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The +1 button and search results
How does +1 affect search results? Does +1 affect my site’s performance in search? How will the +1 button affect my traffic? Will +1’s from my site show up in search results? How does the +1 button affect my ads?
Who sees +1?
Who can see the +1 button in Google Search? Who can see annotations from +1 buttons? Will users on mobile browsers see the +1 button? Are +1's public?
Adding the +1 button to a site
How do I add the +1 button to my site? Where should I put the +1 button on my pages? Can I place multiple buttons on a single page that all +1 different URLs? What languages is the +1 button available in? How often will Google crawl my +1'd pages? How does +1 work with Buzz? Do we still need the Google Buzz button? Some of my users get a security warning when they view pages with the +1 button. How do I get rid of this?
Configuring the +1 button
What button sizes are available? What does the "Language" drop-down control?

google+1

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FOREX INTRODUCTION

FOREx IS TRADING IN FOREIGN CURRENCY. Foreign currency trading gives us the opportunity to participate in the worlds’ largest and most liquid market .more than 2-4 trillion us dollars exchange hands daily.
Note this no single event, individual or institution can rule this market due to its large liquidity. Traders see very large profits from trading in this market but always remember that the market is highly speculative and volatile,( while you can make a lot of money on forex ,you can also lose a lot on forex trade.)
Develop your own strategies for trading and test those strategies using demonstration accounts before you start forex trading your own money. Remember, though, you should never trade forex unless you are using money you can afford to lose; forex is a high –risk endeavor.
In my book I have grouped the lessons as follows: -
1.”EXPLORING THE WORLD OF MONEY,” looks at why you should consider trading forex, Then delves into how forex got started and introduces you to the language of money,you will find the resources for how to follow the money money in daily news reports.
2. DECIPHERING MONEY DIFFERENCIES. Gives you the opportunity to learn why the currency values change and how the foreign exchange market work. You will also learn the safest currencies to trade-currencies of the developed world (majors) and upcoming economies (exotic currencies-this is emerging nations whose currencies may be worth considering once you understand the foreign currency market), its risks and how to trade in it.
3. TRADING BASICS: INTRODUCES YOU TO WHAT NEEDED TO TRADE. Computer hardware and software, internet. Introduces you to the basics of technical and fundamental analysis to help you research your potential trades, then you explore the various risks you must take in order to trade in the forex,
] 4.TOOLS FOR TRADING: Explores how you can develop your own money strategies, as well as basics for actually placing your trades. Information about forex mini accounts. Also alert to avoid getting caught up in forex fraud.
DISCLAIMER

Suggestions to an activity booklet addressing child protection issues - ideas to life skill sessions in CHRISC

The idea is that the activity booklet about child protection issues (see suggestions below) can be a material that every leader in CHRISC (coaches and other activity leaders in particular) can use as a tool for planning and carrying out life skills sessions with CHRISC participants. So far, I have put down questions that I think are relevant for the topics that I wish the activity booklet could address. Some of the questions under each topic could be used directly in life skill sessions, stimulating discussion/sharing of views among participants (the activity leader would of course need to take into consideration the participants’ age and level of maturity in determining which questions he/she would give to the participants). In other cases, movement/KAO games or other practical exercises could be used to initiate discussion/sharing of views among participants. The activity leader could choose to ask the participants any of the questions found in the activity booklet (concerning a certain topic addressed through the movement/KAO game/practical exercise), or use the questions in the activity booklet as a reference/source of ideas.

Developing the child protection activity booklet involves two exercises:

1.      Theoretical exercise: Gathering literature about the issues to be addressed in the booklet (children’s rights, sexual abuse/violence, domestic violence etc.) I have gathered literature about some of the suggested topics. Sections in the “Activity Book compiled collection KAO Network” (2010), “CHRISC Kenya KAO manual”, “Sex and sexuality curriculum” and “Drugs and drug abuse training manual” will also provide relevant information.

2.      “Practical”/creative exercise: Suggesting approaches (movement/KAO games, other practical exercises, questions for discussion/reflection etc.) for putting forth the message concerning the topics addressed in the activity booklet. Finding appropriate ways of implementing and sharing life skill messages; designing the activity booklet.

Content:

1.      Childhood, children and children’s rights

2.      Values and norms

3.      Attitude and behavior

4.      Gender

5.      Identity

6.      Role model

7.      Our community

8.      Good and bad touches

9.      Decision-making

10.  Peer pressure

11.  Behavior and behavior change

12.  Drug abuse

13.  Power and influence

14.  Violence

15.  Domestic violence and/or gender based violence

16.  Corporal punishment and positive disciplining? (I tolerate if you think that this topic is too sensitive/problematic to discuss, but focusing on the issue of positive disciplining (if choosing to do so) could contribute to participants’ adopting positive attitudes towards alternative ways of teaching children good behavior and correcting unwanted behavior rather than through the use of corporal punishment).

17.  Sexual and reproductive health (SRH)

18.  Sexual violence/abuse

19.  Conflict and conflict resolution

1.      Childhood, children and children’s rights

From The Convention on the Rights of the Child (CRC), the African Charter on the Rights and Welfare of the Child (ACRWC) and “Consulting” (PLAN International pdf-file):

-          Who is a child? (Definition of a child)

Suggestion of exercise: The facilitator asks the participants to determine whether examples are children (a 17 year old boy in custody, a 14 year old girl who steals etc… To challenge the participants’ perception of who is a child.

-          What is childhood?

-          What characterizes children? What characterizes adults? (Comparison between children and adults: difference in age, experience, knowledge, vulnerability etc.)

-          What do these differences tell us about vulnerability of children?

-          What is a right?

-          (What is CRC)?

-          Which rights do children have?

Suggestion of exercise: A competition between two teams where the teams are asked to name as many children’s rights as possible. The team that mentions most children’s rights wins the game.  

-          Why do children have these rights? (Vulnerability, immaturity etc.)

-          (What is ACRWC)?

-          What is a duty?

-          Which duties do children have?

Suggestion of exercise: (See the exercise above but where the task is to mention as many children’s duties as possible).

2.      Values and norms

-  What is a value?

- What are some values in your society? What are some values in your life?

- Why do you think these are values in your society? Why have you chosen these to be values in your life?

-  What is good about values?

- Is there anything bad about values?

- (What is a norm?)

- (What are some norms in your society? What are some norms in your life?)

- Do we always let our values (and norms) guide our actions? Why/why not? (Temptation, peer pressure etc.)

- What can we do in order to ensure that we let our values (and norms) guide our actions to a greater extent? 

3.      Attitude and behavior

-          What is attitude?

-          What is behavior?

-          Which factors influence our attitude(s)?

Why do these factors influence us?

-          Who influence us (the way we think and act) in our everyday lives?

-          How do this person/these people influence our attitudes and behaviors?

-          Is this influence positive (healthy) or negative (unhealthy)?

-          Give examples of positive attitudes

-          Give examples of negative attitudes

-          How can we promote positive attitudes and behaviors in our own lives and in the lives of others?

4.      Gender

-          What is the difference between ‘sex’ and ‘gender’?

-          What is a gender norm

-          Who create and/or sustain gender norms?

5.      Identity

-          What is identity?

-          What are the different components making up your identity? (Being a family member, a brother/sister, like music, focused on the importance of environmental protection, member of a science club at school, religious etc….. (Plural identities))

-          What influences/shapes our identity?

-          Why does this/do these influence/shape our behavior?

6.      Role model

-          What is a role model? Who is a role model?

-          Who are your role model(s)? Why is this person/why are these people your role model(s)?

-          Are all role models good? (Do all of them have positive influence on people who look up to them?) Why/why not?

-          Is it good to be a role model to others? Why/why not?

-          How can we become role models for others (in the positive sense of a role model)? What do we need to think about if others should want to have us as their role models?

7.      Our community

-          What is positive/good in your community? (What do you like in your community?)

-          What are the challenges facing your community? (For children, youths, adults)

-          What are the causes of these challenges?

-          What are the consequences of these challenges?

-          Who are mostly affected by these challenges?

-          What can we do in order to reduce these challenges?

-          Draw/describe the village/society/community of your dreams. What does it look like? Why would you desire the village/society/community of your dreams to be like this?

8.      Good and bad touches (See “Kroppen min” for the youngest children)

If someone touches any part of our body, what determines whether this touch feels good or bad? (Whether the person is a boy or a girl, a man or a woman, whether we know the person well or not (trust etc.), the part of our body that he/she touches, whether we want to be touched or not (e.g. the difference between a friend holding around us (in a friendly way) and a stranger coming to hold around us… etc.) 

Suggestion of exercise: “The comfort zone” (Demonstration by activity leader(s). The activity leader(s) demonstrate the difference between how he/she feels when a friend holds around him/her or a stranger holds around him/her….. The difference between feeling comfort or discomfort.

Suggestion of exercise: “Trust”. Participants stand in a circle. A blind-folded person in the middle. The blind-folded is supposed to “fall” towards people in the circle while people in the circle are supposed to support the weight of the person when he/she falls towards them. Message of the game: 1) Sometimes in life, we lack control (blind-folded person). Our security and well-being depends on people around us to respect us and not misuse their power (able to see) to abuse us in any way. 2) To trust others is an important feeling and it is a gift to those whom we don’t trust. In this game, we are all friends, and we therefore want the best for our blind-folded friend: we want to protect him from falling and hurting himself/herself. But in life, there are many dangers. We should not give people our trust whom we don’t know/who does not deserve our trust. NB! Decide your “comfort zone” towards different people in your life! E.g. siblings, parents, grandparents, aunts and uncles, friends, teachers etc.) NB! This decision is your choice only! (NB: “Comfort zone” for different people with whom we associate)

-          What is trust?

-          Is trust important? Why/why not?

-          Who do you trust in your life?

-          What makes you trust this person/these people? (What characterize people that we trust?)

-          Which behaviors from another person can make us lose trust in him/her? Why would this behavior make us lose trust in him/her?

-          What can we do to make others trust in us? For older participants; the concept of trustworthiness)

9.      Decision-making

-          What is a decision?

-          Who make decisions?

-          Who influence our decision-making?

-          Why do this person/these people influence our decision-making?

-          In which way does/do he/she/they influence our decision-making?

-          Is this influence positive or negative? Why?

-          What is an ‘informed decision’?

-          What is the difference between a decision and an informed decision?

-          Do you think it is important to make informed decisions? Why/why not?

-          How do we make an informed decision? (What are the steps in making an informed decision?) (a) Identifying our needs and interests in a particular situation, b) Analyze the situation that we are/will be in, c) identify possible courses of action, d) identify possible consequences that may arise from the different courses of action that we may take, e) choose a course of action, f) evaluation the success/failure of that action and the reason for the success/failure)

-          What is a consequence?

-          Which issues is it especially important that we make informed decisions about? (Issues that regarding our body and health etc.) Why is it especially important that we make informed decisions about these issues? (Because the consequence(s) of these decisions are long-lasting (e.g. becoming pregnant if having sex, contracting HIV through ignoring modes of transmission, drug addiction, criminal offences due to engaging in criminal behaviors etc.

-          Who (which people, groups, institutions) easily influence our decision-making?

-          Why can help us make informed decisions?

-          Who may hinder us from making informed decisions?

-          What can we do in order to make more informed decisions?

10.  Peer pressure

-          What is peer pressure?

-          Which issues/acts are people easily pressured about?

-          What can we do in order to restrain from peer pressure?

-          How can we help others to restrain from peer pressure?

11.  Behavior and behavior change

-          What is a behavior?

-          What is behavior change? What characterize the behavior change process?

-          What are some behaviors that can benefit from behavior change? (Drug addiction, sexual activity etc.)

-          Why would a person benefit from changing such behaviors? (These behaviors can have a negative impact on the person’s life and/or on other people’s lives)

-          Who can foster behavior change in someone’s life?

-          What characterize people who may be in a position to influence behavior change in someone? (Trustworthy, empathic, patient etc.)

-          Which factors affect/are crucial in the behavior process? (Intrinsic motivation to succeed in changing behavior, continuous support from others, the person making short-term and concrete goals etc.)

12.  Drug abuse

-          What is a drug? (Legal and illegal drugs and the use of drugs in different circumstances (e.g. drugs as medication and drugs as abuse))

-          Give examples of common drugs in your community/society

-          Why do some people decide to take drugs? (Idleness, curiosity, peer pressure, hunger etc.)

-          Who are especially at risk of taking drugs?  

-          How do drugs affect the body?

-          How do drugs affect the brain?

-          What can taking drugs lead to? (Consequences of taking drugs) (Reduced ability to make informed decisions, addiction, damage to the brain, violence, criminal behaviors, increased sexual activity, death etc.)

-          What is drug addiction?

-          How can we best approach and help someone who takes drugs?

-          What can we do in order to prevent that children/youths take drugs? (Individually, in the family, in the community, in society)

-          What is drug abuse?

13.  Power and influence

-          What is power? What is influence?

-          What is misuse of power?

-          In which situation may someone be likely to misuse power?

-          What are consequences of power being misused?

-          What can we do in order to prevent/protect ourselves from others misusing their power towards us? (Know our rights etc.)

14.  Violence

-          What is violence?

-          Mention different types of violence

-          Who are mostly affected by the different types of violence? (Girls or boys, women or men?)

-          Who are most often responsible for violence? (Who are most often violent?)

-          What are the causes of violence?

-          What are the consequences of violence?

-          Is it important to speak up against violence? Why/why not?

-          If you think it is important, how can we speak up against violence?

-          How can we help someone who is a victim of violence?

-          What can we do in order to reduce incidents of violence?

15.  Domestic violence and/or gender based violence

-          What is domestic violence? / Gender based violence?

-          Does domestic violence take place in your community? Why/why not do you think? What do you think about it?

-          Are both men and women victims of domestic violence in your community? Why/why not?

-          Who are mostly affected by domestic violence (who does most often become victims of domestic violence)?

-          What are the causes of domestic violence/gender based violence? (Lack of knowledge about the fact that domestic violence is a violation of human rights, ignorance (we don’t do enough to speak up against domestic violence, drug abuse/alcohol abuse, poverty etc.)

-          What are some of the possible consequences that people (children and/or adults) who are victims of domestic violence face?

-          Is it important to speak up against domestic violence/gender based violence? Why/why not?

-          How can we best approach and help someone who is a victim of domestic violence in our family/community?

-          What can we do in order to reduce the incidents of domestic violence?

16.  Corporal punishment and positive discipline?

-          What is corporal punishment?

-          What do you think about corporal punishment? Is it a good way of punishing/installing positive behavior in children? Why/why not?

-          In which other ways (than corporal punishment) can a child be corrected/punished and learn positive/good behavior?

NB! According to PLAN International’s “Learn without Fear” global campaign to end corporal punishment, sexual violence and bullying in schools, 2008, corporal punishment in schools is forbidden by law in Kenya, but not in Tanzania, Uganda and Rwanda. PLAN International has developed a material to promote “positive discipline” – an alternative method of disciplining children.  

17.  Sexual and reproductive health (SRH)

-          Issues concerning SRH

18.  Sexual violence/abuse

-          What is sexual violence/abuse?

-          Types of sexual violence/abuse

-          Who are mostly affected by sexual violence/abuse?

-          Who is always responsible for the sexual abuse, no matter the circumstance? (The older and never the child!)

-          What can cause someone to be sexually abused?

-          What are the causes as to why some people decide to commit the crime of abusing a child sexually?

-          Which consequences may victims of sexual violence/abuse face? (Unwanted pregnancy, trauma, feeling of guilt and/or shame, losing trust in others (particularly people who resemble (in age or sex) the abuser etc.)

-          How can we best approach and help someone who has been sexually abused in our family/school/community?

-          What can we do in order to prevent sexual abuse?

NB! According to PLAN International’s “Learn without Fear” global campaign to end corporal punishment, sexual violence and bullying in schools, 2008, sexual violence in schools is forbidden by law in Kenya, Tanzania, Rwanda and Uganda.

19.  Conflict resolution

-          What is a conflict?

-          What are different examples of conflict?

-          Why do conflicts arise?

-          What are possible consequences of conflict?

-          How can we prevent conflict?

Suggestions of exercises: “Pulling the rope” and other games about conflict and conflict resolution (See “The big book of conflict resolution”)

References:

The Convention on the Rights of the Child (CRC)

African Charter on the Rights and Welfare of the Child

“Child advocates”, PLAN Togo, pdf-file

HIV/AIDS guidance and counseling course, Kampala, 2009

African Charter on the Rights and Welfare of the Child - civil society organization's engagement with the ACRWC committee (''advancingchildrenrights''-pdf-file)

Child advocates supporting children to stand up for their rights! A paper for adult facilitators of children and youth organizations (PLAN Togo-pdf)

Organizing a special event (Code of conduct in working with children), PLAN Togo (pdf-file)

Learn without Fear – PLAN International’s global campaign to end corporal punishment, sexual violence and bullying in schools, 2008

Etikk for helse- og sosialarbeidarar, 2nd edition, 1992, Det Norske Samlaget, Einar Aadland

My dream village/community, PLAN International, (pdf-file)

Youth advocates, PLAN International (pdf-file)

Last updated: 08.05.2011

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