MOSAIC - The training kit for Euro-Mediterranean youth work

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2 275 27. These areas are defined by the Natura 2000 Network under the Birds Directive and Habitats Directive of the EU. Europe’s environment: the fourth assessment, European Environment Agency, Official Publications of the European Communities, 10 October 2007, p. 188. 28. World Heritage List, UNESCO. Available at: http://whc.unesco.org/en/list. 29. World Heritage in Danger List, UNESCO. http://whc.unesco.org/en/danger and http://whc.unesco.org/en/158. 30. See http://portal.unesco.org/science/en/ev.php-URL_ID=2034&URL_DO=DO_TOPIC&URL_SECTION=201.html. 31. Science, traditional knowledge and sustainable development, ICSU Series on Science and Sustainable Development No. 4, UNESCO Publications. Available at: http://portal.unesco.org/science/en/ev.php-URL_ID=3521&URL_DO=DO_TOPIC&URL_SECTION=201.html 32. Kiene, T. (2006) “Traditional knowledge in the European context”, Iddri – Idées pour le débat No. 02/2006. Available at www.iddri.org/Publications/Collections/Idees-pour-le-debat/id_0602_kiene_tkeurop.pdf. 33. The Royal Society for the Conservation of Nature at www.rscn.org.jo/conservationDana.asp. 34. This section is based on data and information from the “Gender and food security” section of the Food and Agriculture Organization (FAO) of the United Nations. Available at: www.fao.org/gender/en/envb1-e.htm and www.fao.org/gender/en/env-e.htm. 35. Communication from the Commission to the Council and the European Parliament, Establishing an Environment Strategy for the Mediterranean {SEC(2006)1082}, COM(2006) 475 final, Brussels, 5.9.2006. 36. López, A. and Correas, E. (2003) Assessment and opportunities of Mediterranean networks and action plans for the management of protected areas. Gland and Cambridge: IUCN. Available at http://iucn.org/places/medoffice/Documentos/libro_pa_en.pdf (accessed 14 January 2008). 37. Ibid, p. 57. 38. Gleick, P. (1996) “Basic water requirements for human activities: meeting basic needs”, International Water, Vol. 21, No. 2, 83-92, quoted at www.infoforhealth.org/pr/m14/m14chap2_2.shtml. 39. See www.waternet.be/jordan_river (accessed 15 January 2008). 40. This part is mainly summarised from Chapter 3, “Climate Change”, in Europe’s environment: the fourth assessment, State of the environment report No. 1/2007, European Environment Agency (EEA), 2007, Copenhagen, Denmark, pp. 145-174. Available at: http://reports.eea.europa.eu/state_of_environment_report_2007_1/en; and Intergovernmental Panel on Climate Change (IPCC) fourth assessment report, Climate Change 2007: Synthesis Report, 2007. Available at: http://www.ipcc.ch/ipccreports/ar4-syr.htm. 41. WWF, Background information: tourism threats in the Mediterranean. Also available at: www.panda.org/about_wwf/where_we_work/europe/what_we_do/mediterranean/about/tourism/index.cfm. 42. Chapter 5, “Marine and coastal environment”, in Europe’s environment: the fourth assessment, State of the environment report No. 1/2007, European Environment Agency (EEA), 2007, Copenhagen, Denmark, pp. 145-174. 43. Ibid. 44. Ibid. 45. Communication from the Commission to the Council and the European Parliament, Establishing an Environment Strategy for the Mediterranean {SEC(2006)1082}, COM(2006) 475 final, Brussels, 5.9.2006. 46. See http://unfccc.int/essential_background/items/2877.php. 47. Council Directive 79/409/EEC of 2 April 1979 on the conservation of wild birds. Available at: http://europa.eu/scadplus/leg/en/lvb/l28046.htm. 48. Council Directive 92/43/EEC of 21 May 1992 on the conservation of natural habitats and of wild fauna and flora. Available at: http://europa.eu/scadplus/leg/en/lvb/l28076.htm. 49. See www.conservation.org. 50. See http://ec.europa.eu/environment. 51. See www.coe.int/t/dg4/cultureheritage/Conventions/Bern/default_en.asp. 52. See www.coe.int/t/dg4/cultureheritage/Policies/Biodiversity/default_en.asp. 53. See www.coe.int/t/dg4/cultureheritage/Conventions/Landscape/default_en.asp. 54. See www.coe.int/t/dg4/cultureheritage/Conventions/Heritage/faro_en.asp. 55. See http://ec.europa.eu/environment/smap. 56. See http://ec.europa.eu/environment/smap/priority.htm. Themes
T-Kit No.11 - MOSAIC - The training kit for Euro-Mediterranean youth work 3 276 57. See http://ec.europa.eu/environment/eussd/. 58. Hontelez, J. and Buitenkamp, M. (2006) EU sustainable development strategy: from theory to delivery, European Environment Bureau Publication No. 2006/008. Available at: www.eeb.org/activities/sustainable_development/Publication_EEB_SDS_018-06_ENG.pdf 59. See http://ec.europa.eu/environment/eussd/. 60. See http://ec.europa.eu/environment. 61. See www.unepmap.org. 62. Ibid. 63. See www.planbleu.org/actualite/uk/MediterraneanStrategySustainableDevelopment.html. 64. The Mediterranean strategy for sustainable development, pp. 5-6. Available at www.planbleu.org/publications/smdd_uk.pdf. 65. See www.unesco.org. 66. Vision and Definition of Education for Sustainable Development, UNESCO. 67. The definitions and explanations below are summarised from the UNESCO website: www.unesco.org/education. 68. See www.salto-youth.net/water. 69. See www.salto-youth.net/environment. 70. Salto-YOUTH training seminar “How to use local environment as a pedagogical tool?”, Final Report, Curtea de Arges, Romania, 21-29 July 2001. Available at: www.salto-youth.net/download/968.
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11 Mosaic The training kit for Euro
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2 This document does not necessaril
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5 Contents List of figures and tabl
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7 List of figures and tables Figure
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9 List of abbreviations AHDR Arab H
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11 Acknowledgements The production
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14 work, a history textbook or a po
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1 17 T he Mediterranean is both hom
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1 19 and comments on the texts on l
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1 21 Environment The Mediterranean
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1 23 Table 0.1: What is in an activ
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1 25 D Intercultural learning Chapt
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1 27 Always adapt in the light of t
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2 29 Themes
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32 this chapter also looks at the i
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34 the United Kingdom and Ireland;
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36 Figure 1.2: The member states of
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38 Being a crossroads and a bridge
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40 the use of force to settle dispu
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42 D 1.6.1 The Euro-Mediterranean P
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44 Figure 1.4: The countries of the
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46 1.7 Euro-Mediterranean youth wor
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48 Euro-Mediterranean youth work ca
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50 D 1.7.2 Euro-Med Youth Units and
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52 In addition to the efforts of va
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54 the youth field to co-operate wi
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56 of its geography. The institutio
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58 38. See www.isesco.org.ma/Englis
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60 91. For the 2003 Compendium on E
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62 and corn, as well as the tobacco
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64 Meeting and confronting the stra
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66 Russia and Morocco. Can one igno
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68 Arab nationalism and creation of
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70 In terms of the substance of a n
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72 Some projects supported by the E
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74 3. Any timeline, like any histor
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76 Our perceptions, habits and dail
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78 3.3 Elements of culture Time, pl
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80 3.4 Cultural diversity 18 Cultur
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82 Homogenisation. The movement of
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84 many Mediterranean states are of
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86 If Orientalism can be defined as
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88 to today with the mobility of pe
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90 Intercultural dialogue may serve
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92 able to accept others, role dist
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94 13. Dadsi, D. (1995) Specificiti
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96 68. Iben, G. (1974) Sozialerzieh
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98 4.2 Young people’s realities -
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100 For Europe this means that rele
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102 In terms of its implementation,
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104 4.4 What is youth participation
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106 Table 4.2: Resolutions and agre
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108 Education, information, health
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110 Some examples of participatory
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112 The Ladder of Participation 59
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114 Competences We might utilise a
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116 Some basic methods and guidelin
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118 12. The Mediterranean countries
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120 58. This is also one aspect of
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122 These are some of the questions
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124 As the institutions ultimately
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126 is that some rights (negative r
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128 D 5.5.1 The European Enlightenm
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130 The Second Optional Protocol 8
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132 Other important human rights do
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134 Some real examples of violation
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136 Finally, if all of this was not
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138 or the way existing mechanisms
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140 Education through human rights
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142 18. See www.echr.coe.int/echr.
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144 everywhere and nowhere. Althoug
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146 Attitudes in a given society/co
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148 So, although women are oppresse
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150 Gender mainstreaming The United
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152 Marxist feminism also argues th
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154 In addition to these global eff
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156 to benefit from them. When this
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158 and political, social, economic
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160 D 6.5.4 Women and the labour ma
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162 b) physical, sexual and psychol
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164 to become emancipated, another
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166 What can be done to overcome th
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168 Focusing on specific gender iss
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170 3. Organization for Security an
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172 65. Walby, S. (1991); Council o
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174 127. Council of Europe (2008),
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176 188. UN-INSTRAW, Glossary of ge
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178 of minorities, it is hard to pi
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180 In the Arab Human Development R
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182 minority young people might go
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184 7.5 Issues related to minoritie
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186 Problems within and between nor
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188 people who are tolerant but do
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190 Convention, people who claim th
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192 7.10 Challenges for Euro-Medite
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194 adopt non-formal education in
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196 20. See www.escwa.org.lb/ayd/ (
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2 199 8 Religion and tolerance Figu
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2 201 Tolerance The United Nations
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2 203 organised beliefs and practic
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2 205 It seems that the political a
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2 207 to see that fundamentalism is
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2 209 initiatives of non-government
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2 211 the official religion of the
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2 213 share the same essential doct
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2 215 to the Maghreb, the Iberian P
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2 217 70 days after the end of the
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2 219 Zionism 111 refers to the Jew
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2 221 Yazidis are thought to be des
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2 223 In the 21st century, in many
Page 226 and 227: 2 225 laws that regulate various as
Page 228 and 229: 2 227 8. Religion (2007) Encyclopæ
Page 230 and 231: 2 229 65 . Baptism (2007) Encyclop
Page 232 and 233: 2 231 124. Reconstructionism (2007)
Page 234 and 235: 2 233 9 Peace and conflict Figure 9
Page 236 and 237: 2 235 Conflict can be defined as
Page 238 and 239: 2 237 Avoidance can be related to f
Page 240 and 241: 2 239 “I-message” is an effecti
Page 242 and 243: 2 241 Sulha is a traditional Arab m
Page 244 and 245: 2 243 Biased attributions: when pe
Page 246 and 247: 2 245 A second set of concepts whos
Page 248 and 249: 2 247 Humanising the enemy: Feeling
Page 250 and 251: 2 249 is another ‘need’ that mi
Page 252 and 253: 2 251 Peace can be built by actions
Page 254 and 255: 2 253 not only to results but also
Page 256: 2 255 19. Silverstein, B. and Flame
Page 259 and 260: 258 The environment and people have
Page 261 and 262: 260 10.3 The first Eden: 10 the Eur
Page 263 and 264: 262 landscape, mostly by the destru
Page 265 and 266: 264 Another example from the Medite
Page 267 and 268: 266 Unfortunately, tensions over sh
Page 269 and 270: 268 campaigns and training events.
Page 271 and 272: 270 The overall aim of the renewed
Page 273 and 274: 272 Preservation and restoration of
Page 275: 274 Notes 1. “Environment” in C
Page 280: 3 279 Activities index Title Level
Page 283 and 284: 282 Instructions Explain that the
Page 285 and 286: 284 Further information A brief acc
Page 287 and 288: 286 Instructions Ask the group to
Page 289 and 290: 288 Ideas for action Compare the si
Page 291 and 292: 290 Instructions Explain that the
Page 293 and 294: 292 Religion and spirituality can
Page 296 and 297: 3 295 Camels go far without water C
Page 298 and 299: 3 297 What did you learn about you
Page 300: 3 299 A camel which has carried i
Page 303 and 304: 302 Instructions Tell people to get
Page 305 and 306: 304 Further information See http://
Page 307 and 308: 306 Explain that the information s
Page 309 and 310: 308 Further information The Enemy i
Page 311 and 312: 310 Materials One set of questions
Page 313 and 314: 312 Handouts Rules of the Game Ques
Page 315 and 316: 314 Answers to Question 1: The Bar
Page 317 and 318: 316 Instructions Explain that the a
Page 319 and 320: 318 to the rest of the group once t
Page 321 and 322: 320 Handouts Possible topics for de
Page 323 and 324: 322 Instructions Divide participan
Page 325 and 326: 324 Handouts The list of features.
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326 Instructions The activity is sp
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328 Variations You could use the me
Page 331 and 332:
330 Instructions Introduce the aims
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332 Handouts Handouts in envelopes
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334 Tell them that they now need t
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336 Suggestions for follow up If yo
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338 Instructions Explain that the p
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3 341 Mapping the globe If you don
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3 343 How can you help to protect
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3 345 Handouts Role-cards and the s
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348 Give them 15-20 minutes for th
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3 351 Natural beauty How did they m
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3 353 find, the more interesting an
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3 355 Orange Blue The earth is blue
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3 357 Tips for the facilitator The
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3 359 More maps! Orange Blue
Page 363 and 364:
362 Instructions Divide people into
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364 Handouts Guidance notes for the
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366 Instructions Part 1: Invite peo
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368 Further information Have a look
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3 371 Pass it on Be not disturbed a
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3 373 What information was left ou
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3 375 Pieces of cake Everyone has t
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3 377 the average, and would receiv
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3 379 Rebels and freedom fighters W
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3 381 Would it be possible to be o
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3 383 Reshaping racism There is no
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3 385 Tips for the facilitator Depe
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388 Instructions Ask participants w
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390 The WTO recommends a number of
Page 393 and 394:
392 The activity will be more usef
Page 395 and 396:
394 Suggestions for follow-up Look
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396 When they have arranged themse
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3 399 Timeline of history Inter-rel
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3 401 Variations The “personal hi
Page 405 and 406:
404 Instructions Divide participant
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406 Handouts Decision cards 1-14 C
Page 409 and 410:
408 Instructions Begin by asking pa
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410 Handouts Diamond-ranking diagra
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412 Instructions Ask participants t
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4 415 About the editors and contrib
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4 417 Ellie Keen editor and co-auth
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419 Extended table of contents List
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421 5.3 Human rights values _______
Page 424 and 425:
423 4 Camels go far without water -
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11 Mosaic The training kit for Euro
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