Inside the Kaleidoscope a Toolkit & Resource Guide Created by Members of Two-Spirit, Trans, & Queer Communities
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“Destroy Every Closet Door” -Harvey Milk
“Destroy Every Closet Door” -Harvey Milk Riya Kalra Junior Division Individual Exhibit Student-composed words: 499 Process paper: 500 Annotated Bibliography Primary Sources: Black, Jason E., and Charles E. Morris, compilers. An Archive of Hope: Harvey Milk's Speeches and Writings. University of California Press, 2013. This book is a compilation of Harvey Milk's speeches and interviews throughout his time in California. These interviews describe his views on the community and provide an idea as to what type of person he was. This book helped me because it gave me direct quotes from him and allowed me to clearly understand exactly what his perspective was on major issues. Board of Supervisors in January 8, 1978. City and County of San Francisco, sfbos.org/inauguration. Accessed 2 Jan. 2019. This image is of the San Francisco Board of Supervisors from the time Harvey Milk was a supervisor. This image shows the people who were on the board with him. This helped my project because it gave a visual of many of the key people in the story of Harvey Milk. Braley, Colin E. Sharice Davids at a Victory Party. NBC, 6 Nov. 2018, www.nbcnews.com/feature/nbc-out/sharice-davids-lesbian-native-american-makes- political-history-kansas-n933211. Accessed 2 May 2019. This is an image of Sharcie Davids at a victory party after she was elected to congress in Kansas. This image helped me because ti provided a face to go with he quote that I used on my impact section of board. California State, Legislature, Senate. Proposition 6. -
Kaleidoscope One
KALEIDOSCOPE ONE STEFAN ZWEIG Translated by Eden and Cedar Paul 1 CONTENTS AMOK - 3 THE BURNING SECRET - 36 MOONBEAM ALLEY - 74 TRANSFIGURATION - 84 FEAR - 112 THE FOWLER SNARED - 137 THE GOVERNESS - 143 2 AMOK IN March, 1912, when a big mail-boat was unloading at Naples, there was an accident about which extremely inaccurate reports appeared in the newspapers. I myself saw nothing of the affair, for (in common with many of the passengers), wishing to escape the noise and discomfort of coaling, I had gone to spend the evening ashore. As it happens, however, I am in a position to know what really occurred, and to explain the cause. So many years have now elapsed since the incidents about to be related, that there is no reason why I should not break the silence I have hitherto maintained. I had been traveling in the Federated Malay States. Recalled home by cable on urgent private affairs, I joined the Wotan at Singapore, and had to put up with very poor accommodation. My cabin was a hold of a place squeezed into a corner close to the engine-room, small, hot, and dark. The fusty, stagnant air reeked of oil. I had to keep the electric fan running, with the result that a fetid draught crawled over my face reminding me of the fluttering of a crazy bat. From beneath came the persistent rattle and groans of the engines, which sounded like a coal-porter tramping and wheezing as he climbed an unending flight of iron stairs; from above came the no less persistent tread of feet upon the promenade deck. -
Centre Toronto Youth Services Parent-Giver Counselli
www.egale.ca 185, rue Carlton Street Toronto, ON M5A 2K7 1-888-204-7777 In-person Support for Families in Toronto Pride & Prejudice Program – Centre Toronto Youth Services Parent-giver counselling and education for parents of trans youth and family counselling services for trans youth and their families Families in TRANSition – Central Toronto Youth Services 10-week group for parents of trans youth (13-21) focused on: strengthening parent-child relationships, promoting youth mental health and resilience and learning about social and physical transition options Gender Independent Groups – Toronto District School Board Peer and Social Support groups (serving K- grade 9) provide opportunities for families and children to meet in a safe and inclusive space. A program of the TDSB’s Gender Based Violence Prevention Office (416) 898-0895 Out Proud Program – and Children’s Aid Society Toronto Inclusive and positive services for LGBTQ children & youth served by Children Aid Society of Toronto, as well as LGBTQ families and care providers (416) 924-4640 Transceptance – Central Toronto Youth Services Drop-in, parent-run, peer-support group for parents of trans children; every third Thursday monthly [email protected] Trans Partner Network – Sherbourne Health Centre 8-week social education series, and individual support for partners of trans people (416) 324- 4180 Support Services for Trans Youth Ontario Wide LGBT Youth Line www.youthline.ca/ Free over-the-phone and online peer support for LGBTQ youth across Ontario 416-962-9688 (Greater Toronto Area) 1-800-268-9688 (Ontario-wide, toll-free) Egale Canada Human Rights Trust is Canada’s only national charity promoting LGBT human rights through research, education and community engagement. -
RHVP Pamphlet
MAKE THE RIGHT CALL! 9-1-1 www.torontopolice.on.ca EMERGENCY www.torontopolice.on.ca/ communitymobilization/ccc.php 416-808-2222 www.the519.org Police non-emergency www.primetimerstoronto.ca The Toronto Police Hate Crime Unit www.pridetoronto.com 416-808-3500 www.egale.ca www.black-cap.com Victim Services Toronto www.toronto.ca 24/7 Victim Crisis Intervention www.pflagcanada.ca 416-808-7066 www.soytoronto.org schools.tdsb.on.ca/triangle Crime Stoppers Toll-free: 1-800-222-TIPS (8477) “Hate-motivated crime is one of the most In Toronto: 416-222-TIPS (8477) heinous offences in society. The Toronto Online: www.222tips.com Police Service, in partnership with our www.ctys.org www.mcctoronto.com www.actoronto.org diverse communities, is committed to hate- crime prevention and to education regarding The LGBT Youthline patterns of behaviour which may lead to the commission of such crimes. I commend our Toll-free: 1-800-268-YOUTH (9688) community partners for their hard work and In Toronto: 416-962-YOUTH (9688) dedication in the area of education, crime Online: www.222tips.com www.camh.net prevention, helping people report crime, www.torontobinet.org and victim support. Your focus on youth is especially admirable.” The 519 Bashing Line William Blair, Chief of Police, 416-392-6877 Toronto Police Service www.transtoronto.com www.victimservicestoronto.com www.georgebrown.ca An initiative of the Toronto Police Service’s LGBT Community Consultative Committee FREEDOM FROM DISCRIMINATION WHAT TO DO AS VICTIM OR WITNESS? COMMUNITY RESOURCES AND HARASSMENT If you’re a victim of a hate crime, or of hate-motivated bullying, or Crime Stoppers: Your right to live, go to school, receive services, work and play in if you witness such acts, you should: Crime Stoppers is a community program and a partnership of the an environment free from discrimination and harassment on such • Stay calm, public, media, and police. -
Lgbtq Resources
Equity and Inclusive Education Resource Kit for Newfoundland and Labrador, Grades 7 -12 LGBTQ RESOURCES LGBTQ NewfouNdLaNd aNd LaBrador For a continually updated web directory of regional and national resources, see MyGSA.ca/Resources LGBTQ and LGBTQ-Friendly Organizations, Programmes, & Resources in Newfoundland and Labrador Provincial Resources: Making Queerness Visible Workshop 6 Camp Eclipse 7 Supportive Counseling and Peer Support (Planned Parenthood Newfoundland & Labrador Sexual Health Centre) 8 Wapanaki Two-Spirit Alliance, Atlantic Region 9 Piecing Together a Caring Community: A Resource Book on Dismantling Homophobia by Ann Shortall - selected sections available in PDF format at www.MyGSA.ca 10 Violence Prevention Labrador 10 Northern Committee Against Violence 10 Western Regional Coalition to End Violence 10 Southwestern Coalition to End Violence 11 Central West Committee Against Violence Inc. 11 The Roads to End Violence 11 Eastern Region Committee Against Violence 11 Burin Peninsula Voice Against Violence 12 Communities Against Violence 12 Coalition Against Violence 12 Resources in St. John’s: Aids Committee of Newfoundland and Labrador (ACNL) 13 Frontrunners (Running Group) 13 LBGT MUN (Memorial University) 14 LGBT Youth Group (Planned Parenthood & Newfoundland and Labrador Sexual Health Centre) 14 PFLAG Canada (St. John’s Chapter) 15 Spectrum (Queer Choir) 15 Resources in Corner Brook: Corner Brook Pride 16 Resources in Grand Falls-Windsor: LGBTQ Group in Central NL, Grand Falls-Windsor 16 Resources in Labrador: Safe Alliance, -
Flag Definitions
Flag Definitions Rainbow Flag : The rainbow flag, commonly known as the gay pride flag or LGBTQ pride flag, is a symbol of lesbian, gay, bisexual, transgender, and queer pride and LGBTQ social movements. Always has red at the top and violet at the bottom. It represents the diversity of gays and lesbians around the world. Bisexual Pride Flag: Bisexuality is romantic attraction, sexual attraction, or sexual behaviour toward both males and females, or to more than one sex or gender. Pink represents sexual attraction to the same sex only (gay and lesbian). Blue represents sexual attraction to the opposite sex only (Straight). Purple represents sexual attraction to both sexes (bi). The key to understanding the symbolism of the Bisexual flag is to know that the purple pixels of colour blend unnoticeably into both pink and blue, just as in the “real world” where bi people blend unnoticeably into both the gay/lesbian and straight communities. Transgender Pride Flag: Transgender people have a gender identity or gender expression that differs from their assigned sex. Blue stripes at top and bottom is the traditional colour for baby boys. Pink stipes next to them are the traditional colour for baby girls. White stripe in the middle is for people that are nonbinary, feel that they don’t have a gender. The pattern is such that no matter which way you fly it, it is always correct, signifying us finding correctness in our lives. Intersex Pride Flag: Intersex people are those who do not exhibit all the biological characteristics of male or female, or exhibit a combination of characteristics, at birth. -
Supporting Families of Transgender and Gender Non-Conforming Youth: the Primary Care Team Approach November 10, 2017
Supporting Families of Transgender and Gender Non- Conforming Youth: The Primary Care Team Approach November 10, 2017 Thea Weisdorf, MD, FCFP, ABAM Sue Hranilovic MN, NP-PHC Giselle Bloch Conflict of Interest » Faculty/Presenter Disclosure: » Thea Weisdorf has no personal relationship with commercial interests Conflict of Interest » Faculty/Presenter Disclosure: » Sue Hranilovic has no personal relationship with commercial interests Conflict of Interest » Faculty/Presenter Disclosure: » Giselle Bloch has no personal relationship with commercial interests Program Disclosure of Commercial Support » We have no connections/support for development/presentation of the program from commercial entities or organizations including educational grants, in-kind AND no connections that a reasonable program participant might consider relevant to the presentation » Thank you to Rainbow Health Ontario, Hospital for Sick Children-Gender Identity Clinic for the use of components of their slide set (with permission) Mitigation of Bias: » We have presented many aspects of this workshop to our colleagues and communities and been provided feedback to ensure the mitigation of bias Worldview Recognizing our privileges and how they impact the lens through which we experience and navigate the world. Learning Objectives: 1. Increase awareness of gender dysphoria among Canadian youth 2. Explore the systemic, institutional, and individual barriers to accessing gender-safe health care for transgender and gender non- conforming youth 3. Identify the resources and research that validate the importance of family supports in promoting healthy outcomes Giselle’s Story Giselle’s Story Giselle’s Story Giselle’s Story Giselle’s Story Giselle’s Story Who am I today? Some Aspects of Transition • Social • Medical • Surgical Transition is an individual pathway. -
2013Winter.Pdf
Slippery Rock University Magazine TheROCK WINTER 2013 Color My World Kaleidoscope Arts Festival April 16-28 VIEW from the ROCK TheROCK Volume 15, Number 1 Council of Trustees: Eric L. Holmes, Chairperson John A. Hicks, Vice-Chairperson Robert Marcus, Secretary Courtney Baker-Schroat Thomas Breth Grace O. Hawkins Dennis E. Murray Robert S. Taylor Suzanne A. Vessella Joshua B. Young President Cheryl Norton Cabinet • Philip Way Dear Friends, Provost and Vice President for Academic Affairs • Charles Curry February may be the shortest month of the year, but it certainly was a great month for Vice President for Finance and Administrative Affairs ‘gifts’ to the University. • Barbara Ender In early February, after nearly two years of negotiations, the Pennsylvania State Vice President for University Advancement System of Higher Education and APSCUF, the union representing the faculty system- • Constance Foley Vice President for Student Affairs wide reached a tentative agreement that averted a potential job action. As I write this, • Rita Abent the contract must still be ratified by the Board of Governors, but I am encouraged a Executive Director for University Public Relations settlement is within reach and there should be no interruption in classes. • Tina Moser A major contributor to the negotiation process was our own William Williams. Bill Assistant to the President retired in February as provost and vice president for academic affairs but not before Academic Leadership helping to bring home a contract as a member of the bargaining team. One might say • Kurt Schimmel Dean, College of Business, Information and Social Sciences it was his parting gift to PASSHE, APSCUF and SRU. -
Kaleidoscope Eyes by Jen Bryant, Alfred A
Teacher’s Guide Kaleidoscope Eyes by Jen Bryant, Alfred A. Knopf Books for Young Readers, May 2009 Juvenile Fiction - Hardcover – Ages 9-13- $15.99 , 978-0-375-84048-7 Themes: Family Relationships Friendship Making Decisions / Ethics Trust Second Chances Connecting to the Curriculum: History Vietnam War Pirates and Captain Kidd Social Studies Challenging Stereotypes Science Reading Maps Archeology Rivers Over Time Language Arts Poetry Word Pictures Describing Characters Symbolism The Kaleidoscope About the Book When do you know it is okay to trust someone? Why do people you care about have to leave? When are things not what they seem? Buried treasure, the Vietnam War, friendship, and discrimination are just some of the interwoven themes in this remarkable novel by poet Jen Bryant. Teaching Guide for Kaleidoscope Eyes Written by Jen Bryant, published by Alfred A. Knopf Books for Young Readers, May 2009, Teaching Guide copyright © 2009, Winding Oak. This teaching guide was prepared by Heidi Grosch. www.windingoak.com. It may be copied for classroom or library use but may not be reprinted or resold for commercial purposes. It’s 1968 and Lyza discovers her grandfather has left her a mystery to solve. She soon discovers, with the help of her two best friends Malcolm and Carolann, that the maps are clues to pirate Captain Kidd’s treasure in the middle of town. Now it’s up to three kids to find it, and along the way they discover more than just a buried trunk. Kaleidoscope Eyes follows their secret search and the unexpected outcomes its discovery brings. -
Kaleidoscope Lifelong Learning at ROLAND PARK COUNTRY SCHOOL
SPRING 2017 Kaleidoscope Lifelong Learning at ROLAND PARK COUNTRY SCHOOL 5204 Roland Avenue• Baltimore, Maryland 21210• 410.323.5500• www.rpcs.org Welcome to Kaleidoscope Spring 2017! Dear Friends of Kaleidoscope, Quin and I welcome you to learn something new with us this spring! This season’s catalog is full of a wide variety of programs including new classes and trips, as well as returning favorites. Highlights include: Judy Pittenger’s Great Books Series on The Bronte Sisters and Charles Dickens, John Butler’s Eye On Hong Kong and Greece lectures, day trips to the Philadelphia Flower Show, National Cathedral, and Brandywine museum, as well as much more! Whether you’ve been a friend of ours for years or this is the first time you’ve discovered our offerings, Kaleidoscope is open to everyone! We hope you will explore the catalog to find programs that speak to your interests, and share your experiences with family and friends. Remember to register early so that you do not miss our most popular offerings. Please look to the Community tab at www.rpcs.org to find our new online registration system for all Kaleidoscope offerings. Please contact our office at 410-323-5500 x3045 with any questions or assistance during the registration process. We look forward to welcoming you to campus this spring! Kindest Regards, Kristin Jarrell Director of External Programs [email protected] Head of School: Caroline Blatti Director of External Programs: Kristin Jarrell External Programs & Communications Associate: Quinlin Porter Kaleidoscope Advisory Board: -
February 2020 Standing with Arms Akimbo: Cultural Activism During
February 2020 Standing With Arms Akimbo: Cultural Activism During the AIDS Crisis in 1980s San Francisco by Mark Sawchuk Thirty years ago, at the height of the AIDS crisis, the anonymous, San Francisco–based cultural activist collective Boy With Arms Akimbo/Girl With Arms Akimbo took a unique approach to AIDS activism. The group carried out street postering campaigns, media appropriation initiatives and other forms of visual intervention to promote queer pro-sex messages and respond to attacks by anti-sex reactionaries. Deploying posters, stickers and protest signs, Akimbo juxtaposed images of safe-sex acts with representations of political, religious and social leaders noted for their homophobia and AIDS-phobia. Isabelle Alfonsi, a French researcher and gallery owner, consulted the Boy With Arms Akimbo/Girl With Arms Akimbo collection housed in the GLBT Historical Society’s archives while researching her recently published book, Pour une esthétique de l’émancipation (“Toward an Empancipatory Aesthetic,” Éditions B42, 2019). The book situates modern art in the context of LGBTQ activism and the formation of a radical feminist and anti-capitalist critique. Akimbo is an important case study in the fourth chapter, which examines queer artistic representation during the AIDS crisis in 1980s San Francisco. History Happens interviewed Alfonsi to hear about her work with this collection. How did you select Boy With Arms Akimbo/Girl With Arms Akimbo as one of your case studies? I had received a grant in 2014 from the French Ministry of Foreign Affairs to come to Berkeley to do research in preparation for a series of lectures on gender and contemporary art. -