Alexandra's and Basheer's) and tell them about their discovery. They suggest to join in order to be able to decode the message.
15 minutes
Decoding the messages {see tips and notes}. One of them deals with an economic approach to manage resources.
20-45 minutes
Altogether, open discussion about the content of the messages and a possible solution trying to get an agreement.
15 minutes
Reflection and evaluation, closing with the map
Guided Reflection:
- Was the breaking up useful?
- How duties increased on individuals after breaking into two groups and in the same time new experiences were gained.
- Should we develop some sort of trade/exchange policy? Money?
- **** Who wrote on the tree? ****
Resources and Materials:
- The map of the island (big scale)
- Facilitator's costumes.
- The cards
- BOBO the artefact (check sketch)
- Classroom or Theater
- Baskets (four similar)
- AboTree
- Paper and pencils
Notes and tips for the facilitators:
- Facilitator helps for the cooperation avoiding fights for BOBO.
- Alex and Basheer group to be encouraged to communicate with the others for resources exchange.
- Messages on the tree are adaptable to the needs of the facilitators.
- If the group is proactive, coins and money can be developed.
- Open discussion times depending on the group.
- One of the messages in the Abo Tree has to deal with economic approach to manage the resources.
- • At a certain level, if the activity is to be continued (or at least the ABOTREE kept visible), two countries/schools/ groups who have done the Activity can start writing on the AboTree and the facilitators exchange what is written, thus opening up more space to ideas and imagination and building curiosity about who is writing it, {who are the OTHERS??? }
There is an open conflict between the two groups of people on the island. The Ones have built things and the Others have destroyed them. Each group has their reasons to behave this way, and they have to reach a win/win agreement satisfactory for both parties.
- Conflict resolution
- Making things better
- Analysing and reflecting
60-70 minutes
Related Rights:
10 minutes
The whole group is sat together, they are their normal selves again (not the characters they were playing). Facilitators make a reminder of the conflict lived in Activity A/Way (especially if the two activities are not done on the same day).
60 minutes (shorter in case of young children)
They are presented the terms of the agreement reached in Activity A/Way.
Do they agree with them?
Do they think this is the best possible solution?
Are the rights and necessities of everybody respected in the agreement?
Divide the participants in smaller groups and ask them to debate if there is any way to improve the terms of the agreement. Can you come up with a better solution?
Guided Reflection:
Resources and materials:
- Flipchart paper.
- Markers.
- A room.
Notes and tips for the facilitators:
- If you want to use this as a separate activity, the conflict can be introduced by representing it as a theatre scene.
- Then the whole group sits together and the facilitators bring out certain situations, for example:
- The houses were destroyed. What can we do to maintain respect? What can we do to avoid violence?
- Resources are stolen. What can we do to stop the abuse of power? What can we do to have the necessities of everybody respected?
- Difficulties to reach to a common agreement. What can we do to reach a common ground?
- What is equality and what is justice?
- To discuss each of the situations, the participants are divided in smaller groups and assigned a different topic, they try to reach a resolution and present it in plenary. The other participants can try to improve it.