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More Less | | Questions answered: 694, Questions asked: 0 Easy / 6 PRO, PRO-level points: 546 | Sample translations submitted: 4| English to Spanish: medical | Source text - English
Biotech investors are focused on new data showing Erbitux, the cancer drug sold by ImClone Systems and Bristol-Myers Squibb, extends the lives of lung cancer patients by five weeks.
But another Erbitux-related development may be even more important: the stunning realization that a genetic test predicts which colon cancer patients will benefit from the drug.
The emerging data, much of it being released at a big meeting of cancer specialists this weekend in Chicago, reveal that Erbitux is utterly ineffective in about 40% of colon cancer patients whose tumors have a mutation in a gene called kras. The findings could lead the Food and Drug Administration to restrict usage only to those 60% of patients without the mutation.
| Translation - Spanish
Los inversionistas de Biotech se encuentran estudiando nuevos datos que demuestran que el medicamento contra el cáncer Erbitux, vendido por ImClone Systems and Bristol-Myers Squibb, extiende las expectativas de vida de pacientes con cáncer pulmonar en cinco semanas
Sin embargo, es posible que otra información relacionada con Erbitux sea aún más relevante: el sorprendente descubrimiento de que una prueba genética predice qué pacientes con cáncer al colon pueden obtener beneficios del medicamento.
Los datos más recientes -muchos de los cuales serán entregados en una reunión de especialistas en cáncer este fin de semana en Chicago- revelan que Erbitux no es efectivo en 40% de pacientes con cáncer al colon que presentan tumores con mutación en un gene llamado kras. Estos resultados podrían llevar a la FDA a restringir el uso del medicamento sólo al 60% de los pacientes con cáncer al colon que no presenta la mencionada mutación.
| | Spanish to English: MEDICINE | Source text - Spanish
Mejorar el control glucémico: la función de autoanálisis de la glucemia (SMBG)
Es bien reconocida la prevención de las complicaciones diabéticas a través del control y mantenimiento correctos de la glucemia. Se ha recomendado el SMBG como una técnica para mejorar el control de las concentraciones, y en general se ha aceptado que debe formar parte de un programa terapéutico integrado para el tratamiento de la diabetes. El SMBG ha demostrado ser eficaz pare los pacientes con diabetes tipo 1 y para los pacientes con diabetes tipo 2 que usan insulina. La información sobre el nivel de glucosa del paciente se utiliza para afinar y ajustar la dosis de insulina, lo cual se traduce en una mejoría del control glucémico. No obstante, existe actualmente controversia respecto a si el SMBG es beneficioso y médicamente rentable en los pacientes con diabetes tipo 2 a los que se trata sólo con dieta o con medicamentos antidiabéticos orales.
| Translation - English
| | German to English: EDUCATION | Source text - German
SchulKOMPASS | Seite 4
Liebe LehrerInnen! Liebe SchülerInnen!
Liebe in der Schule Tätige!
Willkommen beim SchulKOMPASS!
Wir freuen uns, Ihnen neues Online-Begleitmaterial zu KOMPASS, dem Handbuch zur Menschenrechtsbildung für die schulische und außerschulische Bildungsarbeit mit Jugendlichen und jungen Erwachsenen, anbieten zu können. SchulKOMPASS ist von Zentrum polis – Politik Lernen in der Schule speziell für Lehrkräfte, die den KOMPASS im Schulunterricht anwenden möchten, ausgearbeitet worden.
Der KOMPASS wurde 2005 im Rahmen des Jugendprogramms Menschenrechtsbildung des Direktorats für Jugend und Sport vom Europarat entwickelt. Dieses Programm setzt sich zum Ziel, die Menschenrechte ins Zentrum der Jugendarbeit zu rücken und als Querschnittsthema zu integrieren.
Am 10. Dezember 2005 stellte der Verein Menschenrechte Schweiz die deutschsprachige Web-Interaktionsplattform _www.kompass.humanrights.ch online. Sie enthält alle Inhalte des Handbuchs in einer webadaptierten Form, ebenso länderspezifische Beiträge (Österreich, Deutschland, Schweiz) und interaktive Elemente.
SchulKOMPASS ist ein Bildungswerkzeug, das für eine gemeinsame Verwendung mit dem Handbuch bzw. der Online-Version des Handbuchs konzipiert ist. Es ermöglicht LehrerInnen eine anregende und besonders benutzerInnenfreundliche Handhabung für Menschenrechtsbildung im Unterricht.
SchulKOMPASS
präsentiert eine Auswahl von Aktivitäten des Handbuchs KOMPASS, die sich für den Einsatz im Unterricht an österreichischen Schulen besonders eignen (ab der 5. Schulstufe).
bietet einen übersichtlichen Zeitraster und schulrelevante Zusatzinformationen (Vorschläge für geeignete Alters- bzw. Schulstufen, Hinweise zu geeigneten Unterrichtsgegenständen, Unterrichtsprinzipien und Lehrplänen etc.)
enthält Links zu den Themen, die mit den einzelnen Übungen in Verbindung stehen (auf der KompassWebsite),
zu weiteren Materialien, Medien und zum Thema passenden Übungen,
zu österreichischen, europäischen und internationalen Organisationen und Institutionen, die
mit der jeweiligen Thematik befasst sind.
Lehrkräfte können sich auf diese Weise einen umfassenden Überblick zu Themen der Menschenrechtsbildung verschaffen. SchulKOMPASS kann in allen Unterrichtsgegenständen und im Projektunterricht zur Vorbereitung komplexer Menschenrechtsthemen herangezogen werden.
Wir empfehlen die Verwendung des SchulKOMPASS für LehrerInnen, die Klassen ab der 5. Schulstufe unterrichten (Sekundarstufe I und II aller Schultypen).
SchulKOMPASS lädt LehrerInnen dazu ein, vielfältige Einstiege in das themenübergreifende Bildungskonzept der Menschenrechtsbildung zu finden, vielleicht auch – mit zunehmender Praxis – selbst weiterzuentwickeln. Betrachten Sie diese neue Handreichung als flexible Materialquelle, die Sie so einsetzen, wie es für die Rahmenbedingungen an der Schule, in der Klasse und für Ihre SchülerInnen optimal passt.
„In der Menschenrechtsbildung geht es um Veränderung,und zwar um persönliche und soziale Veränderung.“ (KOMPASS–Handbuch S. 36). In diesem Zusammenhang ist es uns wichtig, dass die Verwendung des SchulKOMPASS LehrerInnen und SchülerInnenauch Spaß macht und eine Möglichkeit bietet, Kindern und Jugendlichen die ernsten – und zuweilen belastenden – globalen und lokalen Themen in einer ansprechenden Form näher zu bringen und sie auch dafür zu begeistern, selbst aktiv zu werden.
In diesem Sinne: Viel Spaß und gutes Gelingen!
Lotte Kreissler
Elisabeth Turek
Wien, 2006
Ihr Feedback zum SchulKOMPASS gibt uns wichtige Hinweise für die Weiterentwicklung von
Unterrichtsmaterialien – wir freuen uns daher sehr, wenn Sie uns den Fragebogen (siehe Anhang)
ausgefüllt zusenden – entweder per e-mail: service@politik-lernen.at oder per Fax: 01 / 42 77- 274 30. Danke vielmals!
SchulK MPASS
SchulKOMPASS | Seite 5
1. Einleitung zur Arbeit mit dem SchulKOMPASS und zur Menschenrechtsbildung an Schulen
1.1. Menschenrechtsbildung und Demokratie Lernen
Menschenrechte können nicht alleine durch völkerrechtliche Abkommen verwirklicht werden – es geht
auch um den Beitrag, den jede Person zu ihrem Schutz und ihrer Förderung leistet. Das ist der Ansatzpunkt für Menschenrechtsbildung und ihre Kernbotschaften: „Kenne und verteidige deine Rechte und anerkenne auch die Rechte der anderen und verteidige sie!“
Das Verständnis von ganzheitlicher Menschenrechtsbildung geht über die Vermittlung von Faktenwissen hinaus. Sie trägt auch dazu bei, Fähigkeiten (Selbstkompetenzen und soziale Kompetenzen wie etwa die Konfliktfähigkeit) und Werthaltungen (weiter)zuentwickeln.
Persönlichkeitsbildung im Sinn der Stärkung von Selbstachtung und des „Empowerment“ ist in diesem Zusammenhang eine grundlegende Dimension der Menschenrechtsbildung. Auf das Ziel der „vollen Entfaltung der menschlichen Persönlichkeit“ weist schon Artikel 26 der Allgemeinen Erklärung der Menschenrechte (1948) hin.
Die Aufgaben und Ziele der Menschenrechtsbildung können unter drei Aspekten beschrieben werden:
Lernen über Menschenrechte (Wahrnehmung, Wissen, Verständnis für Menschenrechtsthemen)
Lernen durch die Menschenrechte (Einstellungen, Haltungen und Werte und vor allem: die Entwicklung einer menschenrechtsfreundlichen Umgebung, zum Beispiel im Klassenzimmer)
Lernen für die Menschenrechte (Kompetenzen und Fertigkeiten für menschenrechtliches Engagement entwickeln)
1.2. Institutionelle Rahmenbedingungen im österreichischen Schulsystem
Menschenrechtsbildung ist seit 1978 per Grundsatzerlass durch das Unterrichtsprinzip „Politische Bildung“ in das österreichische Schulwesen integriert. Im Rahmen dieses Unterrichtsprinzips ist Menschenrechtsbildung grundlegender Bestandteil des Unterrichts in allen Fächern, auf allen Schulstufen und in allen Schultypen. Ferner tragen die Unterrichtsprinzipien des Interkulturellen Lernen und der Erziehung zu Frieden und Toleranz sowie Empfehlungen für den Projektunterricht Inhalte der Menschenrechtsbildung mit.In welchem Ausmaß sie im Unterricht Anwendung finden sollen, ist allerdings nicht klar definiert.
Darüber hinaus sind an allgemein bildenden höheren Schulen sowie an berufsbildenden mittleren und höheren Schulen auch bestimmte Fächer für Politische Bildung und Menschenrechtsbildung vorgesehen („Geschichte und Politische Bildung“, „Politische Bildung und Recht“, „Wirtschaft und Recht“ und andere). In den Lehrplänen des jeweiligen Unterrichtsgegenstands zur Politischen Bildung ist der Themenbereich Menschenrechte im Lehrstoff verankert.
Auf der einen Seite ist das Bewusstsein für die Relevanz von (schulischer) Menschenrechtsbildung und des Demokratie Lernens in Österreich insgesamt noch immer relativ schwach entwickelt. Unübersehbar sprießen jedoch in der Schulbildungslandschaft – vor allem dank des Engagements von Lehrkräften – an vielen Orten größere und kleinere Projekte, Aktionen, Schulkampagnen und vieles mehr. Trotz allem!
1.3. Menschenrechtsbildung und demokratische Bildung im Schulalltag
Die Integration der Menschenrechtsbildung in den österreichischen Schulalltag braucht vielfältige unterstützende Rahmenbedingungen. Einige davon sollen hier benannt sein:
Ein Klassen- und Schulklima, das Kinder und Jugendliche zur aktiven Teilhabe, zum Mitreden und sich Einlassen einlädt
Strukturen, die gegebenenfalls zeitlich und methodisch flexibel sind
LehrerInnenpersönlichkeiten, die selber gerne Neues ausprobieren
Lernkulturen, die dem holistischen Bildungsbegriff der Menschenrechtsbildung entgegenkommen und die gesamte Persönlichkeitsbildung fördern sowie Grundlagen des sozialen Lernens und des Demokratie Lernens ermöglichen: Lernziele wie eigene Rechte und die Rechte anderer kennen und einfordern, sich verantwortlich fühlen, solidarisch handeln können, konfliktfähig werden u.a., können
unter solchen Bedingungen Platz finden und konkret gelebt werden!
SchulKOMPASS | Seite 6
SchulKOMPASS ist ein weiterer Baustein zur Umsetzung dieser Inhalte. Die Unterrichtsprinzipien der
österreichischen Lehrpläne betonen die Notwendigkeit des fächerübergreifenden Unterrichts, um solche Inhalte im Bewusstsein zu verankern, einzuüben und in aktives Handeln umzusetzen!
Deshalb sei hier besonders darauf hingewiesen, dass jeder einzelne Unterrichtsgegenstand – sei es Religion, Biologie oder Informatik – sich dazu eignet, diese Aktivitäten mit der Klasse durchzuführen. Die 13 Unterrichtsprinzipien „sind nur fächerübergreifend im Zusammenwirken vieler oder aller Unterrichtsgegenstände zu bewältigen“ (siehe Informationen über die Unterrichtsprinzipien, Anhang).
Auch im _ Grundsatzerlass des bm:bwk zum Projektunterricht (2001) wird auf die Wichtigkeit von handlungsorientiertem Lernen, dem Erlernen von sozialen und kommunikativen Kompetenzen sowie der Entwicklung von Konfliktkultur und der Bewusstmachung von Zusammenhängen im Schulunterricht hingewiesen.
Die Rolle der LehrerInnen erweitert sich von der Vermittlung von Fachinhalten zur Vermittlung methodischer Kompetenzen sowie der Begleitung gruppendynamischer Prozesse und der Unterstützung von Reflexionsprozessen.
1.4. Wie kann der SchulKOMPASS im Schulalltag eingesetzt werden? Welchen Nutzen haben Lehrkräfte vom SchulKOMPASS?
Keine Angst! Auch wenn nicht schon alle günstigen Voraussetzungen erfüllt sind: Jedes der im Kompass enthaltenen Themen und jede Übung eignet sich für einen Einstieg in das Lernen über und durch Menschenrechte und kann junge Menschen anregen, selbst aktiv zu werden.
Das hier vorliegende PDF-Dokument zur Menschenrechtsbildung ist ein interaktives Instrument, das LehrerInnen im Schulalltag – im Fachunterricht, im fächerübergreifenden Unterricht und auch im Rahmen von Klassen- und Schulprojekten – als Ressource, als Anregung und als Begleitung für die Thematisierung von Menschenrechtsthemen in der Schule dient.
Bevor Sie mit den Übungen beginnen, möchten wir Sie auf die allgemeinen Hinweise zur Moderation
sowie auf die Tipps zur Gruppenarbeit hinweisen. Sie sind v. a. für LehrerInnen geeignet, die keine oder wenig Praxis in der Anleitung solcher Aktivitäten haben (siehe nächstes Kapitel).
SchulKOMPASS bietet für Lehrkräfte, die mit Kindern und Jugendlichen arbeiten:
1.) Links zu einer Auswahl von Übungen (24 Aktivitäten) aus dem „KOMPASS – Handbuch zur Menschenrechtsbildung für die schulische und außerschulische Bildungsarbeit“, die besonders für die Verwendung in der Schule empfehlenswert sind
SchulKOMPASS ist zur gemeinsamen Anwendung mit der deutschsprachigen Online-Webinteraktionsplattform _ www.kompass.humanrights.ch (Online KOMPASS) vorgesehen – daher ist jeder Übungsvorschlag des SchulKOMPASS nicht nur mit der Beschreibung der Übung, sondern auch mit den dazupassenden Themen und österreichspezifischen Zusatzinformationen auf dieser Website verlinkt. Im Online KOMPASS finden Sie alle Inhalte und 49 Übungen des Handbuchs sowie interaktive Elemente und länderspezifische Informationen zu Österreich, Deutschland und der Schweiz.
2.) Kriterien, die eine Auswahl der Übung erleichtern
Zu den für SchulKOMPASS ausgewählten Übungen finden Sie jeweils folgende Angaben:
für welche Schulstufen die Übung empfohlen wird
welche Themen schwerpunktmäßig vorkommen
welche Komplexitätsgrade (von 1=kurze, einfache Übungen bis 4=umfassendere, komplexere Übungen) die Übung hat
welche Unterrichtsprinzipien der österreichischen Lehrpläne damit in Zusammenhang stehen
Angaben zur Länge der Aktivität: Sie finden Übungen für
eine Unterrichtsstunde
eine Doppelstunde
einen Vormittag, falls Sie ein Projekt durchführen oder Unterrichtsstunden gemeinsam mit
KollegInnen zu fächerübergreifenden Zwecken zusammenlegen können
Durch einen Überblicksraster können sich LehrerInnen schnell eine Gesamtübersicht und einen Überblick zur jeweiligen Methode verschaffen (welche Übung passt zu welcher Schulstufe, wie viel Zeit brauche ich für die Übung, welche Themen werden angesprochen, für welches Unterrichtsprinzip passt die Übung?).
SchulK MPASS
1
2
SchulKOMPASS | Seite 7
3.) Links zu einer Fülle an Hintergrundinformationen über Themen der Menschenrechtsbildung auf Online KOMPASS
Armut, Bildung, Demokratie, Diskriminierung und Fremdenfeindlichkeit, Frieden und Gewalt, Gesundheit, Gleichberechtigung der Geschlechter, Globalisierung, Kinder, Medien, Menschenrechte allgemein, menschliche Sicherheit, politische Partizipation, soziale Rechte, Sport und Umwelt
4.) Links zu den Unterrichtsprinzipien im österreichischen Schulsystem
Folgende 13 Unterrichtsprinzipien können den oben erwähnten Themen zugeordnet werden (die Links führen zur Beschreibung des jeweiligen Unterrichtsprinzips auf der Homepage des BMBWK):
_BMBWK Unterrichtsprinzipien: Erziehung zur Gleichstellung von Frauen und Männern, Gesundheitserziehung, Interkulturelles Lernen, Leseerziehung, Medienerziehung, Politische Bildung, Sexualerziehung, Umwelterziehung, Verkehrserziehung, Wirtschaftserziehung
Weitere Unterrichtsprinzipien: Vorbereitung auf die Arbeits- und Berufswelt, Vorbereitung auf neue Techniken, insbesondere Kommunikations- und Informationstechniken, Ganzheitlich-kreative Erziehung
5.) Spezielle Materialien- und Medientipps sowie Links und Downloads, die für Lehrkräfte besonders interessant sind (nach jedem Übungsvorschlag)
Diese Zusatzinformationen unterstützen LehrerInnen dabei, ein Thema vorzubereiten oder es – nach der Aktivität – vertiefend und nachhaltig weiterzubearbeiten.
Wir hoffen, Ihnen mit dem SchulKOMPASS eine ansprechende und praktische Grundlage zur Menschenrechtsbildung an Schulen zur Verfügung zu stellen.
2. Allgemeine Tipps zur Durchführung von Übungen
2.1. Bevor Sie mit den SchulKOMPASS-Übungen beginnen…
Allgemeine Tipps: Informationen zur Moderation, zum Zeitmanagement, zur Nachbereitung und Auswertung, zum Umgang mit Konflikten in der Gruppe
2.2. Hinweise und Methoden, um ein gutes Lernumfeld in Schulklassen zu schaffen
Wertvolle Hinweise zu pädagogischen Ansätzen (Kooperatives Lernen, Partizipation, Erfahrungslernen etc.), Fragen zur Menschenrechtsbildung, zu möglichen Problemen in der Anwendung der Kompass-Methodik und zu Übungen, welche die Gruppen- und Teambildung fördern (sehr empfehlenswert!):
Methoden der Gruppenarbeit
Wie führt man ein „Brainstorming“ durch? Was ist zu beachten bei „Rollenspielen“? Wie führt man eine
„Diskussion“?
Methoden und Techniken zur Förderung von effekti ven Lerngruppen
Diese Aktivitäten sind kurze, einfache Übungen, um sich kennen zu lernen, miteinander warm zu werden, das Eis zu brechen und eine vertraute Atmosphäre zu schaffen.
Methoden und Techniken zur Förderung von Diskussionsfertigkeiten
Allgemeine Richtlinien und Tipps. Besonders erwähnenswerte Übungen: _ Mikrofon und _ Zwickmühle
Methoden und Techniken, um den Prozess der Entscheidungsfindung in der Gruppe zu fördern
Das Ziel bei der Konsensfindung ist, den Beteiligten die Bandbreite der Meinungen in der Gruppe klar zu machen und all diese Meinungen eingehend zu bedenken, sodass Entscheidungen auf der Grundlage allseits akzeptierter Interessen getroffen werden können.
Übungen zur Evaluation
Jedes Lernprogramm erfordert Überprüfungen in regelmäßigen Abständen. Diese Übungen können jederzeit angewandt werden. Sie machen Spaß und lassen die Teilnehmenden aus ihren Erfahrungen lernen.
ulK MPA
SchulKOMPASS | Seite 8
2.3. Hinweise zur Anwendung
Es ist ratsam, die Empfehlungen für die Schulstufen jeweils an der konkreten Klasse/Gruppe zu orientieren: individuelle Entscheidungen sind hier gefragt.
Die Übung mag für eine Klasse der 9. Schulstufe noch zu herausfordernd sein, aber für eine andere Klasse der 8. Schulstufe passen.
Kriterien dafür könnten sein:
Wie lange kennt die Klasse/Gruppe einander schon?
Wie schätzen Sie die Klassengemeinschaft, das Klima ein? Können Konflikte spielerisch bewäl-
tigt werden oder wird es bei Spannungen schnell ernst?
Wie oft hat die Klasse/Gruppe schon solche Aktivitäten durchgeführt?
Hier möchten wir noch einmal darauf hinweisen, dass ALLE Vorschläge des SchulKOMPASS indivi-
duell je nach Bedarf und Gegebenheiten adaptiert und der Situation gemäß verändert werden können, um optimal auf die Bedürfnisse der SchülerInnen eingehen zu können und die Aktivitäten gut in die gegebenen Rahmenbedingungen zu integrieren.
Der Hinweis [+] bei der Zeitangabe bedeutet, dass es gut möglich ist, dass das Thema die Klasse/Gruppe länger beschäftigen wird und eventuell Nachbereitungsstunden von Vorteil sind. Achtung: Natürlich kann das auch bei allen anderen Aktivitäten vorkommen, je nach dem, welche Themen die Klasse/ Gruppe gerade besonders beschäftigen.
Die Komplexitätsstufen sind mit den Stufen 1 – 4 angegeben. Stufe 1 sind kurze, einfache Übungen, die als Einstieg benutzt werden können und die Interaktion in der Gruppe in Gang bringen. Stufe 4 bezeichnet Übungen von längerer Dauer, die eine ausführlichere Vorbereitung erfordern und Fähigkeiten in Gruppenarbeit und Diskussion voraussetzen.
Die bei jeder Aktivität angegebenen Unterrichtsprinzipien stehen mit den jeweiligen Themen in engem Zusammenhang. Sie können eine weitere Anregung darstellen, die angesprochenen Themen von verschiedenen Seiten zu beleuchten (siehe Anhang: Informationen zu den 13 Unterrichtsprinzipien).
2.4. Navigation in diesem Dokument und Zeichenerklärung
Wenn Sie eine Übung im Raster auf der folgende Seite anklicken, gelangen Sie zur Beschreibung der Übung und zu den weiteren Links, Medien- und Materialtipps im SchulKOMPASS.
Auf den Seiten zu den Übungen finden Sie im obersten Kasten jeweils den Link zur Übung auf der Online KOMPASS-Website. Dort wiederum können Sie in der Rubrik auf der linken Seite auch die Gesamtversion der Übung als PDF-Dokument downloaden.
SchulK MPASS
Link innerhalb dieses Dokuments
Link zu Online KOMPASS
Link zu externer Website
Bücher, Texte, Broschüren
Spiel
Film
Fotoband, Karte
Hörspiel, Radio
SchulKOMPASS | Seite 9
3. Übersicht zu den Übungen
Zeit
Komplexität
Schulstufe
Armut
Bildung
Demokratie
Diskriminierung + Fremdenfeindlichkeit
Frieden und Gewalt
Gleichberechtigung der Geschlechter
Globalisierung
Kinder
Medien
Menschenrechte allgemein
Menschliche Sicherheit
Politische Partizipation
Soziale Rechte
Sport
Umwelt
Gesundheit
Übung
Themen
Armutshoroskop 60’+ 2 5.–8. _ _ _
Bildung für alle? 90’ 2 6.-12. _ _ _
Das Netzwerk des Lebens 30’ 2 5.-12. _ _ _
Der Kampf um Geld und Macht 90’+ 3 9.-12. _ _ _
Ein Schritt nach vorn 50’+ 2/3 7.-12. _ _ _
Geht’s auch anders? 90’ 2 7.-12. _ _ _
Gewalt in meinem Leben 60’-120’+ 3 5.-12. _ _ _
Haushaltskasse 90’ 2 5.-12. _ _ _ _
Helden und Heldinnen 50’+ 2 5.-12. _ _ _
Jede Meinung zählt! 120’+ 3 5.-12. _ _ _
Kann ich reinkommen? 50’+ 3 5.-12. _ _ _
Kinderrechte 60’+ 2 5.-8. _ _ _
Kraftwerk 90’ 3 5.-12. _ _ _
Let’s talk about sex! 90’ 4 8.-12. _ _ _
Nur eine Minute 40’ 2 5.-12. _ _ _
Pantomime 90’ 2 5.-12. _ _ _
Passt auf, wir schauen zu! 150’+ 4 9.-12. _ _ _
Spiel mit! 45’+ 3 8.-12. _ _ _
Titelseite 180’ 3 8.-12. _ _ _
Ungleiche Löhne 90’ 2 8.-12. _ _ _
Wahlkampfstrategie 45’ 2 5.-12. _ _ _
Was tun gegen Rassismus? 120’+ 3 7.-12. _ _ _
Wer sind ich? 25’ 2 5.-12. _ _ _
Wo geht’s hier nach Gleichland?
Sc
hulK MPASS
Übung Themen
Arm
| Translation - English
SchulKOMPASS | page 4
Dear teachers! Dear students!
Dear school communities!
Welcome to SchulKOMPASS!
We are pleased to offer you new online material added to KOMPASS, the manual for Human Rights Education for school and extracurricular education for teenagers and young adults. SchulKOMPASS was especially developed by Zentrum Polis – Politik Lernen in der Schule (Polis Centre—Citizenship learning in Schools) for teachers that would like to use the KOMPASS in school classes.
KOMPASS was developed in 2005 within the framework of the youth programs for Human Rights Education by the Office of the Director for Youth and Sport for the European Council. The objective of this program is to establish human rights in the centre of school-work and to integrate it as a cross-curricular subject.
On 10th December 2005, Verein Menschenrechte Schweiz (Association for Human Rights in Switzerland) went online with the interactive Internet platform _www.kompass.humanrights.ch in German language. It encompasses all contents of the manual converted into a website, as well as country-specific contributions (Austria, Germany, and Switzerland) and some interactive elements.
SchulKOMPASS is an education tool which is designed to be used in conjunction with the manual and/or the online-version of the manual. It provides teachers with a stimulating and especially user friendly material for Human Rights Education in the classroom.
SchulKOMPASS
presents a selection of activities from the KOMPASS manual which are especially suitable for the use in instruction in Austrian schools (from Fifth grade on).
offers clear time periods and additional school-relevant information (advice on suitable age and/or school grade, references to suitable teaching aids, teaching principles and curriculum, etc.)
contains links to the topics directly related to the activities at hand (on the Kompass Website),
links to more materials, media and exercises relevant to the topic,
links to Austrian, European, and international organisations and institutions dedicated to the respective topics.
Teachers have to their disposal a comprehensive overview of topics on Human Rights Education. SchulKOMPASS can be used in any subject of instruction and in class projects for the preparation of complex human rights topics.
We recommend the use of SchulKOMPASS for teachers who teach classes from year 5 (Secondary level I and II, all school types).
SchulKOMPASS invites teachers to explore diverse introductions into the interdisciplinary educational concept of Human Rights Education, maybe also, after some practice, to develop their own. Consider this new aid as a flexible material source which you use in a way suitable for the specific school, class and students.
“Human Rights Education is about changes; personal as well as social changes”. (KOMPASS manual, page 36). In this context it is important to us that teachers and students alike have fun using SchulKOMPASS. The material offers the opportunity to present the serious, and sometimes overwhelming global and local issues in an appealing manner while motivating pupils to get involved.
Having said this, have fun and good luck!
Lotte Kreissler
Elisabeth Turek
Vienna 2006
your feedback to SchulKOMPASS gives us important tips for the further development of
teaching materials – so we would like you to fill in the questionnaire (appendix)
and return it to us, either by e-mail at service@politik-lernen.at or fax to +43 (0)1 42 77 274 30. Thank you.
SchulK MPASS
SchulKOMPASS | page 5
1. Introduction to working with SchulKOMPASS and Human Rights Education in schools
1.1. Human Rights Education and learning democracy
Human rights can not become a reality by national legal treaties only - it also involves the contribution of each person to his/her own protection and realisation. That is the starting point for Human Rights Education and their core message: „Know and defend your rights and recognize the rights of others and also defend those!”
The understanding of integrated Human Rights Education goes beyond the communication of factual knowledge. It encompasses also the ongoing development of skills (self and social competences such as conflict management) and values.
A basic dimension of Human Rights Education is personality education in the sense of strengthening self-respect and “empowerment” in this context. Article 26 of the general Declaration of Human Rights (1948) already points to „the full development of human Personality”.
The tasks and objectives of Human Rights Education involve three aspects:
Learning _ about human rights (Perception, knowledge, understanding human rights topics)
Learning _ through the human rights (Opinions, attitudes and values and particularly the development of a human rights friendly surrounding, for example in the classroom)
Learning _ for the human rights (Competences and skills to develop human rights engagement)
1.2. General conditions of Institutions in the Austrian educational system
Human Rights Education was integrated by decree law into the Austrian school system in 1978 through the instruction principle of “Political Education”. Within the framework of this instruction principle Human Rights Education is a basic component of instruction in all subjects, at all school levels and in all school types. Furthermore, the instruction principles include Intercultural Learning and education for peace and tolerance as well as recommendations for class project contents related to Human Rights Education. It is, however, not clearly defined to what extent they should be used in class.
In addition, specific subjects for Political Education and Human Rights Education are included for general education high schools as well as for vocational middle and high schools (“History And Political Education”, “Political Education And Law”, “Economy And Law” and others). Human Rights are the central theme in the curricula of Political Education.
Awareness of the importance of Human Rights Education (in schools) and democracy learning in Austria is still relatively weak. However, big and small projects, movements, school campaigns and many others sprout in the school education landscape – particularly thanks to the engagement of teachers - in many places. Against all odds!
1.3. Human Rights Education and democratic education in everyday school life
The integration of the Human Rights Education into the Austrian school everyday life requires diverse supporting general conditions. Some of them are the following:
• A Class and School Climate that invites children and young people to active participation; to conversation and involvement
• Structures which are flexible in terms of time-frame and methodology
• teachers who enjoy new challenges
• Learning cultures, which welcome the holististic education concept of the Human Rights Education and support the entire personality education as well as facilitate the basis of social learning and democracy learning: Learning objectives such as knowing and promoting own rights and the rights of others, feeling responsible, being solidary, dealing with conflict, among others, can find a place in such context and be experienced.
SchulKOMPASS | page 6
SchulKOMPASS is an additional foundation for the conversion of these contents. The instruction principles of the Austrian curricula stress the need for comprehensive instruction in order to promote awareness of such contents and to convert them into active action!
Therefore it is here pointed out that every single instruction subject – be it religion, biology or computer science - is suitable to carry out these activities with the class. The 13 instruction principles „overlap subjects only in conjunction with coping with many or all of the instruction subjects. (see Information about the Instruction Principles, Appendix).
Also the basic principle decree of bm:bwk for the project instruction (2001) points to the importance of action-oriented learning, the learning of social and communicative competences as well as the development of conflict culture and the awareness of connections in the school instruction.
The role of teachers grows from communication of compartment contents to the mediation of methodical competences as well as the accompanying group-dynamic processes and the support of reflection processes.
1.4. How can the SchulKOMPASS be incorporated in everyday school life? What benefits does SchulKOMPASS offer to teachers?
No fear! Even if all favourable conditions have not been met yet: Each of the topics and every activity is suitable as introduction to learning about and through human rights and can motivate young people to become active themselves.
This PDF-document on Human Rights Education is an interactive instrument that serves teachers in everyday school life –in the specific subject class, in overlapping subject class and also in conjunction with school and class- as a resource, a motivation and as an addition to the contents of Human Rights Education in the school.
Before you begin with the exercises, we would like to offer you a series of guidelines regarding moderation and group work. They are especially suitable for teachers who have little or no experience in the instruction of such activities (see next chapter).
SchulKOMPASS offers for teachers that work with children and young people:
1. Links to a variety of activities (24 activities) from „KOMPASS – Manual for Human Rights Education for the educational and extracurricular instruction”, especially recommended for use in school.
SchulKOMPASS has been developed for use in conjunction with the German-speaking online web communication platform _ www.kompass.humanrights.ch (Online KOMPASS) - therefore every SchulKOMPASS proposed exercise includes a description of the exercise as well as links to suitable topics and additional information relevant to Austria. Online KOMPASS presents all contents and 49 activities from the manual as well as interactive elements and country-specific information on Austria, Germany and Switzerland.
2. Criteria to choose activities
The following information is provided with the activities selected for SchulKOMPASS:
for which school stages is the activity recommended
what are major topics
what is the exercise’s degree of complexity (from 1= short, simple activities to 4= integral, more complex activities) are represented
Information on timeframe for the activity: There are activities that last
a lesson
a double hour
a morning, if you carry out a project or lessons together with some of your colleagues to achieve commonly set goals
Through an overview screen can provide general information for the corresponding method (which activity suits which school level, how much time is needed for activity, which topics will be addressed, which instruction principle the practice suits).
2
SchulKOMPASS | page 7
3. Links to an abundance of background information about topics on Human Rights Education on Online KOMPASS
Poverty, education, democracy, discrimination and xenophobia, peace and power, health, equal rights of the sexes, globalisation, children, media, general human rights, human security, political participation, social rights, sport and environment
4. Links to the instruction principles in the Austrian educational system
The above-mentioned topics can be assigned to the following 13 instruction principles (the links lead to the description of the respective instruction principle on BMBWK home page):
_BMBWK teaching principles: Education for equal rights for men and women, health education, Intercultural Learning, literacy, media education, Political Education, sex education, environmental education, traffic education, economics education
More teaching principles: Preparation for work and career, preparation for new technology, especially communications and information technology, holistic-creative education.
5. Specific material and media tips as well as links and Downloads, which are of especial interest for teachers (after each proposed activity)
This additional information aids teachers in the preparation of a topic, while allowing more thorough and sustained work.
We hope SchulKOMPASS provides an appealing and practical basis for the Human Rights Education in schools.
2. General tips for doing the activities
2.1. Before you begin with the SchulKOMPASS activities …
General tips: Information on moderation, time management, reports and assessment, dealing with conflict within the group.
2.2. Tips and methods, in order to get a good learning-environment in the classroom
Valuable tips on teaching approaches (co-operative learning, participation, learning from experience), questions about Human Rights Education, possible problems in the application of the Kompass-method and activities which support group and team education (highly recommended!):
Group work methodologies
How to carry out a “brainstorming” activity? What to keep in mind when “roleplaying”? How to moderate a discussion?
Methods and techniques for the promotion of effective group-learning
These activities are short, simple activities in order to meet one another and become comfortable with each other, to break the ice and create a welcoming mood.
Methods and techniques for the promotion of discussion skills
General guideline and tips. Especially interesting activities: Microphone and Windmill
Methods and techniques to support the decision-making process in the group
The objective of consensus building is that the participants have a clear understanding of the wide range of opinions in the group and that all these opinions are to be taken into account so that everyone’s interests are validated.
Activities for assessment
Every teaching program requires assessment at regular time intervals. These activities can be used at any time; they are fun and help participants learn from their experiences.
ulK MPA
SchulKOMPASS | page 8
2.3. Usage Notes
• Recommendations should be based on the corresponding school stages and the specific class/group: you must make some decisions.
The activity may be too hard for a grade 9, but suitable for a grade 8.
Some of the criteria could be the following:
How long have the class/team-mates known each other?
How do you assess the mood in class? Can conflicts become playfully rough?
Or do tensions become serious quickly?
How often has the class/team carried out such activities?
ALL SchulKOMPASS options can be adapted according to need and conditions and can be changed for each given situation in order to approach the needs of pupils and integrate activities under the given general conditions.
The recommendation on time frame [+] means that it is possible that the topic keep the class occupied for longer than planned and additional reporting sessions are valuable. Note: This can be the case with all other activities depending on the topics they deal with.
The Complexity Levels are classified from 1 to 4. Short, simple activities which can be used as an introduction to trigger communication in the group are level 1. Level 4 represents activities that last longer, require more thorough preparation and skills in group work and discussion.
The instruction principles indicated for every activity are closely related to the respective topics. You can represent an additional cue, to highlight the addressed topics in different pages (see appendix: Information on Instruction Principles).
2.4. Navigation in this document and legend
When you click on an activity on the following page screen, you reach the description of the activity and further links, media and resources tips in the SchulKOMPASS.
On the activity pages you will find the link for each specific activity on the online KOMPASS web site. Also from here, you can download the full version of the activity, as a PDF document.
| | Spanish to English: Contract | Source text - Spanish
PDF file available. | Translation - English
MINE EXPLORATION AGREEMENT AND CONTRACT PROPOSAL FOR
OPTION TO PURCHASE THE MINING RIGHTS (hereinafter OPTION) – MIRAFLORES MINING PROJECT
BETWEEN
SOCIEDAD KEDAHDA S.A. (hereinafter the COMPANY)
AND
THE MINERS ASSOCIATION OF MIRAFLORES (hereinafter OWNERS)
At present, owners of 100% of the Mining Exploitation Contract Nr. 010/87M, MINING REGISTRY 0230.
SUBJECT OF AGREEMENT
AS PER REGISTERED MINING RIGHTS (hereinafter MINING RIGHTS)
TOTAL AREA: 124 HECTARES LOCATED IN QUINCHIA MUNICIPALITY, RISARALDA DEPARTMENT, COLOMBIA.
Between DAVID LADINO, identified by ID nr 4.537.489, Quinchia, acting as legal representative of the MIRAFLORES MINING ASSOCIATION ID Nr 8000 00437 (OWNERS) and RAFAEL ALFONSO ID Nr 4.268.893, Sustanza, representing SOCIEDAD KEDAHDA S.A. (the COMPANY) which is duly incorporated (recorded as 06068, September 3, 2003, Notary 45, Bogota) and in good standing in its State of incorporation. This Agreement is celebrated according to the enclosed mining registry and area plans, covering 124 hectares (MINING RIGHTS), which is part of the OPTION subject to the following clauses:
BACKGROUND
1. The OWNERS represent that they are in exclusive possession of the MINING RIGHTS which are free and clear of all pledges, charges, liens, security charges and encumbrances in relation with any previous agreements, negotiations, operating, judicial or financial circumstances that may affect the validity of the MINING RIGHTS in the future.
2. The Owners further represent that:
a. They are the exclusive owners of the MINING RIGHTS which have been obtained and kept in a judicially valid manner, in agreement with the applicable legislation;
b. The MINING RIGHTS are free of lien, encumbrance or limitation other than those derived of their condition, and are not affected for their exercise and disposition by judicial or extrajudicial claims, nor actions by third parties, including public authority;
c. The MINING RIGHTS are free of taxation liabilities, taxes, charges, rates, breaks and contributions, including the ground rent. In addition, there is no pending tax notification, action or procedure, nor environmental liability or claim in the area of the MINING RIGHTS. However, the OWNERS shall be responsible of any claim, right, action, charge or responsibility affecting the MINING RIGHTS until the date of their transfer;
d. The OWNERS expressly waive any payment, profit, compensation, indemnity, revenue, benefit or interest of any type resulting from the exploitation; or any payment other than the one described hereinafter in this OPTION, which may result by law or any agreement related to the evaluation, prospect, development, exploitation, benefit, rights of way or easement that may have been developed or may get developed by the COMPANY or related to the area of the MINING RIGHTS or the property of which the OWNERS or their shares may become owners or occupants;
e. The OWNERS will free the COMPANY of any claim involving the MINING RIGHTS in their area. . This includes but it is not limited to: environmental, tax liabilities (at the national municipal and department level); claims by public or private third parties until the date this document becomes effective, claim or claims that may be presented in the future provided they are based on facts, actions or omissions that took place prior to the date if this document. The OWNERS agree to reimburse the COMPANY for the expenses or expenditures paid by the COMPANY as a consequence of this liability.
f. The OWNERS represent to the COMPANY that they have all licenses, approvals, certificates, authorizations and permits required by law and by environmental, mining, national, municipal and departmental authorities to do business. The OWNERS have complied with all necessary requisites to obtain and keep the MINING RIGHTS.
g. The OWNERS comply with the applicable legislation, including but not limited to: mining, environmental, labor, social security, fiscal, exchange, customs, as applicable; in addition to complying with all other regulations derived from law, decree or guidelines that may apply. The OWNERS also represent that, at the moment, there are no pending risks or claims on behalf of third parties or governmental authorities against the OWNERS, in relation to possible damages to the environment or ignorance of any applicable law or regulation in agreement with the aforementioned;
h. The execution or constitution of the OPTION’s terms by the OWNERS does not imply infringement of any agreement nor conflict due to obligations with third parties;
3. The OWNERS guarantee to the COMPANY the accuracy of information, expression and representations provided by the OWNERS, from which this OPTION’s conditions and terms derive. Within this scope, the OWNERS undertake to maintain the COMAPNY harmless from any damage, responsibility or contingency that may arise from any inadequate, inaccurate or incomplete representation or information.
FIRST CLAUSE: OBJECT: Starting on the date of underwriting of the OPTION, the COMPANY as the first, only and irrevocable option, granted by the OWNERS, regarding the MINING RIGHTS and the agreements expressed in this OPTION agreement.
SECOND CLAUSE. PROJECT EXPENSES: The COMPANY will cover all expenses generated by the project, which include but are not limited to exploration, construction, assembly and exploitation expenses.
THIRD CLAUSE. PAYMENTS. Payments will be made at different stages, according to advancement in explorations which will aid to determine whether the auriferous potential of auriferous mineralization present in the MINING PROJECT MIRAFLORES area, as described in Annex 2 of contract 0230 corresponding to 124 hectares, can meet the COMPANY’s expectations and objectives.
FOURTH CLAUSE. DEADLINE AND FORM OF PAYMENT. Table 1 presents deadlines and payments to acquire the MINING RIGHTS:
TABLE 1
DEADLINES PAYMENTS
IN COLOMBIAN PESOS
Within 60 days starting from the date the OPTION was signed, and after completion of preliminary legal study $150,000,000
Twelve months after signing the OPTION $260,000,000
Eighteen months after signing the OPTION $320,000,000
Twenty-four months after signing the OPTION $360,000,000
Thirty months after signing the OPTION $420,000,000
Thirty-six months after signing the OPTION $480,000,000
Forty-two months after signing the OPTION $520,000,000
Forty-eight months after signing the OPTION $600,000,000
Fifty-four months after signing the OPTION $820,000,000
Sixty months after signing the OPTION FOR ASSIGNMENT OF ONE HUNDRED PER CENT OF THE MINING RIGHTS $3,570,000,000
TOTAL PAYMENT $7,500,000,000
PARAGRAPH: The COMPANY can pay the OWNERS the total for the MINING RIGHTS and, in such case, the OWNERS will proceed to assign the MINING RIGHTS.
FIFTH CLAUSE. ASSIGNMENT OF MINING RIGHTS BY OWNERS. After 60 days from the date the OPTION is signed and having the COMPANY paid the TOTAL OF SEVEN BILLION FIVE HUNDRED MILLION PESOS ($7,500,000,000), the OWNERS must assign 100% of the MINING RIGHTS to the COMPANY or the natural or judicial person designated by the COMPANY.
SIXTH CLAUSE. EXPLOITATION WORKS BY OWNERS. The OWNERS may continue exploitation works in the area subject to the OPTION, in permanent coordination with the COMPANY in order to avoid interference with the necessary works performed by the COMPANY and in the areas that do not interfere with the COMPANY’s activity, as stated by the COMPANY.
SEVENTH CLAUSE. UNILATERAL TERMINATION OF PURCHASE OPTION BY PART OF THE COMPANY. The COMPANY may terminate the OPTION in a unilateral manner and at any time, without further explanation and free of any subsequent payment or proportional payment in relation to the remaining time for the next payment or indemnization, fine, claim or any other type of payment in favor of the OWNERS.
PARAGRAPH. Payments made prior to unilateral termination of OPTION by part of the OWNERS will not be totally or partially reimbursed on any proportion.
In case of unilateral termination by part of the COMPANY, the following procedure will apply:
a. The COMPANY must notify unilateral termination of OPTION one month in advance, in writing and to the address provided by the OWNERS for the purpose of this contract.
b. Starting from the month on which the COMPANY notified unilateral termination of OPTION, all pending obligations related to the OWNERS and the MINING RIGHTS cease to be in effect, including all pending payments and obligations before mining, environmental and administrative authorities, be it at the national, municipal or departmental level, such as ground rent, royalties, reports or any other type of obligation related to or derived from the MINING RIGHTS.
c. Deliver to the OWNERS all geological information, plans, reports, analysis results, etc. as well as legal information, records, resources, documents of all types and information that may be of interest to the OWNERS, within the month following the notice of OPTION termination.
d. Deliver MINING RIGHTS in compliance with all obligations and requirements established by the Mining Code, the environmental legislation and any other bylaw applicable to the MINING RIGHTS, updated to the month following the OPTION termination notice. The obligations subsequent to this deadline will be responsibility of the OWNERS.
e. Within the month following notification of OPTION termination, the COMPANY will remove machinery and equipment from the property located in the area of the MINING RIGHTS.
PARAGRAPH. THE OWNERS MAY NOT TERMINATE THIS OPTION AGREEMENT at any time during its period of validity and under no circumstances, as long as the OPTION granted by the OWNERS is exclusively and irrevocably in favor of the COMPANY.
EIGHTH CLAUSE. ASSIGNMENT OF THIS AGREEMENT: THE COMPANY may at any time assign or transfer the rights originated by the contract, without requiring authorization or approval by part of the OWNERS. In such case, the new assignee will undertake the same obligations in relation to the OWNERS and will have the same rights as the COMPANY.
PARAGRAPH: THE OWNERS may NOT assign this contract without previous written authorization by the COMPANY.
NINTH CLAUSE. STAMP TAX: The stamp tax will be paid in equal parts; 50% by the COMPANY and 50% by the OWNERS.
FIRST PARAGRAPH. Since this is an OPTION TO PURCHASE agreement that can be terminated at any time and in a unilateral manner by the COMPANY, payment of stamp tax is caused and paid as payments in favor of the OWNERS are made.
SECOND PARAGRAPH. The COMPANY WILL MAKE ALL PAYMENTS IN COLOMBIAN PESOS to the OWNERS, after retentions required by tax law. If necessary, the OWNERS will issue an invoice meeting all requirements and comply with all formal obligations that may be applicable according to the provisions in force.
TENTH CLAUSE. SPECIAL OBLIGATIONS OF THE COMPANY
1) The COMPANY will cover all expenses incurred into by the OWNERS for the negotiation and signing of the OPTION.
2) Once the OPTION has been signed, the COMPANY will undertake the MINING RIGHTS’ legal, financial and technical responsibilities, so as to comply with all regulations required by the Colombian authorities. The OWNERS will offer the COMPANY full collaboration during this process. These responsibilities will include but not be limited to the following:
a. Preparing and presenting the required reports related to the MINING RIGHTS before mining or environmental authorities, at the municipal, departmental or national level.
b. Request “Cessation of Terms” before the mining, environmental authorities or any other authority, due to problems of “Public Unrest” in the region subject to the rights, or any cause that prevents continuing the works in the area.
c. Payment of ground rent and royalties if so required by law.
d. Other responsibilities that may be necessary to maintain the MINING RIGHTS in compliance with the Colombian law.
3) Communicate to the OWNERS the decision to terminate the OPTION in writing, to the address established in this contract or another address provided later.
4. Deliver to the OWNERS all geological information, plans, reports, analysis results, etc. as well as legal information, records, resources, documents of all types and information that may be of interest to the OWNERS, within the month following the notice of OPTION termination.
5. Return to the OWNERS the MINING RIGHTS in good standing with the mining and environmental authorities as well as in compliance with any obligation originated by the MINING RIGHTS. If there was a Power of attorney issued to process mining documents, environmental documents or documents of any other type, such power of attorney will be withdrawn.
6. Prepare a works progress report every two years and deliver it to the OWNERS
ELEVENTH CLAUSE. OBLIGATIONS OF THE OWNERS:
1. Deliver to the COMPANY all technical and legal information, documents and materials pertaining to the MINING RIGHTS which must be kept confidential by the COMPANY and the OWNERS who in addition must provide the COMPANY all information and additional documents considered necessary or relevant by the COMPANY.
2. Make available the MINING RIGHTS, object of this contract, to the COMPANY, not only physically, but also legally. In order to fulfill this obligation, the COMPANY must be allowed to perform the works of exploration, construction, assembly and exploitation, and all other works required for the development of the project.
3. Provide permits, authorizations and documents necessary for the COMPANY’s legal representation before the mining, environmental, legal authorities, as required for the development of the mining project object of the MINING RIGHTS.
4. Full and unconditional assignment of the MINING RIGHTS to the COMPANY or its legal representative, in compliance with the terms and conditions of this MINING RIGHTS contract. As stated before, after sixty days from the date on which the contract was signed and having made the corresponding payment of SEVEN BILLION FIVE HUNDRED MILLION ($7,500,000,000), according to the fifth Clause of this OPTION.
TWELVTH CLAUSE. SUSPENSION OF TERMS. FORCE MAJEURE. If the COMPANY cannot comply with any of the obligations in this contract, due to force majeure, it will be free of responsibility, as long as the circumstances of force majeure persist. The COMPANY will immediately notify the OWNERS about the circumstances of force majeure, at the time they occur as well as the time when they cease to exist.
Force majeure or unforeseeable circumstances is to be understood as in the Colombian law. Force majeure or unforeseeable circumstances include but are not limited to the following events:
• When the said events prevent temporarily or definitely the execution of the contract;
• Public unrest situation arises which involves laws or regulations, actions or omissions by part of civilian or military authorities;
• Fire, explosions, floods, revolts, civil unrest and all other circumstances beyond the parties’ control that prevent continuing with the OPTION.
In order to invoke Force majeure or unforeseeable circumstances, the affected party must notify the event to other party as soon as the event is known and it has been determined that the event prevents the execution of the contract. In the same manner, the affected party must notify the other party as soon as the causes or effects that cause suspension of the contract cease to be present.
THIRTEENTH CLAUSE. CONFIDENTIALITY AGREEMENT. The PARTIES agree to keep this OPTION and its conditions in confidentiality, taking into account that the PARTIES will reveal confidential information to the parties they represent, including employees and consultants who need the information in order to comply with the obligations established in this OPTION. The publication or public announcement of this OPTION requires a previous agreement between the PARTIES.
FOURTEENTH CLAUSE. ARBITRAGE. If discrepancies arise during the execution and development of the contract, the parties will seek to solve them as soon as possible. For this purpose they will use the alternative mechanisms for contractual controversy resolution, stated in the law; namely, conciliation, amicable settlement or transaction.
If it is not possible to solve the controversies using these mechanisms and the controversies were derived from or related to this letter of intent, it will be resolved pursuant the Conciliation Standards and Arbitrage of Bogota’s Chamber of Commerce, by an Arbitration court that will decide by law. Arbitrage will be conducted by three arbitrators who will be designated by agreement of the parties.
If such agreement is not reached within a period of ten week days, starting from the date on which the calling party requests the other party to proceed with the designation, any one of the Parties can request before the Director of the Arbitrage center from the Chamber of Commerce, the designation of three arbitrators from its list. If the controversy is of a technical character, three geologists will be chosen from a list of geologists presented by both parties.
FIFTEENTH CLAUSE: This contract’s validity is subject to approval of the sub-contract by the mining authority, according to the Thirteenth Clause of contract No. 010-87M.
ANNEXES THAT CONSTITUTE AN INTEGRAL PART OF THIS CONTRACT:
Annex 1: Registration of mining rights at Miraflores Mining Committee
Annex 2: Plans with land demarcation of mining Rights corresponding to the 124 hectares
Annex 3: Act No 006 of Sociedad Kedahda’s Board of Directors, from April 18, 2005, which authorizes the legal representative to subscribe this contract.
Annex 4: Updated certificate of Sociedad Kedahda from the Chamber of Commerce
Annex 6: Updated certificate of the Miraflores Mining Committee from the Chamber of Commerce
Any notification or communication that needs to be delivered in relation to this agreement must be sent in writing to the addresses provided below:
SOCIEDAD KEDAHDA S.A.
ADDRESS: Calle 114 No. 9-01. Oficina 1206. Torre A Edificio Teleport.
Phone: 629 22 30
Fax: 629 22 64
Bogota, Colombia
COMITÉ DE MINEROS DE MIRAFLORES
ADDRESS: Carrera 6A No. 3-04. La Plazuela. Quinchia. Risaralda
Phone: 356 36 86
E-MAIL: minerosmiraflores@yahoo.com.es
Signed in the city of __________________ the 25th of April of 2005.
COMPANY
Illegible signature Illegible signature
RAFAEL ALFONSO LUISA FERNANDA ARAMBURO
Legal representative Member of the Board of Directors
Sociedad Kedahda S.A. Sociedad Kedahda S.A.
OWNERS
Illegible signature
DAVID LADINO
President
MINING COMMITTEE OF MIRAFLORES
WITNESS WITNESS
Illegible signature Illegible signature
Ruben Padilla Jose Oliverio Peña
SAO-018-015 Mexican cc. 4’326.815 Manizales
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