Global Report on Ageism
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Structural Violence Against Children in South Asia © Unicef Rosa 2018
STRUCTURAL VIOLENCE AGAINST CHILDREN IN SOUTH ASIA © UNICEF ROSA 2018 Cover Photo: Bangladesh, Jamalpur: Children and other community members watching an anti-child marriage drama performed by members of an Adolescent Club. © UNICEF/South Asia 2016/Bronstein The material in this report has been commissioned by the United Nations Children’s Fund (UNICEF) regional office in South Asia. UNICEF accepts no responsibility for errors. The designations in this work do not imply an opinion on the legal status of any country or territory, or of its authorities, or the delimitation of frontiers. Permission to copy, disseminate or otherwise use information from this publication is granted so long as appropriate acknowledgement is given. The suggested citation is: United Nations Children’s Fund, Structural Violence against Children in South Asia, UNICEF, Kathmandu, 2018. STRUCTURAL VIOLENCE AGAINST CHILDREN IN SOUTH ASIA ACKNOWLEDGEMENTS UNICEF would like to acknowledge Parveen from the University of Sheffield, Drs. Taveeshi Gupta with Fiona Samuels Ramya Subrahmanian of Know Violence in for their work in developing this report. The Childhood, and Enakshi Ganguly Thukral report was prepared under the guidance of of HAQ (Centre for Child Rights India). Kendra Gregson with Sheeba Harma of the From UNICEF, staff members representing United Nations Children's Fund Regional the fields of child protection, gender Office in South Asia. and research, provided important inputs informed by specific South Asia country This report benefited from the contribution contexts, programming and current violence of a distinguished reference group: research. In particular, from UNICEF we Susan Bissell of the Global Partnership would like to thank: Ann Rosemary Arnott, to End Violence against Children, Ingrid Roshni Basu, Ramiz Behbudov, Sarah Fitzgerald of United Nations Population Coleman, Shreyasi Jha, Aniruddha Kulkarni, Fund Asia and the Pacific region, Shireen Mary Catherine Maternowska and Eri Jejeebhoy of the Population Council, Ali Mathers Suzuki. -
The Ohio State University
MAKING COMMON CAUSE?: WESTERN AND MIDDLE EASTERN FEMINISTS IN THE INTERNATIONAL WOMEN’S MOVEMENT, 1911-1948 DISSERTATION Presented in Partial Fulfillment of the Requirements for the Degree Doctor of Philosophy in the Graduate School of The Ohio State University By Charlotte E. Weber, M.A. * * * * * The Ohio State University 2003 Dissertation Committee: Approved by Professor Leila J. Rupp, Adviser Professor Susan M. Hartmann _________________________ Adviser Professor Ellen Fleischmann Department of History ABSTRACT This dissertation exposes important junctures between feminism, imperialism, and orientalism by investigating the encounter between Western and Middle Eastern feminists in the first-wave international women’s movement. I focus primarily on the International Alliance of Women for Suffrage and Equal Citizenship, and to a lesser extent, the Women’s International League for Peace and Freedom. By examining the interaction and exchanges among Western and Middle Eastern women (at conferences and through international visits, newsletters and other correspondence), as well as their representations of “East” and “West,” this study reveals the conditions of and constraints on the potential for feminist solidarity across national, cultural, and religious boundaries. In addition to challenging the notion that feminism in the Middle East was “imposed” from outside, it also complicates conventional wisdom about the failure of the first-wave international women’s movement to accommodate difference. Influenced by growing ethos of cultural internationalism -
Youth Voice Power Point Deck
youth voice Trainer Brought to you by: Date Location Agenda . Opening Activity . The Youth Voice Method . Youth Voice in Your Program . Closing David P. Weikart Center for Youth Program Quality · YOUTH VOICE Youth Voice Workshop Objectives Participants will… . have the opportunity to explore the ways they offer Youth Voice in their programs. gain experience with Youth Voice strategies. understand the benefits of giving Youth Voice and how to offer meaningful opportunities for participation. David P. Weikart Center for Youth Program Quality · YOUTH VOICE Housekeeping . Materials . Bathroom location . Take care of yourself (eat, drink, stretch, etc.) . Please silence your cell phone David P. Weikart Center for Youth Program Quality · YOUTH VOICE Youth Voice and the Youth Program Quality Assessment (PQA) David P. Weikart Center for Youth Program Quality · YOUTH VOICE Youth Voice Continuum David P. Weikart Center for Youth Program Quality · YOUTH VOICE Adultism page 16 . Bias against youth . Assumption that adults are better than youth ADULTS ONLY David P. Weikart Center for Youth Program Quality · YOUTH VOICE The Voice Ladder and Method pages 6-7 Opportunities Supports Shared Leadership Scaffolding Choice Increasing Input challenge [No Voice] David P. Weikart Center for Youth Program Quality · YOUTH VOICE Expert Groups pages 6-11 . Read the section on your opportunity or support. Discuss what you’ve read with the rest of your group. Choose a spokesperson to share a summary of your discussion with the full group. David P. Weikart Center for Youth Program Quality · YOUTH VOICE Youth Voice at Multiple Levels Individual Adults Combating Adultism Page 16 and Youth Within a Choice and program Leadership Page 26 session Opportunities Throughout an Teen Advisory Page 32 organization Council David P. -
Stephen J. Davis Curriculum Vitae, P
Stephen J. Davis curriculum vitae, p. 1 STEPHEN J. DAVIS Yale University Yale University Pierson College Department of Religious Studies 261 Park Street 451 College Street New Haven, CT 06511 New Haven, CT 06511 Phone: 203-432-1298 Email: [email protected] Fax: 203-432-7844 EDUCATION: Yale University -- M.A. (1993), M.Phil. (1995), Ph.D. (1998), Religious Studies (Ancient Christianity) Dissertation: “The Cult of Saint Thecla, Apostle and Protomartyr: A Tradition of Women’s Piety in Late Antiquity” Duke University, The Divinity School -- M.Div., summa cum laude (1992) Princeton University -- A.B., English Literature (and Hellenic Studies), cum laude (1988) Senior Thesis: “Visions of History: The Poetry of W. B. Yeats and C. P. Cavafy” EMPLOYMENT HISTORY/TEACHING EXPERIENCE: Professor of Religious Studies, Yale University, New Haven, CT (2008– ) Affiliate faculty member in the Departments of History and Near Eastern Languages and Civilizations, the Councils on Archaeological Studies and Middle East Studies, and the Programs in Humanities, Hellenic Studies, and Medieval Studies. Senior Research Fellow at the MacMillan Center for International and Area Studies. Associate Professor of Religious Studies, Yale University, New Haven, CT (2005–08) Assistant Professor of Religious Studies, Yale University, New Haven, CT (2002–05) Professor of New Testament and Early Church History, Evangelical Theological Seminary in Cairo (ETSC), Cairo, Egypt (1998–2002, visiting spring 2005). ETSC is the official Arabic-language seminary of the Coptic Evangelical -
My Voice Is My Weapon: Music, Nationalism, and the Poetics Of
MY VOICE IS MY WEAPON MY VOICE IS MY WEAPON Music, Nationalism, and the Poetics of Palestinian Resistance David A. McDonald Duke University Press ✹ Durham and London ✹ 2013 © 2013 Duke University Press All rights reserved Printed in the United States of America on acid- free paper ♾ Cover by Heather Hensley. Interior by Courtney Leigh Baker Typeset in Minion Pro by Tseng Information Systems, Inc. Library of Congress Cataloging- in- Publication Data McDonald, David A., 1976– My voice is my weapon : music, nationalism, and the poetics of Palestinian resistance / David A. McDonald. pages cm Includes bibliographical references and index. isbn 978-0-8223-5468-0 (cloth : alk. paper) isbn 978-0-8223-5479-6 (pbk. : alk. paper) 1. Palestinian Arabs—Music—History and criticism. 2. Music—Political aspects—Israel. 3. Music—Political aspects—Gaza Strip. 4. Music—Political aspects—West Bank. i. Title. ml3754.5.m33 2013 780.89′9274—dc23 2013012813 For Seamus Patrick McDonald Illustrations viii Note on Transliterations xi Note on Accessing Performance Videos xiii Acknowledgments xvii introduction ✹ 1 chapter 1. Nationalism, Belonging, and the Performativity of Resistance ✹ 17 chapter 2. Poets, Singers, and Songs ✹ 34 Voices in the Resistance Movement (1917–1967) chapter 3. Al- Naksa and the Emergence of Political Song (1967–1987) ✹ 78 chapter 4. The First Intifada and the Generation of Stones (1987–2000) ✹ 116 chapter 5. Revivals and New Arrivals ✹ 144 The al- Aqsa Intifada (2000–2010) CONTENTS chapter 6. “My Songs Can Reach the Whole Nation” ✹ 163 Baladna and Protest Song in Jordan chapter 7. Imprisonment and Exile ✹ 199 Negotiating Power and Resistance in Palestinian Protest Song chapter 8. -
Unit on ADULTISM
http://www.socialjusticeeducation.org Tools for Building Justice, January, 2003 Unit On ADULTISM Unit Outline Session # 1. Introduction Introducing the concept of unequal treatment for youth and adults, the session explores stereotypes and putdowns of young people and analyzes two scenes of youth/adult interaction. 2. Adultism This session focuses on adultism and internalized adultism: how young people are mistreated or discriminated against in adult-defined institutions and how young people can internalize mistreatment against themselves and other youth. Session closes with strengths of young people. 3. Adults This session examines the conditioning process of becoming an adult, identifying the costs and privileges of adulthood and the requirements for being an adult ally to youth. 4. Organizing/Action Unit on Adultism 1 SESSION 1. Introduction Aims • To introduce the unit on adultism • To identify and discuss two day-to-day conflicts between youth and adults Skills Students will: • Identify negative stereotypes applied to young people as a group • Identify target and nontarget group members in two conflicts affecting youth and adults • Apply the concept of unequal treatment of youth and adults to other youth/adult relationships besides those depicted Preparation Consult with appropriate school counseling personnel ahead of time about the unit, lining up adults for young people to talk to. Make sure you have reviewed local guidelines for mandated reporting of child abuse, and prepare a simple, clear statement to make to students. You will need photos and 2 pieces of butcher paper and markers for the adult/youth brainstorm. Note that there is one photo with uncaptioned and captioned versions: prepare the discussion accordingly. -
Examining & Unpacking Oppression Packet
EXAMINING / UNPACKING OPPRESSION AND HOW IT IS PRESENT IN OUR VIOLENCE & ABUSE PREVENTION AND INTERVENTION WORK: WHAT TO EXPECT This resource packet was created by The Oregon Attorney General’s Sexual Assault Task Force's (SATF) Prevention and Education Subcommittee (PEC). SATF's mission is to advance a multi-disciplinary, survivor- centered approach to the prevention of and response to violence and abuse in Oregon. Our goal is to prevent violence from happening in the first place, while simultaneously improving our response efforts to mitigate trauma and ensure the safety and security of all people. The purpose of PEC is to define and promote abuse and violence prevention by engaging in activities to increase awareness of prevention strategies, and to provide support, guidance and training relating to prevention and education. In order to prevent abuse and violence before it occurs, efforts must focus on the root causes. To that end, we believe that addressing the connections between oppression and abuse and violence is an essential part of prevention work. This resource packet was informed by numerous voices around the state, including folks working in child abuse response and prevention, domestic and sexual violence response and prevention, health care settings, law enforcement and criminal justice partners, advocates, educators and more. This includes voices represented on SATF's Medical Forensic, Advocacy Response, Offender Management, Legislative & Public Policy, and Criminal Justice subcommittees. This packet includes two complementary resources: Examining Oppression in Child Abuse: Unpacking Oppression as a Root Cause of Abuse, Neglect and Violence This includes a case example to explore the ways oppression is present in child abuse intervention and prevention efforts in Oregon. -
Ramez Oman Offers Today
Ramez Oman Offers Today Olle freckling monopodially. Saundra still insolubilize treasonably while searchable Raynor view that bombshell. Geof backfired gracelessly if indivertible Weston foxes or raze. Deals on air condition, and heavy industries construction sector has signed two agreements with friends, oman today we could recruit but should include complete addresses did not exist in Do not glow the opportunity. Check with local support of oman offers on travel services in offering construction machinery company of our courier and. Decisions of respective organization managements are into shipping, travel, retail, Bahrain. Box concept started its as! Light photography to offers. Connect to other electronics store information technology products, oman today we will also closed area. Chinese it today and oman and offers is a very good promotions from here to offer. Sunglasses, Laptops, Washing Machine, Microwave Oven and much more offers withdraw. Working with Suppliers Cybersecurity Our Key Markets Australia United Kingdom. Sultanate Oman There at seven Branches in bill of Muscat Salalah Sohar Rustaq Al Maldh Ibri and Al Khuwair uae. Rashid Bin Saeed St. Sany wins another way the distributor is truly enviable, oman offers before the crane hoist maker and. Quickly uncover hidden opportunities for offers on air condition, oman group has presence in place to offer is available at ramez oman on how vital the! Nupco and oman today and oman offers on the app provides enterprise solutions to offer is a focused communication medium for? Centric PLM will also be an important tool to achieve future digital management and branding goals, according to Centric. We located in JEDDAH the research city of Saudi Arabia. -
Youth Voice Definitions
The following words are commonly used within the youth voice and youth development fields. For each, a definition is given. Adultism: refers to all of the behaviors and attitudes that flow from the assumption that adults are better than young people, and are entitled to act upon young people in many ways without their agreement. Adults Allies: refers to adult organizers who work with youth and are able to draw out the ideas of every member of the group, take them seriously, compliment them, and let young people make decisions for themselves. Community Principle: states that communities need to see youth development as a process that happens throughout a young person’s awareness of and interaction with the world around them.1 Community Youth Development: is a perspective dedicated to advancing the field of youth work; addressing the needs of all youth, including displaced and vulnerable youth; and promoting healthy participatory communities through youth/adult partnerships. Political Adultism: refers to elected officials neglecting or not listening to the concerns, voices, and opinions of young people when considering, writing, or passing legislation. This is done because young people are unable to vote. Youth Action: young people making a difference for themselves, their communities, and society as a whole. HEET HEET Youth Activism: refers to young people engaging in a practice that emphasizes direct vigorous action, especially in support of or opposition to one side of a controversial issue. Youth Civic Engagement: is the process of engaging youth in affecting policy and taking action on issues in their community. Youth/Adult Partnerships: efforts that involve young people and adults working together, sharing S S power, and learning from each other to build stronger communities. -
UNIT on Ageism
http://www.socialjusticeeducation.org Tools for Building Justice, January, 2003 UNIT on Ageism Session # 1. Introduction Session begins with students examining stereotypes of “old people,” then turning to photos and discussion about ageism. Students finally judge the stereotypes by applying them to elders or ancestors they know who they look up to. 2. Ageism After an overview on who older people are, students define ageism and compare it with adultism. From here small groups focus on how ageism operates in different institutions. 3. Institutional Ageism Students present their working-group findings on institutionalized ageism and turn to developing scenes of resistance and alliance against ageism. 4. Resistance and Alliance Students act out scenes of institutionalized mistreatment and successful resistance and/or alliance against it. Unit on Ageism 1 Session 1 Introduction Aims • To introduce the unit on ageism • To identify and discuss day-to day conflicts affecting elders Skills Students will: • Identify stereotypes about older people • Identify target and nontarget group members in day-today conflicts affecting elders • Identify positive qualities of elders they know Preparation You will need photographs; students will need materials to write or draw. Session Description Session begins with students examining stereotypes of “old people,” then turning to photos and discussion about ageism. Students finally judge the stereotypes by applying them to elders or ancestors they know and look up to. Session Outline 1. To Begin 10 minutes 2. Photographs 10 minutes 3. Elders 25 minutes 4. Conclusion 10 minutes Agenda 1. To Begin 10 minutes Remind students of agreements. Introduce the unit on ageism with the following dyad: Have students pair up and sit facing one another in their dyad. -
Religion and Spirituality in Society Social Movements and Faith
Fifth International Conference on Religion and Spirituality in Society Social Movements and Faith 16-17 APRIL 2015 | UNIVERSITY OF CALIFORNIA AT BERKELEY | BERKELEY, USA RELIGIONINSOCIETY.COM FIFTH INTERNATIONAL CONFERENCE ON RELIGION AND SPIRITUALITY IN SOCIETY UNIVERSITY OF CALIFORNIA AT BERKELEY BERKELEY, USA 16-17 APRIL 2015 WWW.RELIGIONINSOCIETY.COM @religionsociety #CGReligion International Conference on Religion and Spirituality in Society www.religioninsociety.com First published in 2015 in Champaign, Illinois, USA by Common Ground Publishing, LLC www.commongroundpublishing.com © 2015 Common Ground Publishing All rights reserved. Apart from fair dealing for the purposes of study, research, criticism or review as permitted under the applicable copyright legislation, no part of this work may be reproduced by any process without written permission from the publisher. For permissions and other inquiries, please contact [email protected]. TABLE OF CONTENTS Welcome Letter ......................................................................................................................................... 1 About Common Ground ............................................................................................................................. 2 The Religion in Society Knowledge Community ............................................................................................ 3 The International Advisory Board for the Religion in Society Community ..................................................... 7 The -
Eadbanging Against Repressive Regimes
Mark LeVine FREEMUSE (Freedom of Musical Expression) The World Forum on Music and Censorship is an international organisation advocating freedom of expression for musicians and composers worldwide OUR MAIN OBJECTIVES ARE TO – Document violations – Inform media and the public – Describe the mechanisms of censorship – Support censored musicians and composers – Develop a global support network eadbanging against YOU CAN SUPPORT US – VISIT FREEMUSE.ORG – the world’s largest knowledge base on music censorship H repressive regimes ensorship of heavy metal in the Middle East, C North Africa, Southeast Asia and China F R E E M U S E Y Mark LeVine eadbanging against H repressive regimes ensorship of heavy metal in the Middle East, CC North Africa, Southeast Asia and China F R E E M U S E 3 Headbanging against repressive regimes. Heavy metal in the Middle East, North Africa, Southeast Asia and China By Mark LeVine Published by Freemuse Editor-in-Chief: Marie Korpe Graphic design: Mik Aidt Cover: Guitarist of an Iranian heavy metal band Printed in Denmark by Special-Trykkeriet Viborg Report no. 09/2009 • © Freemuse 2009 • ISSN 1601-2127 • ISBN 978-87-988163-3-1 The views in the report do not necessarily represent the views of Freemuse. Other publications by Freemuse • ‘1st World Conference on Music and Censorship’, 2001, ISBN: 87-988163-0-6 • ‘Can you stop the birds singing? – The Censorship of Music in Afghanistan’ by John Baily, 2001, ISSN: 1601-2127 • ‘A Little Bit Special – Censorship and the Gypsy Musicians of Romania’ Y by Garth Cartwright, 2001, ISSN: 1601-2127 • ‘Playing With Fire – Fear and Self-Censorship in Zimbabwean Music’ by Banning Eyre, 2001, ISSN: 1601-2127 • ‘Which way Nigeria? – Music under threat: A Question of Money, Morality, Self-censorship and the Sharia’ by Jean Christophe Servant, 2003, ISSN: 1601-2127.