Thank you for downloading this Decide kit!

Thank you for downloading this Decide kit!

Every kit contains all the necessary elements for a group of up to 8 people playing Decide. If youhave more participants, provide each group with a kit.

The kit can be printed on A4 paper or cardboard. For best results, use 160g/m2 paper.

The first 9 pages have borders of different colours, indicating the colour of the paper on which theyshould be printed. There are 4 green, 3 blue, 1 yellow and 2 orange sheets.

The other pages should be printed on white paper or cardboard.

The last 4 pages contain the placemat and the instructions for each participant.

It is important that each participant has a placemat in A3 format.

The instruction card should be printed preferably in colour, although it will work also inblack and white.

Make sure that there are as many placemats and instructions cards as there areparticipants.

Enjoy Decide!

For any question or information, please email: [email protected]

FUND is a project funded by the European Commission (grant agreement SiS-CT-2009-230474). The views and opinionshere expressed do not necessarily reflect those of the European Community and the Community is not liable for any use thatmay be made of the information contained therein.

Instructions

1.Preparation.

Print out the PDF’s on coloured paper or light cardboard according to the files’ names.You need the following A4 sheets: yellow (1), orange (2), green (3), blue (3) and white (7).

Cut out the cards.

Print or copy as many placemats and instructions as there are players. Decide works best when played by4 up to 8 people.

2.Getting started.

From start to finish, decide will take 80 minutes to play.

All players have a ‘placemat’ in front of them. There are different types of cards that will gradually fill upthe placemats.

The facilitator talks the players through the flow of decide using the visual instructions. He or she pointsout the aims of the game.

During the first part of decide, information is gathered and shared. Then the discussion phase follows.

In the third part the players try to formulate a shared group response. Decide ends when the results areuploaded to www.playdecide.eu

Before the first phase starts, the facilitator reminds all players about the conversation guidelines (bottomleft) and hands out the yellow cards.

Anyone can raise a yellow card to pause the discussion in case they feel someone is not respecting theguidelines. When the issue is solved, the discussion resumes.On the top right there is a space for notes and ‘initial thoughts’.

3.Phase 1. Information

This part of the game will take approximately 30 minutes. All players read the introduction (top-left).

All players read a few storycards, choose one, which is significant for them and put it on the placemat.Each player briefly summarizes their storycard.

All players exchange and read infocards, choose two, which are significant for them and put them on theplacemat. Each player briefly summarizes their infocards.

All players read issuecards, choose two, which are significant for them and put them on the placemat.Each player briefly summarizes their issuecards.

Players can use the white cards at any time to add information and issues if needed.(not all steps are shown, the same procedure is repeated for for story-, info- and issuecards. At the end ofthis phase all types of cards are ont the placemats as shown in in the last image)

4.

Phase 2. Discussion

This part of the game takes approximately another 30 minutes

There are different ways to discuss. You can choose one that fits the character of the group.

There is the ‘Free form’. No restrictions, the discussion flows among the players. Everyone tries to respectthe guidelines (if not the yellow cards can be used).A more structured way to discuss is to ‘talk in rounds’.

If the discussion is difficult or it slows down, ‘challengecards’ might loosen things up. The facilitator handsthem out ‘face down’. Players read them and take action.During this phase, players use the cards to sustain their arguments.

They put on the table the cards that back up their contributions, group them and record the discussion bymaking clusters around the themes that reflect the group’s vision.All types of cards can be used to make a cluster. At the end of this phase there should be at least onecluster.

5.Phase 3. A shared group response

This last part of decide will take approximately 20 minutes. Everybody reads the 4 policy positions.

Based on the conclusions of the cluster(s), all players vote individually in turn on all 4 policies.

Try to look for common ground. Is there a policy position you can all live with? If not, try as a group toformulate your own ‘fifth policy’.

6.Upload results

The facilitator transfers the results on the voting form using the ‘upload’ function on this websitewww.playdecide.eu

Your results will be added to the results of all other decide-sessions played in Europe.

Info Card 1What are stem cells?

Stem cells are master cells of thehuman body which are able either toproduce copies of themselves, or toproduce other, specialised types ofcells.

Info Card 2Stem cells in embryos andadults

In the embryo, stem cells graduallyspecialise to produce all the cells ofthe body.In adult tissue, stem cells exist tokeep regenerating particular bodycells during the person’s life.

Info Card 3Where do stem cells comefrom?

extracted from:• Embryos• Some adult tissues (e.g. bonemarrow)• Placental cord blood• Amniotic liquid

Info Card 4Storage and use of stem cells

Scientists are able to isolate stemcells and keep them indefinitely in thelaboratory. They can induce somestem cells to turn into specialisedcells, e.g. nerve, skin, blood cells.

Info Card 5The benefits of stem cells

Stem cells - or specialised cellsderived from them - might be able toslow or even stop some degenerativediseases, repair damaged tissues, orcure burns.

Info Card 6What are degenerativediseases?

Degenerative diseases can affectpeople of any age, from childhoodthrough to old age. They include:• Parkinson’s• diabetes• cystic fibrosis• multiple sclerosis• muscular dystrophy• hepatitis• osteoporosis

Info Card 7The status of current research

Research in this field is at an earlystage. One day, stem cells may leadto cell replacement therapies, but it isunknown how effective these wouldbe.

Info Card 8Taking stem cells fromembryos

Embryonic stem cells are usuallytaken from embryos created by invitro fertilization. The cells are takenwhen the embryo is about a weekold; it has 30 - 150 undifferentiatedcells and measures 0.14 millimetres.The embryo is then destroyed.

Info Card 9Which embryos do stem cellscome from?

Embryos used in research are mostly‘surplus’ from clinical treatments likeIVF. Some countries permit them tobe created specifically for research.

Info Card 10Surplus embryos

In IVF, ‘surplus’ embryos arise whenmore embryos are created than acouple wants to implant. Currentlythere are hundreds of thousands ofthese embryos stored in Europe anddestined to destruction.

Info Card 11Adult stem cells

Stem cells are found in adult tissuessuch as bone marrow and the brain.They are few in number and are oftendifficult to obtain.

Info Card 12Limits of adult stem cells

Adult stem cells usually produce onlythe few types of cells that are relatedto that particular part of the body (e.g.bone marrow producing differenttypes of blood cells but not livercells).

Info Card 13iPS cells

Induced pluripotent stem cells (iPScells) are very similar to embryonicstem cells. They are made byreprogramming adult cells and canbe used to grow all the differentspecialised cells of the body. A wholemouse can be grown from iPS cellscombined with host embryo cells.

Info Card 14Stem cells from placental cordblood

Stem cells are found in placental cordblood at birth. They are moreabundant than adult blood stem cells,easier to obtain, and may pose fewerrejection risks. However, recentresearch suggests they cause cancerwhen used to treat disease.

Info Card 15Banking’ cord blood

If placental cord blood cells could beturned into other cell types, cordblood could be frozen at birth and‘banked’, to be available for celltherapy in later life. Therapies of thiskind are still a long way off at themoment, and may prove not to bepracticable because of technicalhurdles and cost.

Info Card 16The 14 day limit

In human development the embryoimplants into the womb about 7 daysafter fertilization at which time the firststeps toward cell differentiationbegin. The first stages of the nervoussystem appear after 14 days. This isthe legal limit for research onembryos.

Info Card 17Reasons for the 14 day limit

Before the 14 day limit for researchan embryo may split into twins. Abouthalf of all embryos, or perhaps evenmore, abort naturally because ofspontaneous genetic abnormalitiessuch as extra chromosomes in theirDNA.

Info Card 18Different countries, differentrules

Some EU countries permit no embryostem cell research. Some allow it onlywith surplus IVF embryos. The UKallows embryos to be created forstem cell research, including creatingcloned embryos.

Info Card 19Purpose and process ofcloning

In the UK it is illegal to create acloned human baby (reproductivecloning), but it is legal to make acloned human embryo and allow it togrow up to the 14 day limit in order tomake stem cells (therapeuticcloning). The difference is in thepurpose not the process.

Info Card 20Hybrid embryos

Human-animal hybrid embryos canbe created by removing the geneticmaterial from an animal egg andreplacing it with human DNA. In 2008some researchers in the UK weregiven permission to create this kindof hybrid for research.

Info Card 21Preventing rejection bycloning

Therapeutic cloning aims to stop apatient’s body from rejecting stemcells as foreign tissue. Cells aretaken from a cloned embryo, createdfrom the patient’s own cells.

Info Card 22How therapeutic cloningworks

In therapeutic cloning, cells would betaken from a patient’s body and fusedwith a human egg that has had itsDNA removed. This creates a clonedembryo of the patient.

Info Card 23Abortion for social or medicalreasons

Week 24 is the limit on abortions forsocial reasons. Abortion for medicalreasons is legal until full term (weeks38-40).

Info Card 24Cloning and the UnitedNations

In 2004 a United Nations ban oncloning collapsed. All nations supporta ban on reproductive cloning(making a baby using cloningtechniques), but some wanted tooutlaw research with cloned embryos,which others allow.

Info Card 25Development of the foetus

The foetus develops its brainstructure by week 10. The limit forabortion for social reasons is 24weeks, when the foetus starts torespond to light, sound and othersensory stimuli. The legal limit forresearch on the embryo is however14 days.

Info Card 26Preventing rejection byreprogramming

Scientists can now manipulate cellstaken from adult skin cells to returnthem to an embryonic state in thelaboratory. This is a much easier andmore efficient procedure thancloning.

Info Card 27The Jewish mainstreamposition

Before 40 days after fertilisation,Jewish law does not consider theembryo as “human life”. Therefore,taking cells from an embryo is morallyneutral.

Info Card 28The Roman Catholic position

- Against: human life begins from theone-cell stage.- In favour: according to Saint Tomasd’Aquino’s developmental approach:God introduces the human soulprogressively in the embryo: Thevegetative soul, then the sensitivesoul and, then the human soul.

Info Card 29The Protestant position

It covers a wide range of views froma total opposition to embryonic stemcell research to a position in favour oftherapeutic cloning.

Info Card 30The Muslim position

According to Muslim law, the momentwhen an embryo receives a souldoes not occur until the fourth monthof pregnancy. Embryonic stem cellresearch is morally neutral accordingto mainstream Muslim Law.

Issue Card 1A big potential

If the power of embryonic stem cellscan be harnessed and we are notprevented by opponents, we have thepotential to treat a wide range ofcurrently untreatable fatal diseases.

Issue Card 2Life

When does human life begin?

Issue Card 3What is an embryo?

What status should we give to a 14day old embryo:• a cluster of cells;• a potential human being;• a form of life;• fully human life, with all the rights ahuman baby has?

Issue Card 4Justification for research

Is the prospect of treating currentlyterminal illnesses justification enoughfor stem cell research using humanembryos?

Issue Card 5An ethical trade-off

In embryonic stem cell research,embryos under 14 days old aredestroyed. Some people argue it isunacceptable to destroy a new life,even to save the life of an ill person.Where does the balance lie?

Issue Card 6Whose moral values?

How important are moral values ofthe past? Should we still be bound bythem or should we adjust our moralvalues as times change?

Issue Card 7Science and human values

Are deeply rooted human valuesbeing sacrificed under pressure fromscientific innovations? Or can we finda good balance?

Issue Card 8What use of embryos isjustified?

Is it wrong to create embryos just forstem cell research? What aboutusing surplus embryos from IVF orembryo selection that will bedestroyed otherwise?

Issue Card 9Spare parts machines?

If we create embryos simply to usethem as a source of stem cells is ittreating embryos like a resource forgetting spare parts? If so, is this okayor not?

Issue Card 10Other issues related topregnancy

Should we be allowing IVF (in vitrofertilisation or ‘test tube’ babies)and/or PGD (selecting embryos toavoid serious genetic diseases)?

Issue Card 11A slippery slope?

Does the creation and use of clonedembryos and reprogrammed cellsbring us nearer to creating clonedhuman babies?

Issue Card 12One step at a time?

Should we do research with clonedembryos now? Or should we waituntil we have thoroughly explored thepotential of stem cells taken fromspare IVF embryos or from adulttissue? Should the ability toreprogram cells change our view onusing embryonic stem cells?

Issue Card 13Which moral limits shouldscience have?

Should we place moral limits onscience? For example, only allownon-embryonic stem cell research?How might that affect the progress ofresearch? Does that make adifference to your moral standpoint?

Issue Card 14The limits for embryo researchand abortion

Are the 14 day limit on embryoresearch and the 24 week limit onabortion based on science or moraldistinctions, or are they just arbitrarylegal boundaries?

Issue Card 15Limiting the use of science

A UN ban on human cloning isproposed. Should society seek tolimit certain applications of science?Or will it always be done, if it can bedone?

Issue Card 16Who should be involved?

Who should be involved indeveloping stem cell technologiesand therapies - government, privatecorporations, foundations or trusts,academic institutions?

Issue Card 17Other uses for the money

Should the research money for allstem cell research be reallocated tothe foreign aid budget, to increasebasic healthcare in poor countries?

Issue Card 18Effects on developingcountries

Will these technologies make theglobal divide between rich and poorbetter or worse?

Issue Card 19Stem cell research is not justabout embryos

Adult stem cells are already used intreatments, e.g. in bone marrowtransplants for leukaemia. All stemcell research can help improveunderstanding of how stem cellswork. Does this affect your view ofembryonic stem cell research?

Issue Card 20Raising expectations

Are we falsely raising expectations ofcures for people suffering fromdegenerative diseases?

Issue Card 21Embryo research and qualityof life

How far are we justified in doingcontroversial research with embryosto help an ageing population livelonger? What if the quality of very oldage cannot be improved much?

Issue Card 22Accepting that we all diesometime

Is there eventually a limit to medicalresearch? Is there a point where wehave to accept our mortality and thereality of suffering?

Issue Card 23A question of democracy

How democratic is policy making onthese issues and how democraticshould it be?

Issue Card 24The role of society

Even in medicine, researchers mustnot just make up the rules to suit theiraims. Society has a right to say whatshould or should not be researched.How far should this be taken? Howmuch control over research shouldsociety have?

Issue Card 25Who should pay?

Stem cell research has greatpotential for treating seriousdiseases. However, where shouldfunding for important research comefrom? Who should pay for theexpensive process of creatingpatient-specific stem cells andspecialised cells for diseasetreatment?

Issue Card 26What regulations do we need?

Induced pluripotent stem cells (iPScells) could potentially be used tocreate many cloned babies from anadult’s cells. What regulations shouldbe put in place to control how iPS cellresearch is developed and applied?How can we legislate for futuredevelopments?

Issue Card 27Is it a question of politics?

If research is tightly controlled byregulation and legislation, is there arisk that science becomes too muchof a political issue? How muchinfluence should non-specialistpolitical lobbyists have?

Guidelines Yellow Card!

Use the yellow card to helpthe group stick to theguidelines. Wave it if youfeel a guideline is beingbroken or if you do notunderstand what is going on.

















Challenge Card

Tell the group who you thinkpays (in terms of resources,or consequences), and inwhat ways.

Challenge Card

Explain briefly to your fellowplayers what you think couldbe the effect on futuregenerations.

Challenge Card

What do you think the mediawould make of all this?

Challenge Card

Are there any risks involvedhere? Think of a risk, tell thegroup, and ask two otherplayers if they can think ofanother one.

Challenge Card

Imagine what yourgrandparents would sayabout this topic! Share itwith the group.

Challenge Card

Is the group ‘being polite’and not talking about a‘taboo’ issue in relation tothis subject? If so, say‘We’re not talking about ...’and start the conversation.

Challenge Card

Does this have an impact onnature? Let the group knowwhat you think.

Challenge Card

Express any feelings on thesubject that you have not yetexpressed to the group.

Challenge Card

Pick a story card. As thecharacter on your story card,present to the group yourviews on this topic.

Challenge Card

Can we justify spendingmoney on this researchgiven the inequalities inhealth care between Europeand developing countries?

Challenge Card

Do you think that humanneeds are more importantthan the needs of thosewithout a voice- nature,animals, embryos?

Challenge Card

“We should maximisehuman life and pursue allavenues of research to helppeople who are ill.”Do you agree with thisstatement?

Challenge Card

Pick a Story Card and selectone that is different fromyour own viewpoint. Tell thegroup how you think yourown views are similar anddifferent to the character.

Challenge Card

Find out what the person onyour right hand side feels onthis subject. Find anargument to support theiropinion.

Challenge Card

Find out what the person onyour left hand side feels onthis subject. Play devil’sadvocate (disagree with)their viewpoint.

Challenge Card

Pick a Story Card characterthat is distant from your ownviewpoint. As that character,briefly tell the group youropinion on what you arediscussing.

Story Card 1Anna Fitzgerald

Anna Fitzgerald is a scientist workingon induced pluripotent stem cells cells.She is optimistic about the potential ofreprogramming cells and thinks stemcell therapies will be hugely importantas a way to treat the underlying causesof many serious diseases. However,she knows such therapies are still along way off and thinks we should notrush into clinical trials. She is alsoconcerned that a lot of resources willbe needed to make therapies availableto a lot of people in a cost effectivemanner. She wants her research toprovide benefits for everyone, not justa small group of rich patients who canafford specialist treatment.

Story Card 2Liz Hopeful

Liz Hopeful has been married for 5years. She would really like to havechildren but it hasn’t happened. So sheand her husband have started IVFtreatment. The first cycle of treatmentfailed but they still have 6 embryos incold storage. All of them have names.One of the forms asked if they wereprepared to donate some of theembryos from the IVF treatment tostem cell research. The idea thatembryos be experimented on horrifiesLiz. However, if she does have a babyshe might consider having her baby’scord blood stored even thoughtherapies using cord blood stem cellsare a long way off.

Story Card 3Father O’Reilly

Father O’Reilly is a Catholic priest. Hesees a lot of suffering around the worldand in his own country and feels adeep compassion about this. But true toa stream of his church’s teaching, hebelieves that a human embryo is asacred life from conception onwards.This means that it is impossible toaccept any kind of research onembryos. Experiments should only bedone on stem cells obtained from cordblood, or on iPS cells. He thinksscientists do not concern themselveswith the spiritual laws and should beguided by those who do.

White Card White Card White Card

Story Card 4Tomaini Minde

Tomaini Minde is 12 years old. Hisfather died of AIDS several years ago.He lives in Tanzania, a very poorcountry. He sees people around himdying of malnutrition or diseases likemalaria and tuberculosis. He knowsthey have treatments but he is alwaysbeing told that there is not enoughmoney to provide them in Tanzania.His teacher has told him about veryexpensive cell research that people inrich countries are doing. Why are theyputting so much money into this newresearch when there are not enoughdrugs for tuberculosis?

Story Card 5Sir Grant Cameron

Sir Grant Cameron heads one of theleading research teams on embryonicstem cells. He is disturbed by what hesees as the blatant emotional appeal ofthose opposed to embryo research. It isirrational to ascribe human moralstatus to what is just a ball of cells atthis very early stage of itsdevelopment. In media appearances heappeals for an intelligent, rationaldebate. How can others deny a cure toso many? He thinks it’s immoral tostand in the way of this research whichcould find cures for these debilitatingdiseases. Even now that iPS cells canbe created, he believes embryonic stemcell research is vital to help scientistsunderstand how stem cells work.

Story Card 6Janice Fortune

Janice Fortune has been anentrepreneur all her life. She has set upa company to create human stem cellsfor research and eventual clinicalpractice. She cares about sick peopleand is aware of ethical issues, but herprimary concern is how to run a viablecompany when it could still take 10years or more to fulfil the hugepromise of stem cells. If embryos lookto be able to deliver the fastest results,she will use them; if adult or iPS cellslook best, she will opt for that route.


Story Card 7Ted Murdoch

Ted Murdoch is 50 years old and has agood career. He is close to his familyand looking forward to eventualretirement. But he has been diagnosedwith Parkinson’s Disease and isalready losing some functional ability.This disease scares him. He will dieslowly and probably give much pain tohis family on the way. He doesn’t wantto be a burden. He has heard aboutstem cells as a possible cure and feelsit could save people like him. He hasbecome a strong supporter of all kindsof stem cell research, including the useof embryonic stem cells. Together,scientists using all these differentapproaches must surely beat thedisease.

Story Card 8Amanda Prentice

Amanda is a young cell biologist at aleading stem cell research institute.Recently, government regulatorslicensed her boss to use clonedembryos, made using a blood samplefrom a patient with motor neuronedisease. Stem cells would be takenfrom the patient to create a supply ofcells which exhibit the disease.Amanda has misgivings about creatingembryos just for research. She isworried that maverick scientists coulduse the results to try to make clonedbabies. The project is speculative, butmight achieve real breakthroughs inunderstanding an awful disease. Shestruggles to work out where she stands.

Story Card 9Zed Omega

Zed is a transhumanist. For him,regenerative medicine with stem cellsis only a short term goal. Heanticipates a convergence ofreprogramming, genetic, stem cell,cybernetic and nanotechnologyresearch which will open up techniquesfor creating permanent human geneticchanges and much else. These wouldnot only eliminate genetic diseases butwould also enable enhancements. Wecould expand our intelligence, extendour sensory capacities, increase ourendurance and overcome ageing. Hescorns our current religious and ethicalshort-sightedness. We should grasp ourhuman destiny in our own hands. Allregulation risks denying us thatdestiny.


Story Card 10Dr. Sharon Taylor

Dr. Sharon Taylor is a neurosurgeonand often sees patients who areparalysed as a result of a serious injuryto their spinal cord. She keeps up todate with the latest developments andis keen to try the latest technologies,but she is worried that stem cells areoften presented as a magical cure. Shefeels under pressure from patients andtheir families to perform stem celltransplants whatever the risk.However, she knows that suchtherapies have not been thoroughlytested and clinical trials are only justbeginning. She is not prepared to usestem cells until a safe and effectivetherapy is available, but she worriesthat desperate patients will turn tounscrupulous people who mightexploit them to make money, despitehealth risks.


Name of cluster:

Which conclusions does this cluster lead you to?

Cards in this cluster:

Info Card Issue Card Story Card White Card

Policy positions for Stem cells

Positions

1Stem cell research is only to be carried out on adult orcord blood stem cells.

2As well as adult or cord blood stem cells, stem cellresearch can also be carried out using ‘surplus’embryos under 14 days old that would be destroyedotherwise.

3In addition to position 2, stem cell research can becarried out using embryos created specifically forresearch by IVF.

4In addition to position 3, embryos can be cloned forstem cell research.

Support

Acceptable

Not acceptable

Abstain

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Policy positions for Stem cells

Positions

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Support

Acceptable

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Abstain

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Stem cells

Introduction

Stem cells are master cells of the human body which can do one of two things. They can either simplymake copies of themselves, or they can produce other types of specialised cells. The very earlyembryo contains stem cells which slowly specialise to produce all the cells of the body. Adult cells cannow also be reprogrammed in the laboratory so that they return to an embryonic-like state and can beused to make all kinds of specialised cells.

The medical importance of stem cellsStem cells taken from embryos or created by reprogramming adult cells would not be injected directlyinto the adult body because of a risk that they might go on copying themselves and becomecancerous. But they can be induced under special conditions in the laboratory to grow into (inprinciple) any type of cell in the human body. This would give a ready source of cells to replace onesthat normally can’t be replaced once damaged, such as heart and nerve cells.Take a patient with a spinal cord injury. They might be helped to recover if nerve cells were injectedinto the spinal cord. Nerve cells might also be able to slow or even stop Parkinson’s disease.Pancreatic cells might bring diabetes under control, and so on. The potential is clearly enormous, butat this early stage in the research it is difficult to know how many of these hopes will indeed becomeviable therapies. To extract stem cells from embryos is very controversial and the techniques forreprogramming cells are very new. It is not yet known whether reprogrammed cells will be able to doeverything that embryo-derived cells can.

Positions

1. Stem cell research is only to be carried out on adult or cord blood stem cells.2. As well as adult or cord blood stem cells, stem cell research can also be carried out using

‘surplus’ embryos under 14 days old that would be destroyed otherwise.3. In addition to position 2, stem cell research can be carried out using embryos created

specifically for research by IVF.4. In addition to position 3, embryos can be cloned for stem cell research.

Aims of the game

- Clarify what your opinions are- Work towards a shared group vision- Let your voice be heard in Europe - Enjoy discussing!

Story Card Info Card Info Card Initial ThoughtsWrite down your initial thoughts, useWhite cards to add issues

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Issue Card Issue Card Challenge Card

GuidelinesYou have a right to a voice: speak your truth.But not the whole truth: don't go on and on.

Value your life learning.

Respect other people.Allow them to finish before you speak.

Delight in diversity.Welcome surprise or confusion as a sign that you've let in new thoughts orfeelings.

Look for common ground.'But' emphasises difference; 'and' emphasises similarity.

Three stages

1. Information Clarify your personal view on thesubject, reading and selecting thecards which you feel are mostimportant for you. Place your cards onthe placemat and then read them aloudto the other players.

± 30 MIN.

2. Discussion Together with the other players, startdiscussing and identify one or morelarger themes that you all feel relevant.Everyone gets a chance to speak. Putyour cards on the table to provide yourarguments for each theme.

± 30 MIN.

3. Shared group response Reflect on the theme(s) that the grouphas identified and the cards thatsustain the arguments. As a group, canyou reach a positive consensus on apolicy position that reflects the group'sview? You can formulate a new commonpolicy, if you wish.

± 20 MIN.

. . . plus one

4. Action Go to www.playdecide.eu to: - Submit the results of your group to the Decide database; - See how other European countries think about this issue; - Read more about this subject; - Download a game kit to play with your friends or colleagues; - Learn how you can make a difference after playing Decide.

Thank you for downloading this Decide kit!

Documents

Transcript of Thank you for downloading this Decide kit!