市民権

The solution makes a difference because Odimegwu Onwumere with his journalism initiative has effected change in the government policies. Migrants are being appointed in the government of Rivers State by the indigenous politicians. There is free education and health care policy on the passage of the bill "Social Contributory Levy" by the State House of Assembly. Albeit, the bill would require parents to pay a certain amount of money to complement what the state government would provide to enable the students that would gain admission into the new model secondary schools enjoy free uniforms, sandals, books and feeding, as against what students used to pay. If the schools charge fees, many poor parents cannot afford to send their wards to the school. There is pressure on the Assembly to consider the importance of the bill to the common citizens and pass it into law. Odimegwu Onwumere is not relenting in seeing that life is bettered for the people living in the urban and rural towns.

The UNLEARNing Project's™ intense marketing campaign is designed to attract users across the world who regularly use and engage with various social media tools in their daily lives. This will be achieved through: a) a strong presence on diverse social media outlets, b) advertisements in local newspapers and radio stations, c) presenting the project on local public access television stations, d) attending key local and nationwide events, e) networking with colleges and universities, f) publication materials, like postcards, flyers, business cards, pamphlets, etc., g) sponsorship and partnership with relevant political representatives and h) “link swapping” with other key local, national and international organizations, (i.e. LGBT, women’s rights and anti-racist organizations.)

To measure the effectiveness and success of this social justice interactive media tool, an experienced research and development team will extract data using a mixed-methods approach combining quantitative and qualitative data gathering methods to assess the following: The quantitative data analysis will extract: a) the total number of visits or hits to the site daily, b) the size and number of followers through Facebook, Twitter, and other social media pages; the number of site users/followers that “like” the project’s Facebook page will also be highlighted, c) the frequency of interaction between site visitors, while the qualitative data analysis will measure the resulting “action” that follows (i.e. participation in social action groups, launching a community or advocacy.)

Developing women social competencies and promoting women participation in the development and implementation of socially important projects will be achieved by introducing state-of-the-art communication technologies to women networks. New learning materials, on-line trainings and face-to-face trainings will be developed and made available through the Learning and Knowledge Transfer Hub to be established under the joint project.
Social competencies will be formed through the following instruments and project activities:
Capacity development of women in secondary schools, including volunteers and other target groups, though face-to-face and on-line trainings and web-design, etc.;
Networking and peer-to-peer networking between project target groups and other players;
Practical experience for students from pedagogical schools by volunteering in project activities in rural schools and women centers;
Support to creating e-communities and developing web-community social services and projects involving project target groups;
Support to women to develop skills for solving community problems, including proactive approaches and citizenship skills;
Training of teachers in the organization and career orientation curricula for secondary schools;
Introduce volunteerism in the local development agenda;
Utilize information,learning,training materials on the Project Portal Learning and Knowledge Transfer Hub for further development of women

Developing youth social competencies and promoting youth participation in the development and implementation of socially important projects will be achieved by introducing state-of-the-art communication technologies to youth networks. New learning materials, on-line trainings and face-to-face trainings will be developed and made available through the Learning and Knowledge Transfer Hub to be established under the joint project.
Social competencies will be formed through the following instruments and project activities:
Capacity development of youth in secondary schools, including volunteers and other target groups, though face-to-face and on-line trainings and web-design, etc.;
Networking and peer-to-peer networking between project target groups and other players;
Practical experience for students from pedagogical schools by volunteering in project activities in rural schools and youth centers;
Support to creating e-communities and developing web-community social services and projects involving project target groups;
Support to youth to develop skills for solving community problems, including proactive approaches and citizenship skills;
Training of teachers in the organization and career orientation curricula for secondary schools;
Introduce volunteerism in the local development agenda;
Utilize information,learning,training materials on the Project Portal Learning and Knowledge Transfer Hub for further development of youth

As part of their curriculum, students at the school meet once a week to discuss ideas and develop specific projects for how to foster empathy. A portion of this time focuses on learning from the wisdom, experiences and lessons learned of individuals and organizations working on this issue around the globe, as well as reflecting on what empathy means in different contexts – cultural or otherwise. Specific links will be made using technology with groups of young people with whom IICRD is working in Thailand, Brazil and Colombia. With this network, as well as the fact that the students at this tuition-free, international baccleaureate high school represent 100 countries, the project offers young people a strong cross-cultural lens. Ongoing curriculum throughout the year supports reflection and students implement their projects during two intensive week-long sessions, and for a two-month period in between years 1 and 2 of their study, when they either run their project in Canada or their home countries. They are provided with a small amount of project funds where needed, as well as project planning and evaluation tools to support their project development and implementation. After running their project, students return to discuss lessons learned, experiences and refine strategies, focusing on disseminating and sharing their experience widely, using social platforms and multi-media. Online technology will be instrumental in getting the word out and initiating an international online community of youth worldwide working together to foster greater empathy in their communities.

We want children to think, solve problems, and work as a team in classrooms. We don’t want to shy away from using words such as autism or using a wheelchair. We want kids to see that a certain disability is part of who their peers are and not what they are. For example we say to kids in our classrooms that their peer needs the wheelchair to get around like you need your legs.
Specific activities would include kids doing a self-portrait and putting up pictures of all the kids and their self-portraits and asking the questions: Do we look the same? What’s different? What are the similarities? We want to show we all have similarities and things we can offer. We’ll also teach kids about authentic friendships. Authentic friendships bring joy and positivity in your life.

We also want to talk about the concept of not being afraid. Differences are not scary. Peers with disabilities are not strangers; they are our friends and part of our school. We’ll also do workshops for parents and give scenarios to see how they would handle a certain situation before training and after training: What would you do if your child points to a disabled person in a store? What would you say and how would you teach empathy? The before and after scenarios would be used to see if the training made them change how they would respond. Kids are brutally honest and we want parents to use those moments as teachable moments. We would need to do this with our staff and teachers so they can model it within their own classrooms.

Camp Everytown is a four-day, three night residential retreat through which high school students, faculty, and other community members learn to value one another across difference. Through group processes and exercises, Camp builds awareness of prejudice, appreciation for diversity, empathy, and new leadership skills.

Example
"Everybody stand up," the facilitator says. "Stand in a line and respond as I suggest. If you have ever skipped a meal at home because there wasn't enough money, take a step back." The students look around, and one by one, they take that first step." If you have ever thought of suicide, take a step back." Three students hesitantly step and then look at each other. One young man starts to cry." I thought I was the only one," he whispers. The facilitator continues: "If your parents ever told you that you were beautiful or smart, take a step forward. If they told you that you would never be anybody, take a step back." After several more questions the facilitator says, "Now look where everyone is...The ones in the back are survivors; they are here against all odds. It's up to all of us to bring them forward with us."

The project is planning to open Modeling gallery in more then 100 Lithuania schools (in the common spaces of schools). Every month the new art exhibition will be run in Modeling gallery (-ies). The conception will be developed by professional art critics (in cooperation with proffesional cultural institutions). The artists /critics/ representatives will be invited to the schools to discuss the pieces, the issues of the interest, the different approaches to the pieces, etc. With every exhibition new methodological material is introduced to the teachers; the introduction material [with questions leading to deeper analysis of the work] is printed and distributed to the visitors [school students/local community]. The school student is promoted to share their approach in local meetings as well as on internet [after the internet instrument will be developed].
In 3-5 years perspective the project is planning to open gallery space for international art and to introduce the exhibitions from different regions [Europe, Far East, America, etc.] by raising the actual questions and promoting local community to deep in the issues of the world.

The individual dialog with art piece , moderated methodologicaly, will significally contribute to the emocional and social development

GNOFHAC partners with dozens of educators, schools, youth-serving organizations and advocacy groups to bring the Equal Opportunity Game and its related children's book "The Fair Housing Five & the Haunted House" to youth in New Orleans and as far away as Michigan, Alabama, and Washington, DC. The game is designed to build empathy and cultivate critical thinking about social issues by putting students in the shoes of a person who has experienced the impact of housing discrimination.

In the game, students are assigned characters and must work in teams to find the housing that best meets their characters’ needs. Some of the characters “experience” housing discrimination, and students see the impact discrimination has on access to education, healthcare, jobs, and other resources via “situation cards” that they draw periodically. Students complete journal entries throughout the game to reflect on their experiences. The Equal Opportunity Game builds an appreciation of diversity, and a vocabulary around justice and equity in participating youth. As our next generation of leaders, it is important that youth learn about the impact of discrimination and the importance of equal opportunity at a young age so that they may bring these insights to their communities and work throughout their lives.

GNOFHAC hopes to expand the reach of the project by partnering with schools throughout Louisiana to conduct workshops, as well as by producing copies of the game materials and facilitator guide to distribute to schools and fair housing organizations around the country.

We are still in pilot phase.

Utilizing the JFI’s and BRI’s Being an American: Defending and Appreciating Freedom curricula, a distinguished constitutional scholar and one Master Teacher will lead participating teachers (approximately 40 per seminar) through a series of scholarly lectures and pedagogical instruction. The three Being an American Seminars currently scheduled will reach approximately 120 teachers, giving them with the tools they need to better prepare their approximately 9,600 students to protect Founding principles. The preliminary seminar schedule is as follows:

7:30 – 8:00 Breakfast & Registration
8:00 – 8:15 Introduction to the Bill of Rights Institute and Joe Foss Institute
8:15 – 8:45 Video: The Constitution
8:45 – 8:55 Break
8:55 – 9:40 Presentation: “The Constitution: Some General Principles” (Scholar)
9:40 – 9:45 Break
9:45 – 10:30 Application: What does the Constitution require of citizens? (BRI/JFI)
10:30 – 11:15 Presentation: “Securing Liberty: The Bill of Rights” (Scholar)
11:15 – 12:00 Lunch
12:00 – 12:45 Application: American Heroes (BRI/JFI)
12:45 – 12:50 Break
12:50 – 1:35 Presentation: “The Founders and Civic Virtue” (Scholar)
1:35 – 1:40 Break
1:40 – 2:20 Presentation: VIP Founding Documents Module (JFI) and strategies for incorporating guest speakers (JFI/BRI)
2:20 – 2:30 Appreciating our freedom – opportunities for student involvement (JFI/BRI)
While the seminar will be offered at no charge to teachers, there are costs associated with each seminar, such as space rental, travel for JFI and BRI staff and scholars, and catering.

Our project model shall be implemented in 10 pilot Secondary Schools, 5 from Kigali City and 5 from the more rural Eastern Province. From here we will select 2 students and one teacher from each school, who we will teach debate methodology and advocacy during a three-day training seminar. We will use this foundation in order to start debate clubs in each school, with each in charge of organizing monthly debates on policy issues, as well as one inter-secondary school debate tournament. Overall, this should result in students’ views on different policy issues being raised and forwarded to decision makers through policy briefs generated through debates and endorsed to different stakeholders, along with initiating discussions with relevant institutions to promote policy debate in secondary schools. Subsequently, this debate program should help improve students’ political will and efficacy, as they learn about the government system, and how to negotiate it to a greater extent, within a safe, educational environment.

An “I’ve Got Your Back” workshop is performed at Jose’s school on Monday. On Wednesday, he is walking to school when he hears someone yell, “hey baby, I want to hit that” to his classmate. He’s heard this man say things before, but he’s always felt scared to act because the man is much larger than him. This time, he keeps walking but when he and the girl are out of earshot asks her if she is OK. He offers to tell the teacher with her, and she agrees. When they get to school, they report the incident together. As it turns out, this man has been harassing several students on their way to school. The school principle addresses it by relocating the school crossing guard to the area where the man regularly harasses girls. Jose tells his story on ihollaback.org later that night. His story is posted, and the next day he receives an email saying that 327 people read his story and anonymously clicked the “I’ve Got Your Back” button in support of his actions. He feels good about what he did, and resolves to do it again. Others learn from his experience and replicate his behaviour, slowly shifting the culture that makes street harassment normalized and acceptable.