Climate Choices: How Should We Meet the Challenges of a Warming Planet? (NIFI Issue Guide)

Posted on April 26, 2016 by Keiva Hummel

The 25-page issue guide, Climate Choices: How Should We Meet the Challenges of a Warming Planet?, was published April 2016 from National Issues Forums Institute and Kettering Foundation, in collaboration with, North American Association for Environmental Education. Climate change is undeniable, this issue guide offers participants three options to use during deliberation on how to address our warming world. The issue guide is available to download for free on NIFI’s site here, where you can also find: the moderator’s guide, an options chart, and a post-forum questionnaire.

From NIFI…

The Environment and Society Series is designed to promote meaningful, productive deliberation, convened locally and online, about difficult issues that affect the environment and communities.

All around is evidence that the climate is changing. Summers are starting earlier and lasting longer. Heat waves are becoming more frequent and intense. Dry regions are getting drier and wet regions are seeing heavier rains. Record cold and snowfalls blanket some parts of the country, while record fires ravage forests across the West.

The effects are being felt across many parts of the United States. Farmworkers in California’s Central Valley, snow-weary New England business owners, crab fishermen in Alaska, and cattle ranchers across the Great Plains have all seen uncommon and extreme weather. Occasional odd weather and weather cycles are nothing unusual.

But the more extreme and unpredictable weather being experienced around the world points to dramatic changes in climate— the conditions that take place over years, decades, and longer.

Climate disruptions have some people worried about their health, their children, their homes, their livelihoods, their communities, and even their personal safety. They wonder about the future of the natural areas they enjoy and the wild animals and plants that live there. In addition, there are growing concerns about our national security and how climate change might affect scarce resources around the planet and increase global tensions.

This issue guide presents three options for deliberation:

Option One: “Sharply Reduce Carbon Emissions”
We can no longer rely on piecemeal, voluntary efforts to reduce carbon emissions. The only way to protect ourselves and the planet is to tackle climate change at its source by taking coordinated, aggressive action to reduce the CO2 we put into the atmosphere—enforced by strict laws and regulations, and supported by significant investment. If we don’t make averting further climate change our top priority, warming of the land and oceans will accelerate, increasing the frequency of droughts, fires, floods, and other extreme weather events, and damaging the environment for generations to come.

Option Two: “Prepare and Protect Our Communities”
Preparing for and coping with changing conditions must be our top priority. We should work together now to secure our communities and strengthen our resilience in the face of climate-related impacts. That includes protecting our infrastructure—roads, bridges, and shorelines—and ensuring that the most vulnerable members of society have the support they need to adapt to the effects of a warming planet.

Option Three: “Accelerate Innovation”
Across the country and around the world, many private enterprises are already responding to climate change by seeing opportunity. Agricultural biotech companies Monsanto and Syngenta, for example, are poised to profit from newly patented drought-resistant crops. The water giant Veolia, which manages pipes and builds desalination plants, has expanded its operations to 74 countries on five continents. Lucid Energy, a startup in Portland, Oregon, generates electric power from the city’s domestic water pipes.

About NIFI Issue Guides
NIFI’s Issue Guides introduce participants to several choices or approaches to consider. Rather than conforming to any single public proposal, each choice reflects widely held concerns and principles. Panels of experts review manuscripts to make sure the choices are presented accurately and fairly. By intention, Issue Guides do not identify individuals or organizations with partisan labels, such as Democratic, Republican, conservative, or liberal. The goal is to present ideas in a fresh way that encourages readers to judge them on their merit.

Follow on Twitter: @NIForums

Resource Link: www.nifi.org/en/issue-guide/climate-choices

Human Trafficking: How Can Our Community Respond to This Growing Problem? (NIFI Issue Guide)

Posted on March 14, 2016 by Keiva Hummel

The 8-page issue guide on National, Human Trafficking: How Can Our Community Respond to This Growing Problem? was posted on National Issues Forums Institute website and it was collective effort of a few groups. The guide was created in 2016 by the Maricopa Community Colleges Center for Civic Participation, Spot 127 Youth Media Center, the Office of Sex Trafficking Intervention Research, Arizona State University School of Social Work. The issue guide can be downloaded for free from NIFI’s site here, and also available is a moderator’s guide and information on Human Trafficking to inform deliberation participants.

From the guide…

Many Americans are unaware of the extent to which human trafficking is an issue in their communities. Others may be aware of some aspects of the problem, but may feel powerless to do anything about it. But as law enforcement and others document a growing industry in human trafficking across the country, what can and should our community do to combat the problem?…

This discussion guide was compiled by the Maricopa Community Colleges Center for Civic Participation, with support and guidance from Dr. Dominique Roe-Sepowitz, Director of the Office of Sex Trafficking Intervention Research, Arizona State University School of Social Work; and with input from the youth journalists at the Spot 127 Youth Media Center.

This issue guide presents three options for deliberation:

Approach One: “Focus on Families’ and the Community’s Roles”
According to this approach, many minors end up being trafficked after experiencing problems at home. This approach says we need to do more to help parents and families to be successful in providing safe and supportive homes. It also argues that community members in general need to do more to be informed about trafficking issues and engaged in looking for and reporting suspected trafficking situations.

Approach Two: “Focus on Schools, First Responders and Other Professionals”
This view says that professionals working in schools, medical and mental health professions, and emergency first responders are best suited to identify and respond to instances of human trafficking. It suggests having these professionals all be held accountable and provided support to more actively combat human trafficking.

Approach Three: “Reform Laws and Policies”
This approach says that we need to reevaluate how we arrest and prosecute crimes related to prostitution and gang activity in order to identify victims of human trafficking and get to the leaders and organizers of these criminal enterprises. Law enforcement reform should treat trafficking victims as victims in need of support, rather than criminals.

Below is a video produced by students at the KJZZ Spot 127 Youth Media Center for the Maricopa Community Colleges Center for Civic Participation:

Follow on Twitter: @NIForums

Resource Link: www.nifi.org/en/groups/human-trafficking-how-can-our-community-respond-growing-problem-issue-guide-maricopa

10 Ways to Make Your Materials More Inclusive

Posted on February 24, 2016 by Keiva Hummel

The article, 10 Ways to Make Your Materials More Inclusive, from Everyday Democracy provide tips to make your materials (and events) more inclusive when engaging the community. These guidelines recommend ways to take into consideration diverse human experiences and expressions, in order to have better designed dialogue and deliberation processes. You can find the article below and in full on Everyday Democracy’s site here.

From Everyday Democracy…

As diverse as we are racially, ethnically and culturally, we are also very diverse in how we learn. When we train, facilitate or write guides, we should pay attention to different learning styles. For example, some people need graphs and charts to understand information, and others need a written explanation. Still others need to hear a presentation. Some people thrive in a group setting, while others need time for self-reflection. There may also be various levels of literacy or English-language skills within groups.

To develop discussion materials that will make your dialogues more inclusive of varying learning styles and literacy levels:

1. Add color and graphics to highlight important information.

Your materials are probably filled with a lot of text, so using color and graphics can help highlight the important points. Also, plenty of white space can help people digest the information more quickly.

2. Use simple language.

It’s always good practice to avoid run-on sentences, but you should also watch out for difficult terms and jargon. Think to yourself, “How would I explain this to my 10-year-old neighbor?” Using simple language will help everyone better understand the process, especially people with lower literacy levels or for whom English is not their first language.

3. Define vocabulary.

If you can’t avoid using certain terms, create a glossary or define difficult words in the sidebars. For concepts that may be hard to define or that may have multiple definitions, you can invite dialogue participants to have a discussion about the terms if there is disagreement among the group.

4. Include an audio option as a guide supplement.

Since some people absorb information more quickly through hearing the information instead of reading it, you might want to consider including an audio CD or links to podcasts with your guide. The entire guide doesn’t need to have an audio component, but having an audio component for the introduction and key concepts for each session would be a useful addition to your guide.

5. Use an animated visual, like a comic strip, to explain the process.

This helps visual learners to quickly understand key concepts and helps cut down the time needed for explanations.

6. Provide alternatives for visual information.

Whenever you present a graph or chart, also include a verbal explanation for the information you are presenting. This allows people to absorb the information in a way that’s easiest for them.

7. Translate materials.

In your dialogue groups you may have people who don’t speak any English. If you have the resources, consider translating materials into the most widely used language(s) in your community. If you can’t translate the entire discussion guide, another option is to create handouts for each session that could be translated into other languages.

8. Include activities that allow for physical movement.

This increases interactivity, but also helps take into consideration learning styles that call for more physical interaction.

9. Include activities in which participants can role play/switch roles.

These activities not only help make the discussions more interactive, but they also help participants experience an issue from a different perspective.

10. Allow time for reflection.

Set aside a few minutes at the end of a session for journaling or self-reflection for those people who need a few moments to process information.

About Everyday Democracy
Everyday Democracy (formerly called the Study Circles Resource Center) is a project of The Paul J. Aicher Foundation, a private operating foundation dedicated to strengthening deliberative democracy and improving the quality of public life in the United States. Since our founding in 1989, we’ve worked with hundreds of communities across the United States on issues such as: racial equity, poverty reduction and economic development, education reform, early childhood development and building strong neighborhoods. We work with national, regional and state organizations in order to leverage our resources and to expand the reach and impact of civic engagement processes and tools.

Follow on Twitter: @EvDem

Resource Link: http://everyday-democracy.org/tips/10-ways-make-your-materials-more-inclusive

Understanding Structural Racism Activity

Posted on February 11, 2016 by Keiva Hummel

Everyday Democracy published the five-page activity, Understanding Structural Racism Activity, on January 2015. This activity gives participants an opportunity for better understanding how structural racism manifests and how to design realistic events/actions from a structural racism lens. Participants will explore all three layers of structural racism: personal attitudes/beliefs, formal and informal practices, and policies and procedures- via group discussion and skit activity, then work through the issues that arise at all three levels to create realistic events/actions. Below is an excerpt from the activity and you can download for free from Everyday Democracy here.

From the activity…

This activity helps participants delve deeper in analyzing racism and start to learn how to use a structural racism lens. Many times, actions are focused on changing the personal beliefs without looking at the practices and procedures that contribute to the issue. Through this activity, participants will have the opportunity to break down the issue of racism at a structural level so that the group can come up with realistic action ideas for change.

Goal:

To get participants to analyze an issue through a structural racism lens

To engage participants in an interactive way to identify the personal beliefs, practices, and procedures that contribute to the issue

To create a compiled list of barriers impacting the issue on the structural level

Materials needed:

Structural Racism handouts
Chart paper
Markers

Preparation:

Review the Structural Racism handout. Familiarize yourself and understand all 3 layers to structural racism: the personal attitudes/beliefs, formal and informal practices, and policies and procedures.

Review the sample structural racism examples. If the sample examples do not fit the community specific issue, brainstorm a few examples for each level.

Identify the community specific issue the group will work on.

Part 1: Activity overview

Pass out the Structural Racism handouts. Give participants a few minutes to review them.

Explain each level of structural racism as participants look on.

Use the examples to help participants understand each level. Allow time for clarifying questions.

Divide participants into three groups. Group 1 will be “Personal Attitudes,” Group 2 will be “Formal and Informal Practices,” and Group 3 will be “Policies and Procedures.”

In the small groups, give participants 10 minutes to think of examples for their assigned group. Have the groups record their answers on chart paper.

Part 2: Skit Activity

Following the brainstorm, ask each small group to pick one example and create a 2-minute skit to illustrate the example.

Have each group set the skit’s context and perform their skit. Ask the audience to pay attention to how the skit illustrates the group’s assigned level.

After each skit, debrief with the following questions:

Was the skit realistic?

How was the skit an example of personal attitudes and beliefs/practices/policies and procedures?

After all the skits, ask all three skits to start up simultaneously. Wait about 20 seconds.

Then, stop the skits and explain that collectively, these are the different levels contributing to the issue. If one level is addressed, there are two other levels occurring at the same time. If this group wants to truly see change, actions need to address all three levels.
…

You can find access to the rest of the activity on Everyday Democracy’s site here.

Follow on Twitter: @EvDem

Resource Link: http://everyday-democracy.org/resources/understanding-structural-racism-activity

Reader Email from Iran, and My Reply

Posted on January 8, 2016 by Eric Thomas Weber

I received a reader email from Iran in the last few weeks. I’ve been swamped and hadn’t had a chance to respond until now. I’m still swamped, catching up, but I thought it might be fun to post the question and my reply here. These responses were quickly drafted, with some thought but little editing. <Disclaimer…> lol.

Dear Eric Thomas Weber

I’m [name omitted] from Iran.We are Iranian people who we love peace and other culture we love other people in every point of earth.You know my country is a victim of mistaken policies in 8 years ago but we(people of Iran) are not bad.Politician of united state of America like Mr President Barak Obama say that the human right situation in Iran is not good.I want to know that what is meaning the human rights?

Best Regards, [name omitted]

While I feel bad about having little time to answer [name omitted], I felt worse about how long it had taken for me to get to his email (BTW, that’s my mug on the front page of The Tehran Times from this past July – Pretty cool). So, here’s my rough and quick reply:

Hi [name omitted],

I apologize for the long delay before my reply… [explanation omitted]. To answer your question, human rights are generally considered responsibilities on the part of a government towards its people. The legitimacy of a government depends upon its respect for its people and their rights. Among the kinds of rights that Americans find sadly infringed upon in Iran are the freedom of expression and of the press. Governments cannot be wise and just without knowing about how their people are affected. When free expression is stifled, when leaders do not allow criticism of their decisions, the government intentionally fails to draw its judgments on the greatest pool of information available. Therefore, one of the cornerstones of just governments on this view is the right to criticize any public official. Here is an example of what I mean:

http://www.al-monitor.com/pulse/originals/2014/06/iran-professor-imprisoned-criticizing-nuclear-program.html#

I think it is fair to say that the United States, and most every nation, falls short of perfect justice. There are some things that we take to be fundamental, however. Freedom to raise one’s concerns as a citizen is vital as perhaps (or one of) the most basic human right(s).

That’s how I think about the question you’ve asked me. Again, I apologize for the delay in my reply. Happy new year to you and your family,

Eric Weber

Now that I’ve sent that message, I’m reminded of Michael Ignatieff‘s suggestion that freedom of movement might possibly be considered more fundamental than speech. I see his point with respect to cases of ethnic cleansing.

Thoughts? Tweet them to me @EricTWeber or post them on my Facebook page.

Forcing Government Action on Climate Change: Two Noteworthy Legal Initiatives

Posted on December 8, 2015 by David Bollier

While much of the momentum to fight climate change is focused on political channels, there are parallel efforts using law to force government to take specific, enforceable actions to reduce carbon emissions. It’s a difficult battle, but in recent weeks two notable initiatives have gained further momentum – a court ruling relying on the public trust doctrine and a new human rights declaration that has broad international support.

The court ruling is related to a series of lawsuits brought by young people invoking the public trust doctrine to force governments to protect the atmosphere. Orchestrated by the advocacy organization Our Children’s Trust, the Atmospheric Trust Litigation suits have been filed in all state courts and in federal courts.

On November 19, one of those lawsuits succeeded. A superior court judge in Seattle issued a ruling that strongly recognizes the public trust doctrine as a applying to the atmosphere. The case sought to uphold science-based plans for carbon emissions reductions developed by Washington State’s Department of Ecology, as a way to protect the atmosphere for eight young people (the plaintiffs) and future generations.

The ruling is especially significant because it echoes a recent ruling by a New Mexico court that also strongly upholds the constitutional principle that the public trust doctrine applies to the atmosphere.

COP21 negotiators, are you listening?

The Social Justice Phrase Guide

Posted on October 7, 2015 by Keiva Hummel

The Social Justice Phrase Guide is two-page guide created by Advancement Project, in collaboration with The Opportunity Agenda. This guide puts forth five guidelines for conscientious communication, that give examples of alternative phrases and metaphors to replace out-dated ones that are offensive and/or discriminatory. View the guide below or download it here.

From Advancement Project…

Advancing a social justice agenda starts with being smart and deliberate in how we frame our discourse. The Social Justice Phrase Guide is your go-to tool to craft inclusive messages. Whether developing language for your organization, communicating through media platforms or engaging in personal discussions, follow these guidelines to successfully communicate across communities. A collaboration of Advancement Project, a multi-racial civil rights organization, and The Opportunity Agenda, a social justice communication lab, download the printable pamphlet here.

The guide…

About Advancement Project
Advancement Project is a multi-racial civil rights organization. Founded by a team of veteran civil rights lawyers in 1999, Advancement Project was created to develop and inspire community-based solutions based on the same high quality legal analysis and public education campaigns that produced the landmark civil rights victories of earlier eras. From Advancement Project’s inception, we have worked “on-the-ground,” helping organized communities of color dismantle and reform the unjust and inequitable policies that undermine the promise of democracy. Simultaneously, we have aggressively sought and seized opportunities to promote this approach to racial justice. Follow on Twitter: @adv_project

About The Opportunity Agenda
The Opportunity Agenda is a social justice communication lab. We collaborate with social justice leaders to move hearts and minds, driving lasting policy and culture change. We bring the inspirational voices of opportunity and possibility to social justice issues through communication expertise, and creative engagement. Follow on Twitter: @oppagenda

Resource Link: www.advancementproject.org/resources/entry/the-social-justice-phrase-guide

People’s Tribunal to Assess Fracking and Human Rights

Posted on July 29, 2015 by David Bollier

When the state no longer enforces its own legal standards on human rights or ecological protection, often in deference to corporate partners, the logical response is to establish a commons-based alternative – a people’s tribunal. That’s what is now planned in the case of fracking and its implications for human rights.

The Permanent Peoples’ Tribunal (PPT) has scheduled a session in March 2017 to “consider whether sufficient evidence exists to indict certain named States on charges of failing adequately to respect the human rights of citizens as a result of permitting, and failing to adopt a precautionary approach to, hydraulic fracturing and other techniques of unconventional oil and gas extraction within their jurisdictions.” The Tribunal is an internationally recognized public opinion tribunal functioning independently of state authorities and operating out of Rome. The Tribunal will hold a week of hearings in both the US and UK.

Governments take great pains to prevent their most sacrosanct policies from being questioned in courts of law. Consider how the US Government short-circuited any significant court rulings about the NSA’s extensive secret surveillance of citizens, in violation of the Fifth Amendment. It took Edward Snowden's revelations to force judicial review.

We’ve been here before, of course. The lawless Vietnam War was a prime example. As a corrective to the state crimes committed in that instance, philosopher Bertrand Russell and Jean Paul Sartre organized the Vietnam War Crimes Tribunal in 1967 to hear evidence about violations of the citizen’s basic human rights. In that tradition, today’s PPT will assess the human rights implications of fracking.

Bologna Symposium on Conflict Prevention, Resolution, & Reconciliation

Posted on March 20, 2015 by NCDD Community

The Bologna Symposium on Conflict Prevention, Resolution, & Reconciliation is held at the John Hopkins University Paul H. Nitze School of Advanced International Studies (SAIS) Bologna Center and is direct training by world leaders in: international negotiation, mediation, facilitation, strategic nonviolent action, social entrepreneurship, project planning and design, trauma healing, economics of peace, and more. It is recommended for exceptional professionals, graduate students, or accomplished undergraduates. Optional M.A. credits offered from Johns Hopkins SAIS.

Today’s conflicts are incredibly complex. As an effective peace leader, you need a core toolkit of essential practical skills and a diverse global professional network. In the Bologna Symposium, you go through an intensive training process with the world’s top practitioners/academics in those core skills and join the ever-expanding IPSI family of over 500 alumni.

From ISPI…

In cooperation with The Johns Hopkins University Paul H. Nitze School of Advanced International Studies (SAIS), the Bologna Symposium bring together the globe’s brightest minds from top academic institutions, NGOs, international organizations, grassroots peace movements, and the armed services. Over a four-week period, participants undergo intensive training by the field’s premier political leaders, academic experts, practitioners, and advocates in the practical skills necessary to foster peace and security in their communities and the world.

All participants receive an IPSI Post-Graduate Certificate in “International Conflict Management” upon successful completion of the course. Participants who choose to undertake additional rigorous assignments alternatively have the opportunity to earn an IPSI Post-Graduate Certificate in “International Conflict Management with Distinction.” In addition, qualified participants may apply to earn graduate-level MA course credit from SAIS, one of the world’s premier graduate schools for international affairs.

Find out more about the Bologna Symposium curriculum here.

More about IPSI
The International Peace & Security Institute (IPSI) empowers the next generation of peacemakers. Founded on the core belief that education can mitigate violent conflict, IPSI facilitates the transfer of knowledge and skills to a global audience from the world’s premier political leaders, academic experts, practitioners, and advocates. The Institute develops comprehensive training programs, advances scholarly research, and promotes efforts to raise public awareness of peace and security issues.

Resource Link: http://ipsinstitute.org/bologna-2015/

This resource was submitted by the International Peace and Security Institute via the Add-a-Resource form.

Hague Symposium on Post-Conflict Transitions & International Justice

Posted on March 12, 2015 by NCDD Community

The Hague Symposium on Post-Conflict Transitions & International Justice is held at the Clingendael Institute for International Relations and is an intensive training by world leaders in the skills necessary to holistically restructure a post-conflict society. The Symposium has special focus on mechanisms of justice, through formal lectures, site visits to International Tribunals and Courts, and interactive simulations and workshops. It is recommended for exceptional professionals or lawyers, graduate students, law students, or accomplished undergraduates.

Transitioning a society from violence to peace is one of the most difficult processes in our field. To be effective leader, you will need a broad understanding of available mechanisms, options, and theories, as well as a deep understanding of why some transitions are successful and others are failures. Train with the International Peace & Security Institute (IPSI) to gain a cross-sectoral perspective and a global network of practitioners/academics.

From IPSI…

In an intense and academically rigorous three weeks of interactive lecture, discussion, and experiential education led by the field’s foremost political leaders, scholars, practitioners, and advocates, The Hague Symposium participants grapple with the “wicked questions” that have befuddled policymakers, scholars, and practitioners in the peacebuilding field. Through case studies, participants contextualize the issues that drive these questions, discover ways to make sense of the complexities of post-conflict transitions, and anticipate appropriate means for breaking the cycles of violence and vengeance so that those who have been victimized by human rights violations find justice.

Participants gain a deeper understanding of the concepts, controversies, and institutions surrounding the implementation of post-conflict strategies, including security, justice, political, and social mechanisms. Participants examine which elements have contributed to success and which to failure, as well as gain a thorough understanding of the interplay between dynamics that can and cannot be controlled in a given scenario.

All participants receive a Post-Graduate Certificate in “Post-Conflict Transitions & International Justice” upon completion of the course. Participants who choose to undertake additional rigorous assignments have the opportunity to earn a Post-Graduate Certificate in “Post-Conflict Transitions & International Justice with Distinction.”

Find out more about the Hague Symposium curriculum here.

Resource Link: http://ipsinstitute.org/the-hague-2015/