Homo Sapiens Older Than Previously Than Conducting Light with Very Low Thought Loss
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Roots of Human Resistance to Animal Rights: Psychological and Conceptual Blocks
Roots of Human Resistance to Animal Rights: Psychological and Conceptual Blocks © Steven J. Bartlett 8 Animal L. 143 (2002) Publish Date: 2002 Place of Publication: http://www.animallaw.info/articles/arussbartlett2002.htm Roots of Human Resistance to Animal Rights: Psychological and Conceptual Blocks Animal law has focused attention on such interconnected issues as the property status of nonhuman animals, juristic personhood, and standing. These subjects are undeniably central concerns that dominate discussions of animal rights, but they do not relate to the most fundamental factors that are responsible both for human resistance to animal rights and for our species' well-entrenched, cruel, and self-righteous exploitation and destruction of nonhuman animals. In this comment, the author reviews recent advocacy of animal rights and offers the first study of human psychological and conceptual blocks that stand in the way of efforts on behalf of animal law and legislation. Paying long overdue attention to these obstacles provides a realistic framework for evaluating the effectiveness of attempts to initiate meaningful change. I am in favour of animal rights as well as human rights. That is the way of a whole human being. -- Abraham Lincoln I. INTRODUCTION: ANIMALS AS PROPERTY--IS THIS THE PROBLEM? Animals are property. These three words--and their legal implications and practical ramifications--define the most significant doctrines and cases . and the realities for current practitioners of animal law. [FN1] For many people in our society, the concept of legal rights for other animals is quite "unthinkable." That is because our relationship with the majority of animals is one in which we exploit them: we eat them, hunt them and use them in a variety of ways that are harmful to the animals. -
Slavery, Sharecropping, and Sexual Inequality
University of New Orleans ScholarWorks@UNO Sociology Faculty Publications Department of Anthropology and Sociology Summer 1989 Slavery, Sharecropping, and Sexual Inequality Susan A. Mann University of New Orleans, [email protected] Follow this and additional works at: https://scholarworks.uno.edu/soc_facpubs Part of the Gender and Sexuality Commons, Inequality and Stratification Commons, and the Race and Ethnicity Commons Recommended Citation Mann, Susan A. 1989. "Slavery, Sharecropping, and Sexual Inequality." Signs: Journal of Women in Culture & Society 14, no. 4: 774-798. This Article is brought to you for free and open access by the Department of Anthropology and Sociology at ScholarWorks@UNO. It has been accepted for inclusion in Sociology Faculty Publications by an authorized administrator of ScholarWorks@UNO. For more information, please contact [email protected]. Slavery, Sharecropping, and Sexual Inequality Author(s): Susan A. Mann Source: Signs, Vol. 14, No. 4, Common Grounds and Crossroads: Race, Ethnicity, and Class in Women's Lives (Summer, 1989), pp. 774-798 Published by: The University of Chicago Press Stable URL: http://www.jstor.org/stable/3174684 . Accessed: 12/04/2011 15:32 Your use of the JSTOR archive indicates your acceptance of JSTOR's Terms and Conditions of Use, available at . http://www.jstor.org/page/info/about/policies/terms.jsp. JSTOR's Terms and Conditions of Use provides, in part, that unless you have obtained prior permission, you may not download an entire issue of a journal or multiple copies of articles, and you may use content in the JSTOR archive only for your personal, non-commercial use. Please contact the publisher regarding any further use of this work. -
'Handcuff King' Houdini's Secrets Unlocked in Hungary
Lifestyle FRIDAY, DECEMBER 9, 2016 A New York-based singer-songwriter Tara O’Grady shows the famed Hungarian-born escape artist Harry Houdini’s bible in the ‘House of Houdini’ museum. The museum’s founder, Italian-Hungarian escape-artist David Merlini (left) and New York-based singer-songwriter Tara O’Ingredients Grady (right) show the famed Hungarian-born escape artist Harry Houdini’s bible in the ‘House of Houdini’ museum in Budapest, Hungary. — AFP photos Tara O'Grady shows the famed Hungarian-born escape artist 'Handcuff king' Houdini's Harry Houdini's bible. secrets unlocked in Hungary inety years after his death, the secrets of the world's water for a world record of around 21 minutes and coached greatest escape artist, Harry Houdini, have been Oscar-winning actor Adrien Brody on the 2014 "Houdini" tele- Nunlocked in a recently opened Hungarian museum vision miniseries that was filmed in Budapest. Merlini says he devoted to the Budapest-born illusionist. Set high in the capi- shares Houdini's "fetish of locks, safes, and the art of escape". tal's lofty Castle district, the House of Houdini lifts the veil on Instead of playing with Lego, he collected padlocks as a child. the box of tricks used by the famous magician, who lived most "Escapism is not just about unlocking padlocks. It's the of his life in the United States. Amid gleaming chandeliers and desire to get rid of things that are binding our freedom in a old Chesterfield seats, the red-painted rooms showcase hand- world with so many rules and regulations," observed Merlini, cuffs and padlocks used by Houdini in performances. -
Roots Kit.Pdf
Dear Educator, This Memorial Day, a new vision of America’s identity comes to life when HISTORY® presents a 21st century reimagining of Roots. Beginning with the story of Kunta Kinte, a young Mandinka warrior from The Gambia in West Africa who is sold into slavery, Roots traces the lives of his descendants through American history, from the 18th century through the Civil War. Featuring a stellar cast that includes Laurence Fishburne, Jonathan Rhys TARGET AUDIENCE increased in the mid-18th century as a result of freedom. Kizzy finds freedom in an unexpected Meyers, Anna Paquin, High school and college students in American colonial expansion and an ever-growing market way — by learning to read. Have students Anika Noni Rose, Forest history, film and media, and African American for crops such as tobacco. A great deal of new explore how identity and connections to their Whitaker, and Malachi studies courses. research about this period and the brutal realities past or family heritage have shaped the ways Kirby as Kunta Kinte, of the slave trade inform this reimagining of people have resisted oppression throughout Roots airs over four nights PROGRAM OBJECTIVES Roots. Tell students that they will see the result history (e.g., slavery, the Holocaust, the Civil on HISTORY at 9pm ET, • Communicate the historical and cultural of new research into The Middle Passage — for Rights Movement, etc.). How do people draw from Monday, May 30, significance of the events chronicled in example, a slave ship that was built based on strength from their family identity? through Thursday, June 2. -
Raising Children with Roots, Rights & Responsibilities
Raising Children With Roots, Rights & Responsibilities: Celebrating the United Nations Convention on the Rights of the Child Written by Lori DuPont, Joanne Foley, and Annette Gagliardi Founders of the Circle for the Child Project Edited and designed by Julie Penshorn, Co-Director, Growing Communities for Peace Published by University of Minnesota Human Rights Resource Center and the Stanley Foundation Copyright © 1999 Human Rights Resource Center, University of Minnesota The Human Rights Education Series is published by the Human Rights Resource Center at the University of Minnesota and the Stanley Foundation. The series provides resources for the ever-growing body of educators and activists working to build a culture of human rights in the United States and throughout the world. Raising Children with Roots, Rights, & Responsibilities: Celebrating the Convention on the Rights of the Child may be reproduced without permission for educational use only. No reproductions may be sold for profit. Excerpted or adapted material from this publication must include full citation of the source. To reproduce for any other purposes, a written request must be submitted to the Human Rights Resource Center. The Human Rights Education Series is edited by Nancy Flowers. Edited and designed by Julie Penshorn, Co-Director of Growing Communities for Peace. Illustrations by eleven-year-old Margaret Anne Gagliardi. Cover design donated by Nancy Hope. ISBN 0-9675334-1-3 To order further copies of Raising Children With Roots, Rights, & Responsibilities: Celebrating the Conven- tion on the Rights of the Child, contact: Human Rights Resource Center University of Minnesota 229 - 19th Avenue South, Room 439 Minneapolis, MN 55455 Tel: 1-888-HREDUC8 Fax: 612-625-2011 email: [email protected] http://www.hrusa.org and http://www.umn.edu/humanrts A contribution to the United Nations Decade for Human Rights Education, 1995-2004 Dedication This book is lovingly dedicated to our children: Jesse, Jacob, Rachel, Erica, Marian, Maggie, and Maria and to the children of the world. -
The Racist Roots of Work Requirements Elisa Minoff Acknowledgements
February 2020 The Racist Roots of Work Requirements Elisa Minoff Acknowledgements This report benefited tremendously from the advice and careful attention of colleagues at CSSP. Thank you to Megan Martin, for shepherding this report from its inception, and to Megan, Kristen Weber, Juanita Gallion, Ann Thúy Nguyễn, and Jessica Pika for reading drafts and providing helpful suggestions and edits. Thoughtful and thought-provoking feedback from external reviewers significantly improved this report. Thank you to Mark Greenberg, Migration Policy Institute; William Jones, University of Minnesota; Felicia Kornbluh, University of Vermont; Khalil Gibran Muhammad, Harvard University; and Caitlin Rosenthal, University of California, Berkeley. Any errors are the author’s alone. Suggested Citation: Minoff, Elisa. “The Racist Roots of Work Requirements.” Center for the Study of Social Policy, February 2020. Available at: https://cssp.org/ resource/racist-roots-of-work-requirements/ INTRODUCTION 4 ORIGINS OF WORK REQUIREMENTS: TIMELINE 6 SLAVERY‘S LEGACY 8 EXPERIMENTS IN WORK REQUIREMENTS 10 THE BIRTH OF MODERN WORK REQUIREMENTS 14 WORK REQUIREMENTS COME OF AGE 21 WHERE WE ARE TODAY 25 ENDNOTES 28 TABLE OF CONTENT TABLE | Center for the Study of Social Policy Social Policy of the Study for | Center The Racist Roots of Work Requirements Requirements Work of The Racist Roots 3 Introduction In September 2018, news broke that more than 4,000 people lost health insurance as a result of Arkansas’ new Medicaid work requirement. In a press conference responding to the announcement, Governor Asa Hutchinson mused that the coverage loss could be attributable to the fact that some people “simply don’t want to be part of the workforce. -
Texas Rising Star Guidelines Research Addendum
Texas Rising Star Guidelines Research Addendum Contents CATEGORY 1: DIRECTOR AND STAFF QUALIFICATIONS AND TRAINING .......................... 3 EDUCATION AND EXPERIENCE RELATE TO QUALITY CAREGIVING .............................. 4 ONGOING PROFESSIONAL DEVELOPMENT ...................................................................... 6 SUPPORTIVE WORK ENVIRONMENTS SUPPORT A QUALITY WORKFORCE ................. 8 CATEGORY 2: CAREGIVER-CHILD INTERACTIONS .............................................................11 WARM AND RESPONSIVE STYLE ......................................................................................12 LANGUAGE FACILITATION AND SUPPORT .......................................................................16 PLAY-BASED INTERACTIONS AND GUIDANCE.................................................................24 SUPPORT FOR CHILDREN’S REGULATION ......................................................................28 CATEGORY 3: CURRICULUM .................................................................................................34 LESSON PLANS AND CURRICULUM ..................................................................................36 PLANNING FOR SPECIAL NEEDS AND RESPECTING DIVERSITY...................................37 INSTRUCTIONAL FORMATS AND APPROACHES TO LEARNING ....................................39 BRINGING TOGETHER THE TRS GUIDELINES FOR CURRICULUM INTO CLASSROOM PLANNING ............................................................................................................................41 -
Texas the Regulatory Framework for Outdoor Learning Environments in Texas Childcare Facilities
OLE! Texas The Regulatory Framework for Outdoor Learning Environments in Texas Childcare Facilities A Practitioner’s Guide to State Laws, Regulations, and Policies Associated with 18 Early Childhood Play and Learning Settings at Childcare Centers and Childcare Homes ! Intentionally blank. OLE! Texas The Regulatory Framework for Outdoor Learning Environments in Texas Childcare Facilities A Practitioner’s Guide to State Laws, Regulations, and Policies Associated with 18 Early Childhood Play and Learning Settings at Childcare Centers and Childcare Homes Citation Jost, D., Cosco, N., Moore, R. & Cooper, A. 2016. The Regulatory concerns for those designing environments to allow all children (and Framework for Outdoor Learning Environments in Texas Childcare their caregivers) to take advantage of the developmental benefits of Facilities: A Practitioner’s Guide to State Laws, Regulations, and outdoor learning environments. The information contained in this Policies Associated with 18 Early Childhood Play and Learning Settings document was the most current available at the time the document at Childcare Centers and Childcare Homes. The Natural Learning was created. The document was largely reviewed and finalized in Initiative, NC State University. August 2016. Sections related to Texas Department of Family and Protective Services were reviewed by representatives of that ISBN 978‐0‐9982572‐0‐4 department in September 2016 and edited based on the feedback provided. Prior to substantive use, refer to state agencies to determine © Natural Learning Initiative & National Wildlife Federation, 2016 if updates to the standards discussed have occurred. Also, refer to local All rights reserved. PDF copies of this report may be freely jurisdictions to ensure awareness of additional laws or standards at the downloaded and electronically copied. -
Communes of Less Favoured Areas in Landscape Parks of West Pomeranian Voivodeship
Acta Sci. Pol., Agricultura 11(1) 2012, 5-11 COMMUNES OF LESS FAVOURED AREAS IN LANDSCAPE PARKS OF WEST POMERANIAN VOIVODESHIP Stanisáaw Dzienia, Stanisáaw PuĪyĔski, Eleonora WrzesiĔska West Pomeranian University of Technology in Szczecin1 Abstract. Functional classification of communes with less favoured areas in landscape parks in West Pomeranian Voivodeship has shown that among 10 analyzed features the biggest differences between communes were in livestock unit per 100 ha of agricultural land, density of population, proportion of non-agricultural farms in the total number of farms, as well as proportion of agricultural land and forests in the total area. Moreover, among three groups of communes, the best conditions for agricultural production were in group C which included Barwice, Dobrzany, Poáczyn-Zdrój and WĊgorzyno. In the rest of the studied communes, group A and B, rural tourism, agrotourism and other non- -agricultural activities are preferable. Key words: functional classification, landscape parks, less favoured areas, multifunctional development of rural areas INTRODUCTION In Poland less favoured areas (LFAs) constitute 57.9% of the area of agricultural land and cover 46.4% farms [NiewĊgáowska 2009]. Among LFAs in Poland the following categories have been distinguished: mountainous areas, whose area constitutes 1.2% of the country’s area, areas with specific impediments (foothill areas) – 3.0% of agricultural land, and lowland areas, which constitute up to 52.8% of agricultural land [Statistical Yearbook… 2008]. Most of the LFA agricultural land is situated in the area of Podlaskie Voivodeship (97.6%) and Warmian-Masurian Voivodeship (83.2%), and the least in Opole Voivodeship (23.6) and Lublin Voivodeship (43.6%). -
Common Roots of a New Industry: the Introduction and Expansion of Cotton Farming in the American West Cameron Lee Saffell Iowa State University
Iowa State University Capstones, Theses and Retrospective Theses and Dissertations Dissertations 2007 Common roots of a new industry: the introduction and expansion of cotton farming in the American West Cameron Lee Saffell Iowa State University Follow this and additional works at: https://lib.dr.iastate.edu/rtd Part of the Agricultural Science Commons, Agronomy and Crop Sciences Commons, and the United States History Commons Recommended Citation Saffell, Cameron Lee, "Common roots of a new industry: the introduction and expansion of cotton farming in the American West" (2007). Retrospective Theses and Dissertations. 15617. https://lib.dr.iastate.edu/rtd/15617 This Dissertation is brought to you for free and open access by the Iowa State University Capstones, Theses and Dissertations at Iowa State University Digital Repository. It has been accepted for inclusion in Retrospective Theses and Dissertations by an authorized administrator of Iowa State University Digital Repository. For more information, please contact [email protected]. Common roots of a new industry: the introduction and expansion of cotton farming in the American West by Cameron Lee Saffell A dissertation submitted to the graduate faculty in partial fulfillment of the requirements for the degree of DOCTOR OF PHILOSOPHY Major: Agricultural History and Rural Studies Program of Study Committee: Pamela Riney-Kehrberg, Major Professor Amy Bix Hamilton Cravens Charles Dobbs Andrejs Plakans Iowa State University Ames, Iowa 2007 Copyright © Cameron Lee Saffell, 2007. All rights reserved. UMI Number: 3289425 Copyright 2007 by Saffell, Cameron Lee All rights reserved. UMI Microform 3289425 Copyright 2008 by ProQuest Information and Learning Company. All rights reserved. This microform edition is protected against unauthorized copying under Title 17, United States Code. -
HOW DID WE FIND out ABOUT OUR HUMAN ROOTS Isaac Asimov
HOW DID WE FIND OUT ABOUT OUR HUMAN ROOTS Isaac Asimov 1. The Stone Age ACCORDING TO THE BIBLE, the first human beings were Adam and Eve, and they looked just like human beings today. Until modern times Jews, Christians, and Moslems believed this to be so. How long ago was it that Adam and Eve were created? The Bible doesn't say exactly, but people who studied the Bible tried to figure it out. They knew the dates of some of the later events in the Bible. For instance, they knew that the Babylonians had captured Jerusalem and destroyed its Temple in 586 B.C. Starting with that, they figured backward. They considered how long different kings in the Bible were said to rule, how long certain ancient figures like Abraham and Noah were said to live, and how old their fathers were when they were born. About 1630 an Irish scholar named James Ussher (USH-er, 1581-1656) worked out a date for the Creation in this way. He said it took place in 4004 B.C. Many people accepted this. If this were so, then the world would be less than six thousand years old. What about history outside the Bible? Does it help? In the time of Ussher ordinary history just didn't reach that far back. The history of ancient Rome was known, for instance, but Rome was only founded in 753 B.C. Ancient Greek history went farther back. The first Olympic Games were held in 776 B.C., and the legendary Trojan War seems to have been fought a little before 1200 B.C. -
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POROZUMIENIE Nr SCPU.GK.082.3.2021.JD z dnia 28 stycznia. 2021 r. w sprawie wykonania zadania realizowanego przez Gminę Miasto Szczecin za pośrednictwem Szczecińskiego Centrum Profilaktyki Uzależnień w Szczecinie programu edukacyjno- motywacyjnego dla osób nietrzeźwych z terenu Gminy Chociwel zawarte pomiędzy: 1) Gminą Miasto Szczecin z siedzibą przy Pl. Armii Krajowej 1, 70-456 Szczecin, zwaną dalej Gminą Miasto Szczecin, reprezentowaną przez: - Krzysztofa Soskę – Zastępcę Prezydenta Miasta Szczecin a 2) Gminą Chociwel z siedzibą przy ul. Armii Krajowej 52, 73-120 Chociwel, NIP: 854-223-09-53 REGON: 811 68 56 80, reprezentowaną przez: - Stanisława Szymczaka – Burmistrza Chociwla przy kontrasygnacie Skarbnika Gminy – Janiny Sarneckiej Na podstawie: art. 10 ust. 2 i art. 18 ust. 2 pkt 12 ustawy z dnia 8 marca 1990 r. o samorządzie gminnym (t.j. Dz. U. 2020 r. poz. 713 z późn. zm.), art. 46-48 ustawy z dnia 13 listopada 2003 r. o dochodach jednostek samorządu terytorialnego (t.j. Dz. U. z 2021 r. poz. 38 z późn. zm.), art. 41 ust. 1 pkt 1 ustawy z dnia 26 października 1982 r. o wychowaniu w trzeźwości i przeciwdziałaniu alkoholizmowi (Dz. U. 2019 r. poz. 2277 z późn. zm.), Uchwały Nr XXV/152/2020 Rady Miejskiej w Chociwlu z dnia 22 grudnia 2020 r. w sprawie przyjęcia Gminnego Programu Profilaktyki i Rozwiązywania Problemów Alkoholowych oraz Przeciwdziałania Narkomanii na rok 2021 oraz Uchwały Nr XLVII/899/05 Rady Miasta Szczecin z dnia 12 grudnia 2005 r. w sprawie wyrażenia zgody na przyjęcie przez Gminę Miasto Szczecin zadania w zakresie przyjmowania osób w stanie nietrzeźwości – dowiezionych z terenu gmin i powiatów województwa zachodniopomorskiego oraz realizacji zadania publicznego, polegającego na objęciu działaniami profilaktycznymi osób zagrożonych uzależnieniem od alkoholu.