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Cyber Violence Against Women and Girls
CYBER VIOLENCE AGAINST WOMEN AND GIRLS A WORLD-WIDE WAKE-UP CALL 2015 Photo credits:Shutterstock A REPORT BY THE UN BROADBAND COMMISSION FOR DIGITAL DEVELOPMENT WORKING GROUP ON BROADBAND AND GENDER CYBER VIOLENCE AGAINST WOMEN AND GIRLS: A WORLD-WIDE WAKE-UP CALL Acknowledgements This Report has been written collaboratively, drawing on insights and rich contributions from a range of Commissioners and Expert Members of the Working Group on Broadband and Gender. It has been researched and compiled by lead author Nidhi Tandon, assisted by Shannon Pritchard, with editorial inputs by teams from UN Women, UNDP and ITU. Design concepts were developed by Céline Desthomas of ITU. We wish to thank the following people for their contributions and kind review and comments (listed in alphabetical order of institution, followed by alphabetical order of surname): Dafne Sabanes Plou, Jac sm Kee and Chat Garcia Ramilo (APC); Dr Nancy Hafkin; Minerva Novero- Belec (UNDP); Corat Suniye Gulser (UNESCO); Jennifer Breslin and team (UN Women); Samia Melhem and team (World Bank). About the Commission The Broadband Commission for Digital Development was launched by the International Telecommunication Union (ITU) and the United Nations Educational, Scientific and Cultural Organization (UNESCO) in response to UN Secretary-General Ban Ki-moon’s call to step up efforts to meet the Millennium Development Goals. Established in May 2010, the Commission unites top industry executives with government leaders, thought leaders and policy pioneers and international agencies and organizations concerned with development. The Broadband Commission embraces a range of different perspectives in a multi-stakeholder approach to promoting the roll-out of broadband, as well as providing a fresh approach to UN and business engagement. -
OCSA Bullying/Cyberbullying/Hate Violence Policy
OCSA BULLYING/CYBER BULLYING/HATE VIOLENCE POLICY All students and employees of the Orange County School of the Arts have the right to work, to attend school, and to participate in the educational process in a safe environment that is free from bullying and hate-motivated behavior. Every effort shall be made to promote mutual respect among students and staff and between and among students to encourage safe and harmonious relations that support human dignity and equality. The OCSA Board of Trustees recognizes the harmful effects of bullying on student learning and school attendance and desires to provide safe school environments that protect students from physical and emotional harm. School employees shall establish student safety as a high priority and shall not tolerate bullying of any student. No student or group of students shall, through physical, written, verbal, or other means, harass, sexually harass, threaten, intimidate, cyberbully, cause bodily injury to, or commit hate violence against any other student or school personnel. Students who have been bullied or cyberbullied shall promptly report such incidents to any staff member. Behavior or statements that degrade, intimidate, and/or harm an individual on the basis of his/her race, ethnicity, culture, heritage, immigration status, gender, sexual orientation, physical/mental attributes, religious beliefs or practices shall not be tolerated. Bullying in any form or platform, repeatedly picking fights with, or repeatedly taunting another person shall not be tolerated. This policy applies to all OCSA students and employees. This policy applies to all acts related to school activity or school attendance occurring within a school under the jurisdiction of the Executive Director of the Orange County School of the Arts. -
The Challenges of Cyberbullying
NEW ENCOUNTERS? THE CHALLENGES OF CYBERBULLYING Professor Shauna Van Praagh & Alyssa Wiseman November 17, 2015 What is Cyberbullying? "A person is bullied when he or she is exposed, repeatedly and over time, to negative actions on the part of one or more other persons, and he or she has difficulty defending himself or herself." - Dan Olweus (1993 and before) -An Act to prevent and stop bullying and violence in schools, 2012 Definition is fairly consistent worldwide—entails three criteria: (1) Verbal or physical aggression; (2) That is repeated over time; and (3) That involves a power differential. “Sticks and Stones” “I couldn’t write about online bullying without writing about face-to-face bullying too because Facebook and other social networking sites aren’t a discrete, walled off universe.” (39) - Emily Bazelon, “Sticks and Stones: Defeating the Culture of Bullying and Rediscovering the Power of Character and Empathy Despite wide media attention, cyberbullying is not necessarily more widespread than face-to-face bullying. Still, cyberbullying presents new concerns... “Sticks and Stones” New concerns include: (1) The Internet makes bullying harder to escape; (2) The Internet allows the perpetrator to bully without having to confront his or her victim; (3) The number of potential witnesses can be exponentially higher; and (4) There is the possibility that comments and images/ videos can go viral. Also, with undefined boundaries, whose responsibility is it to prevent or “deal” with cyberbullying? “It’s Complicated” danah boyd brings to light problematic tendencies and reactions: (1) Scapegoating technology: easier to focus on what is tangible rather than broader systemic issues at play; (2) Parental nostalgia: we idealize our childhoods and forget the problem we faced when we were young; (3) “Digital natives”: draws away attention from the problems children face in the digital era In creating these divides, different stakeholders may absolve themselves of responsibility. -
Purpose and Process in Teaching Literature Gregory Grene Submitted in Partial Fulfillment of the Requiremen
Readings of Reading: Purpose and Process in Teaching Literature Gregory Grene Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy under the Executive Committee of the Graduate School of Arts and Sciences COLUMBIA UNIVERSITY 2021 © 2020 Gregory Grene All Rights Reserved Abstract Readings of Reading: Purpose and Process in Teaching Literature Gregory Grene What do we hope to teach in teaching literature, and how can we best serve that purpose? These are questions that are no less urgent than they are fundamental, and should, in fact, be constantly in our minds as we engage in our practice. This discussion will entail a conversation between the theories behind, and the process of, teaching literature to adolescents, with a series of observations and thoughts rooted in specific texts and classes. I will start by querying how we define our mission, and then situate this debate in its historical context. I will look at how current influences are affecting this mission, before examining in a more granular sense how we attempt to trace progress and process. I will root this discussion in both theory and practice, utilizing my own teaching and extant student artifacts. I will argue that the elliptical nature of the process means that our assessment must be multifaceted, and that a mirror elliptical approach on our end can yield richer understandings, for both teacher and students. Table of Contents Acknowledgments .......................................................................................................................... -
4 Classical Music's Coarse Caress
The End of Early Music This page intentionally left blank The End of Early Music A Period Performer’s History of Music for the Twenty-First Century Bruce Haynes 1 2007 3 Oxford University Press, Inc., publishes works that further Oxford University’s objective of excellence in research, scholarship, and education. Oxford New York Auckland Cape Town Dar es Salaam Hong Kong Karachi Kuala Lumpur Madrid Melbourne Mexico City Nairobi New Delhi Shanghai Taipei Toronto With offices in Argentina Austria Brazil Chile Czech Republic France Greece Guatemala Hungary Italy Japan Poland Portugal Singapore South Korea Switzerland Thailand Turkey Ukraine Vietnam Copyright © 2007 by Bruce Haynes Published by Oxford University Press, Inc. 198 Madison Avenue, New York, New York 10016 www.oup.com Oxford is a registered trademark of Oxford University Press All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording, or otherwise, without the prior permission of Oxford University Press. Library of Congress Cataloging-in-Publication Data Haynes, Bruce, 1942– The end of early music: a period performer’s history of music for the 21st century / Bruce Haynes. p. cm. Includes bibliographical references and index. ISBN 978-0-19-518987-2 1. Performance practice (Music)—History. 2. Music—Interpretation (Phrasing, dynamics, etc.)—Philosophy and aesthetics. I. Title. ML457.H38 2007 781.4′309—dc22 2006023594 135798642 Printed in the United States of America on acid-free paper This book is dedicated to Erato, muse of lyric and love poetry, Euterpe, muse of music, and Joni M., Honored and Honorary Doctor of broken-hearted harmony, whom I humbly invite to be its patronesses We’re captive on the carousel of time, We can’t return, we can only look behind from where we came. -
Sweden National Reporting Procedures for Cyberbullying, Hate Speech and Hate Crime
Reporting in Sweden National reporting procedures for cyberbullying, hate speech and hate crime The information below is extracted from a mapping study of national reporting mechanisms in the countries involved in the No Hate Speech Movement of the Council of Europe. It aims to provide: 1. Contact information of national reporting mechanisms for cyberbullying, hate speech and hate crime where they exist 2. Information about the legal grounds for acting on cyberbullying, hate speech and hate crime where they exist The views expressed in this document do not necessarily reflect the opinions of the Council of Europe1. 1. REPORTING MECHANISMS Reporting hate speech and hate crime Polisen (the police). Website: http://polisen.se Phone:+46 114 14. Reporting cyberbullying If the cyberbullying is connected to the school one should report it to the school management or a teacher. For other cases one can turn to the police. 2. Background information There is no Swedish word that translates hate speech in Swedish. There is a term called “hate against a community”. Another is “discrimination”. Hate speech online can also be called bullying or harassment. Sweden does not have a distinction between hate speech and hate crime that we know of. The Discrimination Act includes discrimination on the basis of sex, transgender identity or expression, ethnicity, disability, sexual orientation and age. People can report everything that is against the law at the police station or by phone. Reports will be investigated by the police. In 2014 there were almost 6270 reports of hate crime in Sweden. That was an increase with 14 % compared to 2015. -
Cyber Bulling
Cyberbullying What Can I Do? Mark S. Borer, MD, DFAPA, DFAACAP 5/16 Subset of: Bullying and Social Aggression in DE Medical Society of Delaware 5/16 © All rights reserved Credits for Archived Slide Set • Dr. Borer has presented on bullying at various schools and staff developments over his years in practice and he has created different portions of this slide set over time. The slide set is updated from time to time from online, organizational, and educational resources, as well as from ongoing clinical experience. • Formatting for the slides was provided in part by Medical Society of Delaware. • Some of the slides present materials available through various referenced websites. Dr. Borer also prepared an educational program on bullying and social aggression for Lorman Seminars in ’06, which informs some of his thoughts and topics in this slide set, and which he references herein. • The presentations by Dr. Borer at the Medical Society of Delaware, as well as this slide set, have been shared for the benefit of Delaware’s youth. Dr. Borer has received no remuneration for use of this slide set. The materials in these slides may inform the presentations of others, but the slide set itself is copyrighted and used with permission by the Medical Society of DE and by the Delaware Bullying Prevention Association. Cyberbullying—A Definition • CYBER OR ELECTRONIC Bullying – using the Internet, email, text messaging, or other social media to threaten, harass, hurt, single out, embarrass, spread rumors, and/or reveal secrets about others. • Engaging others in targeting a particular individual enhances the bullying and the potential hurt and damage to the individual. -
Examining Cyberbullying Bystander Behavior Using a Multiple Goals Perspective
University of Kentucky UKnowledge Theses and Dissertations--Communication Communication 2014 Examining Cyberbullying Bystander Behavior Using a Multiple Goals Perspective Sarah E. Jones University of Kentucky, [email protected] Right click to open a feedback form in a new tab to let us know how this document benefits ou.y Recommended Citation Jones, Sarah E., "Examining Cyberbullying Bystander Behavior Using a Multiple Goals Perspective" (2014). Theses and Dissertations--Communication. 22. https://uknowledge.uky.edu/comm_etds/22 This Master's Thesis is brought to you for free and open access by the Communication at UKnowledge. It has been accepted for inclusion in Theses and Dissertations--Communication by an authorized administrator of UKnowledge. For more information, please contact [email protected]. STUDENT AGREEMENT: I represent that my thesis or dissertation and abstract are my original work. Proper attribution has been given to all outside sources. I understand that I am solely responsible for obtaining any needed copyright permissions. I have obtained needed written permission statement(s) from the owner(s) of each third-party copyrighted matter to be included in my work, allowing electronic distribution (if such use is not permitted by the fair use doctrine) which will be submitted to UKnowledge as Additional File. I hereby grant to The University of Kentucky and its agents the irrevocable, non-exclusive, and royalty-free license to archive and make accessible my work in whole or in part in all forms of media, now or hereafter known. I agree that the document mentioned above may be made available immediately for worldwide access unless an embargo applies. -
Stereotypical Beliefs About Cyber Bullying: an Exploratory Study in Terms of Myths
Stereotypical Beliefs about Cyber Bullying: An Exploratory Study in terms of Myths Efthymios Lampridis Department of History and Ethnology - Democritus University of Thrace, Greece Copyright © 2015 Horizon Research Publishing All rights reserved. Abstract The present study investigates stereotypical form plausible explanations for the justification of other beliefs about cyber bullying in terms of myths, a well applied forms of aggression and violence as well. In the case of concept in the study of beliefs concerning sexual aggression. bullying, for example, stereotypes regarding both the victim The level of acceptance of cyber bullying myths (low vs. and the offender shape particular profiles consisted of certain high) and the relation of myth acceptance to a number of characteristics about physical strength, race, gender and demographic variables such as gender, field of studies, self-esteem, among others, that become generalized and thus frequency of Internet use and type of online activity are they serve as rules for the explanation and justification of examined. Also, beliefs about the forms, in terms of severity, bullying [69]; [62]; [41]. Undoubtedly, the phenomenon of and motives with respect to the acceptance of cyber bullying bullying has been well studied in the last three decades [73] myths are assessed. University undergraduates from the and several studies have underlined its components and shed Democritus University of Greece (n = 304) participated in light to the stereotypes associated with it [3]. Nevertheless, the study. First, they completed a new measure assessing the rapid and wide expansion of the Internet has brought into stereotypical beliefs about cyber bullying. Then, they ranked researchers’ attention a new form of bullying: that is, cyber cyber bullying forms in terms of severity and they evaluate 5 bullying (CB). -
Online Abuse and the Experience of Disabled People
House of Commons Petitions Committee Online abuse and the experience of disabled people First Report of Session 2017–19 Report, together with formal minutes relating to the report Ordered by the House of Commons to be printed 8 January 2019 HC 759 Published on 22 January 2019 by authority of the House of Commons Petitions Committee The Petitions Committee is appointed by the House of Commons to consider e-petitions submitted on petition.parliament.uk and public (paper) petitions presented to the House of Commons. Current membership Helen Jones MP (Labour, Warrington North) (Chair) Martyn Day MP (Scottish National Party, Linlithgow and East Falkirk) Michelle Donelan MP (Conservative, Chippenham) Steve Double MP (Conservative, St Austell and Newquay) Luke Hall MP (Conservative, Thornbury and Yate) Mike Hill MP (Labour, Hartlepool) Catherine McKinnell MP (Labour, Newcastle upon Tyne North) Damien Moore MP (Conservative, Southport) Paul Scully MP (Conservative, Sutton and Cheam) Liz Twist MP (Labour, Blaydon) Daniel Zeichner MP (Labour, Cambridge) Powers The powers of the Committee are set out in House of Commons Standing Orders, principally in SO No. 145A. These are available on the internet via www.parliament.uk. Publications Committee reports are published on the Committee’s website and in print by Order of the House. Committee staff The current staff of the Committee are David Slater (Clerk), Lauren Boyer (Second Clerk), Kate Anderson (Petitions and Communications Manager), James Clarke (Petitions and Engagement Manager), Zoe Hays (Senior -
The Unquiet Dead: Race and Violence in the “Post-Racial” United States
The Unquiet Dead: Race and Violence in the “Post-Racial” United States J.E. Jed Murr A dissertation submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy University of Washington 2014 Reading Committee: Dr. Eva Cherniavsky, Chair Dr. Habiba Ibrahim Dr. Chandan Reddy Program Authorized to Offer Degree: English ©Copyright 2014 J.E. Jed Murr University of Washington Abstract The Unquiet Dead: Race and Violence in the “Post-Racial” United States J.E. Jed Murr Chair of the Supervisory Committee: Professor Eva Cherniavksy English This dissertation project investigates some of the ways histories of racial violence work to (de)form dominant and oppositional forms of common sense in the allegedly “post-racial” United States. Centering “culture” as a terrain of contestation over common sense racial meaning, The Unquiet Dead focuses in particular on popular cultural repertoires of narrative, visual, and sonic enunciation to read how histories of racialized and gendered violence circulate, (dis)appear, and congeal in and as “common sense” in a period in which the uneven dispensation of value and violence afforded different bodies is purported to no longer break down along the same old racial lines. Much of the project is grounded in particular in the emergent cultural politics of race of the early to mid-1990s, a period I understand as the beginnings of the US “post-racial moment.” The ongoing, though deeply and contested and contradictory, “post-racial moment” is one in which the socio-cultural valorization of racial categories in their articulations to other modalities of difference and oppression is alleged to have undergone significant transformation such that, among other things, processes of racialization are understood as decisively delinked from racial violence. -
Cyberbullying and Hate Speech
Cyberbullying and Hate Speech What can social data tell us about cyberbullying and hate speech online? Ditch the Label your world, prejudice free . Contents Abstract ���������������������������������������������������������������������������������������������������������������������������������� 3 Preface ������������������������������������������������������������������������������������������������������������������������������������ 4 Background and Methodology ����������������������������������������������������������������������������������������� 5 1.0 Hate Speech Analysis �������������������������������������������������������������������������������������������������� 6 Progress and Challenges �������������������������������������������������������������������������������������������������������������������������������� 8 Racial Intolerance ��������������������������������������������������������������������������������������������������������������������������������������������� 10 Homophobia ����������������������������������������������������������������������������������������������������������������������������������������������������� 15 Transphobia ������������������������������������������������������������������������������������������������������������������������������������������������������� 21 Correllation ���������������������������������������������������������������������������������������������������������������������������������������������������������28 2.0 Online Bullying ������������������������������������������������������������������������������������������������������������32