The Application of Human Trafficking Laws to Groups Popularly Known
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Ethno-Racial Attitudes and Social Inequality Editor's Proof
Editor's Proof Ethno-Racial Attitudes and Social Inequality 22 Frank L. Samson and Lawrence D. Bobo 1 Introduction (1997)). Within psychology we have seen an ex- 22 plosion of work on implicit attitudes or uncon- 23 2 Sociologists ordinarily assume that social struc- scious racism that more than ever centers atten- 24 3 ture drives the content of individual level values, tion on the internal psychological functioning of 25 4 attitudes, beliefs, and ultimately, behavior. In the individual. We argue here that, in general, a 26 5 some classic models this posture reaches a point committed social psychological posture that ex- 27 6 of essentially denying the sociological relevance amines both how societal level factors and pro- 28 7 of any micro-level processes. In contrast, psy- cesses shape individual experiences and outlooks 29 8 chologists (and to a degree, economists) operate and how the distribution of individual attitudes, 30 9 with theoretical models that give primacy to in- beliefs, and values, in turn, influence others and 31 10 dividual level perception, cognition, motivation, the larger social environment provides the fullest 32 11 and choice. Within the domain of studies of ethno- leverage on understanding the dynamics of race. 33 12 racial relations, each of these positions has mod- Specifically we argue in this chapter that ethno-ra- 34 13 ern advocates. From the sociologically determin- cial attitudes, beliefs, and identities play a funda- 35 14 istic vantage point Edna Bonacich trumpets the mental constitutive role in the experience, re-pro- 36 15 “‘deeper’ level of reality” exposed by class ana- duction, and process of change in larger societal 37 16 lytics (1980, p. -
Case 1:18-Cr-00204-NGG-VMS Document 409 Filed 03/12/19 Page 1 of 1 Pageid #: 3935
Case 1:18-cr-00204-NGG-VMS Document 409 Filed 03/12/19 Page 1 of 1 PageID #: 3935 UNITED STATES DISTRICT COURT EASTERN DISTRICT OF NEW YORK UNITED STATES OF AMERICA Case No. 1:18 Cr. 00204-NGG FILED UNDER SEAL - v. - ORAL ARGUMENT REQUESTED KEITH RANIERE, CLARE BRONFMAN, NOTICE OF MOTION ALLISON MACK, KATHY RUSSELL, LAUREN SALZMAN, and NANCY SALZMAN, Submitted on January 9, 2019 Defendants. PLEASE TAKE NOTICE that the undersigned attorney, Marc Agnifilo, for the Defendant, KEITH RANIERE, will move the Honorable Nicholas G. Garaufis, United States District Judge for the Eastern District of New York, for an order granting the following relief pursuant to Rule 12 of the Federal Rules of Criminal Procedure: 1. To suppress items searched and seized from Raniere’s Yahoo! email account; and 2. To Order a hearing regarding the Government reckless procuring of a search warrant, pursuant to Franks v. Delaware, 438 U.S. 154, 98 S. Ct. 2674 (1978). These motions are based on this Notice of Motion, the accompanying Affirmation of Marc Agnifilo, and the accompanying Memorandum of Law in Support of Raniere’s Motion. Raniere respectfully requests oral argument on this Motion. Dated: January 9, 2019 New York, NY Respectfully submitted, /s/ Marc Agnifilo, Esq. BRAFMAN & ASSOCIATES, P.C. 767 Third Avenue, 26th Floor New York, NY 10017 (212) 750 – 7800 Case 1:18-cr-00204-NGG-VMS Document 409-1 Filed 03/12/19 Page 1 of 16 PageID #: 3936 UNITED STATES DISTRICT COURT EASTERN DISTRICT OF NEW YORK UNITED STATES OF AMERICA Case No. 1:18 Cr. -
Explaining the Exceptional Behaviour of the Portuguese Church Hierarchy in Morality Politics
Shunning Direct Intervention: Explaining the Exceptional Behaviour of the Portuguese church Hierarchy in Morality Politics by Madalena Meyer Resende (FCSH-UNL and IPRI-UNL) and Anja Hennig (European University Viadrina) Abstract Why are the Catholic churches in most European countries politically active in relevant morality policy issues while the Portuguese hierarchy has remained reserved during mobilizing debates such as abortion and same-sex marriage, whose laws’ recent changes go against Catholic beliefs? The explanation could be institutional, as the fairly recent Portuguese transition to democracy dramatically changed the role attributed to the church by the former regimes. However, in Spain – whose case is similar to Portugal in matters of timing and political conditions – the hierarchy’s behaviour is different. This begs the question: what elements explain the exceptionality of the Portuguese case? This article shows that the Portuguese case illustrates an element usually not emphasized in the literature: the ideological inclination of the church elites. The article thus concludes that institutional access is a necessary, but not a sufficient, condition for the church to directly intervene in morality policy processes. A church may have access to influence political decision makers but, for ideological reasons, may be unwilling to use it. Keywords: Portugal, morality policy, Catholic church, Vatican Council II, abortion, gay-marriage, ideology, historical institutionalism Introduction the church from the policy-making arena. As we The recent debate in the Portuguese parliament will show, up until 2013, the Portuguese hierar- (July 2015) about restricting the 2007 liberal- chy showed great restraint during the process of ized abortion law in Portugal revealed a novum moral-political liberalization. -
Harassment, Bullying, and Hazing Policy
HARASSMENT, BULLYING, AND HAZING POLICY It is the policy of the District to provide a safe and nurturing educational environment for all of its students. This policy protects all students from bullying/cyberbullying/harassment/sexual harassment and other aggressive behaviors regardless of the subject matter or motivation for such impermissible behavior. Bullying/cyberbullying/harassment/sexual harassment or other aggressive behavior toward a student, whether by other students, staff, or third parties, including Board members, parents, guests, contractors, vendors, and volunteers, is strictly prohibited. This prohibition includes written, physical, verbal, and psychological abuse, including hazing, gestures, comments, threats, or actions to a student, which cause or threaten to cause bodily harm, reasonable fear for personal safety or personal degradation. Demonstration of appropriate behavior, treating others with civility and respect, and refusing to tolerate harassment or bullying/cyberbullying is expected of administrators, faculty, staff, and volunteers to provide positive examples for student behavior. This policy applies to all "at school" activities in the District, including activities on school property, in a school vehicle, and those occurring off school property if the student or employee is at any school sponsored, school-approved or school-related activity or function, such as field trips or athletic events where students are under the school's control, or where an employee is engaged in school business. Misconduct occurring outside of school may also be disciplined if it interferes with the school environment. Notification: Notice of this policy will be annually circulated within the District and discussed with students, as well as incorporated into teacher, student, and parent/guardian handbooks. -
A Recipe for Success in the 'English World': an Investigation of the Ex
Western Michigan University ScholarWorks at WMU Dissertations Graduate College 12-2018 A Recipe for Success in the ‘English World’: An Investigation of the Ex-Amish in Mainstream Society Jessica R. Sullivan Western Michigan University, [email protected] Follow this and additional works at: https://scholarworks.wmich.edu/dissertations Part of the Sociology of Culture Commons Recommended Citation Sullivan, Jessica R., "A Recipe for Success in the ‘English World’: An Investigation of the Ex-Amish in Mainstream Society" (2018). Dissertations. 3358. https://scholarworks.wmich.edu/dissertations/3358 This Dissertation-Open Access is brought to you for free and open access by the Graduate College at ScholarWorks at WMU. It has been accepted for inclusion in Dissertations by an authorized administrator of ScholarWorks at WMU. For more information, please contact [email protected]. A RECIPE FOR SUCCESS IN THE ‘ENGLISH WORLD’: AN INVESTIGATION OF THE EX-AMISH IN MAINSTREAM SOCIETY by Jessica R. Sullivan A dissertation submitted to the Graduate College in partial fulfillment of the requirements for the degree of Doctor of Philosophy Sociology Western Michigan University December 2018 Doctoral Committee: Angela Moe, Ph.D., Chair Whitney DeCamp, Ph.D. Jesse Smith, Ph.D. Cynthia Visscher, Ph.D. Copyright by Jessica R. Sullivan 2018 ACKNOWLEDGMENTS My graduate work and dissertation would not have been possible without the help of my participants and the amazing support and love of those around me. I would like to take a moment to acknowledge their contributions (in no particular order of course). First of all, I would like to thank Angie Moe, my dissertation chair. -
Two Cultures of Punishment
Stanford Law Review Volume 68 May 2016 ARTICLE Two Cultures of Punishment Joshua Kleinfeld* Abstract. As American criminal punishment has become more severe and European more mild, the two systems of punishment have come to represent different cultural possibilities for the modern West. Implicit in American and European punishment are two visions of wrongdoing and wrongdoers, of the terms of the social contract, and of the foundations of rights. American punishment pictures serious offenders as morally deformed people rather than ordinary people who have committed crimes. Their criminality is thus both immutable and devaluing, a feature of the actor rather than merely the act. The forms of punishment deployed in response do not just exact retribution or exert social control, they expressively deny offenders’ claims to membership in the community and to the moral humanity in virtue of which a human being is rights bearing. European criminal punishment expressively denies that any offense marks the offender as a morally deformed person. Criminality is always mutable and never devaluing, actors are kept at a distance from their acts, and the forms of punishment affirm even the worst offenders’ claims to social membership and rights. These conflicting moral visions are not only implicit or immanent in European and American punishment but likely played a role—albeit not an exclusive role—in causing European and American punishment to diverge. After an enormous mid-century crime wave, two very different groups took hold of America’s politics of crime: moralists who viewed criminals as evil and instrumentalists who viewed criminals as dangerous beings. Different as the two groups were, they agreed on policy: for both, the crime problem was a criminals problem, and the solution was to get rid of criminals. -
The Learning Environment for Aggression and Anti-Social Behavior Among the !Kung
University of Nebraska - Lincoln DigitalCommons@University of Nebraska - Lincoln Anthropology Faculty Publications Anthropology, Department of May 1978 The Learning Environment for Aggression and Anti-Social Behavior among the !Kung Patricia Draper University of Nebraska, Lincoln, [email protected] Follow this and additional works at: https://digitalcommons.unl.edu/anthropologyfacpub Part of the Anthropology Commons Draper, Patricia, "The Learning Environment for Aggression and Anti-Social Behavior among the !Kung" (1978). Anthropology Faculty Publications. 12. https://digitalcommons.unl.edu/anthropologyfacpub/12 This Article is brought to you for free and open access by the Anthropology, Department of at DigitalCommons@University of Nebraska - Lincoln. It has been accepted for inclusion in Anthropology Faculty Publications by an authorized administrator of DigitalCommons@University of Nebraska - Lincoln. Published in Learning Non-Aggression: The Experience of Non-Literate Societies, Ashley Mon- tagu, ed. New York: Oxford University Press, 1978. Pp. 31–53. Copyright © 1978 Ashley Montagu. Used by permission. [Chapter 3] The Learning Environment for Aggression and Anti-Social Behavior among the !Kung Patricia Draper The !Kung, a hunter-gatherer people of the Kalahari Desert, are of in- terest to this collection of writings on the teaching of non-aggression for a variety of reasons. They have been described as a “harmless people” by Thomas (1958) in a book-length account of the social life and cultural val- ues of !Kung who lived in South West Africa. An opposite characterization of !Kung emerges from an unpublished study by Richard Lee. This study, based on interviews and examination of genealogical records collected in the field, reports on incidents of homicide among !Kung. -
CLARE BRONFMAN, Defendant. NICHOLAS G. GARAUF
Case 1:18-cr-00204-NGG-VMS Document 936 Filed 09/30/20 Page 1 of 27 PageID #: <pageID> UNITED STATES DISTRICT COURT EASTERN DISTRICT OF NEW YORK UNITED STATES, SENTENCING -against- MEMORANDUM CLARE BRONFMAN, 18-CR-204 (S-3) (NGG) Defendant. NICHOLAS G. GARAUFIS, United States District Judge. This sentencing statement concerns Defendant Clare Bronfman, who entered a plea of guilty to a superseding information, pursuant to a plea agreement, on April 19, 2019 to one count of Conspiracy to Con- ceal and Harbor Aliens for Financial Gain, in violation of 8 U.S.C. §§ 1324(a)(1)(A)(v)(I) and 1324(a)(1)(B)(i) and one count of Fraudulent Use of Identification, in violation of 18 U.S.C. §§ 1028(a)(7), 1028(b)(1)(D), and 1028(c)(3)(A). CALCULATION OF OFFENSE LEVEL & GUIDELINES RANGE The Probation Department recommends that I calculate the Total Of- fense Level for Ms. Bronfman’s sentence as 17. (Presentence Investigation Report (“PSR”) ¶ 141.) Ms. Bronfman challenges two as- pects of the Probation Department’s suggested calculation. First, she argues that a three-level increase pursuant to U.S.S.G. § 2L1.1(b)(2)(A) is not warranted because the offense of conviction on Count One did not “involve[] the smuggling, transporting or harboring of six or more unlawful aliens.” (See Def. Sentencing Mem. (“Def. Mem.”) (Dkt. 915) at 26-33.) Second, she argues that a two-level increase pursuant to U.S.S.G. § 3B1.1(c) is not warranted because her role in the offense of conviction on Count One was not as “an organizer, leader, manager, or supervisor in criminal activity.” (See id. -
NXIVM Sex Cult!
Cold Open: The NXIVM Sex Cult! Founded by Keith “Creepy Ass Super Punchable Face” Raniere [ruh near ee] in 1998 - at its height, this NXIVM had NOTHING to do with acid reflux medication and counted thousands of members, including celebrities, heirs and heiresses who all paid thousands, and sometimes MILLIONS of dollars to attend a never-ending series of classes at various NVIXM training centers. Lying at the intersection of a multi-level marketing scheme, a self-help group, and occasionally a summer camp, NXIVM was a true cult. For a few die hards… it kind of still is. People started publicly worrying about how dangerous this cult might be all the way back in 2003. But it wouldn’t be until 2017, when the New York Times published an article about one of its former members being literally BRANDED like cattle as a part of an initiation into a secret sex cult within NXIVM, that the group’s true and terrible practices would be brought into the light and exposed. We’ll meet some people - seemingly ordinary people - that so desperately wanted someone to lead them to enlightenment that they allowed themselves to be slowly manipulated into paying to participate in weirder and weirder “exercises” until they finally agreed to be actual slaves. And part of, basically, a harem. We’ll meet Keith Raniere [ruh near ee], the devious and perverted mastermind at the center of all of this, who used his experience at Amway - a Michigan-based multi-level marketing company - and then borrowed a lot from Scientology, to make people think that he was some kind of once-in-a-lifetime guru spiritual Jedi who had the answer to all of your - and all of the WORLD’S - problems. -
Philip G. Zimbardo
PHILIP G. ZIMBARDO An Oral History conducted by Daniel Hartwig STANFORD HISTORICAL SOCIETY ORAL HISTORY PROGRAM Stanford University ©2017 2 Ferne Millen Photography Philip G. Zimbardo, 2015 3 4 Contents Publisher’s Note p. 9 Introduction p. 11 Abstract p. 13 Biography p. 15 Part One—May 9, 2016 p. 19 Ancestors, childhood, and family life in New York Temporary move to California High school classmate Stanley Milgram Milgram’s obedience experiments and career Stanford Prison Experiment Undergraduate education Social activism Part Two—September 1, 2016 p. 67 Graduate study at Yale Teaching at New York University Research on deindividuation Social activism Harlem Summer Project Vietnam War Malcolm X International European Social Psychology Summer Program Part Three—September 1, 2016 p. 97 Columbia University Joining Stanford faculty 5 Stanford Psychology Department Resident faculty at Cedro Teaching methods Psychology & Life Faculty and colleagues 1960s, activism, Vietnam War Social Psychology in Action Birth of the Stanford Prison Experiment Stanford Shyness Project Part Four—December 9, 2016 p. 145 End of the Stanford Prison Experiment Stanford Shyness Clinic Zimbardo Time Perspective Inventory Mind control Madness Part Five—December 9, 2016 p. 163 Discontinuity and paranoia Discovering Psychology Teaching psychology at Stanford American Psychological Association 9/11, terrorism Abu Ghraib Retirement The Lucifer Effect Heroic Imagination Project Part Six—March 12, 2017 p. 207 Man Interrupted, A Boy Disconnected Heroic Imagination Project Discovering Psychology 6 Recruitment of minorities and women Mentoring graduate students Applied psychology Program in Human Biology Part Seven—March 12, 2017 p. 245 Music Department, Stanley Getz Activism Psi Chi, the Psychology Honor Society Reflections and accomplishments Curriculum Vitae p. -
Out of the Playground and Into Senior Living Communities
Seniors Bullying Seniors: Out of the Playground and into Senior Living Communities Ruben Rivera-Jackman, MNPL, GMHS, PSC Senior Resident Services Manager (206) 574-1187 – [email protected] Ruben’s Experience ®25+ years of experience working in the health, human and social services sector. ®Education: MNPL, GMHS, PSC, and CDP. ® Senior Resident Services Manager, 10 years . 28 mixed population buildings public housing developments serving older-adults and younger adults with disabilities. 8 RSCs . 1,563 households Learning Outcomes 1. Describe the characteristics of bullying behaviors. 2. Learn the five different types of bullies. 3. Understand the psycho-social impacts of bullying behaviors. Learning Outcomes 4. Identify Organizational interventions that may help minimize bullying among older-adults. 5. Pinpoint skills to share with older- adults to avoid them from being bullying targets. Hands-Raised Polling Question Housing Developer, Office Assistant, Owner Administrative Assistant Service Coordinator Facilities Manager, Property Manager Maintenance Personnel Housing Administrator Adult Bullying: Not Just a Playground Issues Self-Reflection Exercise Hands-Raised Polling Question Have you personally ever been bullied? Have you ever witnessed someone else being bullied? If you are a parent, has your child ever shared with you that s/he has been bullied? Have you ever witnessed an older-adult bully another person? Nursery Rhyme Sticks and stones may break my bones, but words will never hurt me. Wikipedia: an English language children’s -
USD #112 Central Plains Bullying Plan
USD #112 Central Plains Bullying Plan State and Federal Law and Board Policy expressly prohibit bullying in any form, including electronic means (cyberbullying) and harassment at school, on school property, in a school vehicle, and at all school-sponsored activities, programs, or events. The board of education prohibits bullying in any form either by any student, staff member, or parent towards a student or by a student, staff member, or parent towards a staff member on or while using school property, in a school vehicle, or at a school-sponsored activity or event. For the purposes of this policy, the term “bullying” shall have the meaning ascribed to it in Kansas law: Bullying means any intentional gesture or any intentional written, verbal, electronic or physical act or threat either by any student, staff member or parent towards a student or by any student, staff member that is sufficiently severe, persistent, or pervasive that such gesture, act or threat creates an intimidating, threatening or abusive educational environment that a reasonable person, under the circumstances, knows or should know will have the effect of: a. Harming a student or staff member, whether physically or mentally; b. Damaging a student or staff member in reasonable fear of harm to the student or staff member; or c. Placing a student or staff member in reasonable fear of damage to the student’s or staff member’s property; d. Cyberbullying; or e. Any other form of intimidation or harassment prohibited by the board of education of the school district in policies concerning bullying adopted pursuant to this section or subsection € of K.S.A.