The Gendered Division of Paid and Domestic Work Under Lockdown
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Effect of Fireworks, Chinese New Year and the COVID-19 Lockdown on Air Pollution and Public Attitudes
Special Issue on COVID-19 Aerosol Drivers, Impacts and Mitigation (VII) Aerosol and Air Quality Research, 20: 2318–2331, 2020 ISSN: 1680-8584 print / 2071-1409 online Publisher: Taiwan Association for Aerosol Research https://doi.org/10.4209/aaqr.2020.06.0299 Effect of Fireworks, Chinese New Year and the COVID-19 Lockdown on Air Pollution and Public Attitudes Peter Brimblecombe1,2, Yonghang Lai3* 1 Department of Marine Environment and Engineering, National Sun Yat-Sen University, Kaohsiung 80424, Taiwan 2 Aerosol Science Research Center, National Sun Yat-Sen University, Kaohsiung 80424, Taiwan 3 School of Energy and Environment, City University of Hong Kong, Hong Kong ABSTRACT Concentrations of primary air pollutants are driven by emissions and weather patterns, which control their production and dispersion. The early months of the year see the celebratory use of fireworks, a week-long public holiday in China, but in 2020 overlapped in Hubei Province with lockdowns, some of > 70 days duration. The urban lockdowns enforced to mitigate the COVID-19 pandemic give a chance to explore the effect of rapid changes in societal activities on air pollution, with a public willing to leave views on social media and show a continuing concern about the return of pollution problems after COVID-19 restrictions are lifted. Fireworks typically give rise to sharp peaks in PM2.5 concentrations, though the magnitude of these peaks in both Wuhan and Beijing has decreased under tighter regulation in recent years, along with general reductions in pollutant emissions. Firework smoke is now most evident in smaller outlying cities and towns. The holiday effect, a reduction in pollutant concentrations when normal work activities are curtailed, is only apparent for NO2 in the holiday week in Wuhan (2015–2020), but not Beijing. -
Policy Bulletin BUL-5469.2 Page 1 of 5 June 26, 2014 Office of The
LOS ANGELES UNIFIED SCHOOL DISTRICT Policy Bulletin TITLE: Lockdown And Rapid Relocation Procedures For All ROUTING Schools All Schools and Offices NUMBER: BUL-5469.2 ISSUER: Michelle King, Senior Deputy Superintendent School Operations Office of the Superintendent Earl R. Perkins Assistant Superintendent School Operations Office of the Superintendent DATE: June 26, 2014 POLICY: The Los Angeles Unified School District is committed to providing a safe and secure learning environment for its students. When an event on or near a campus occurs that requires the school to initiate a lockdown, school site administrators are to follow the guidelines in this Bulletin. MAJOR This Bulletin replaces BUL-5469.1 dated February 13, 2013, issued by the Office of CHANGES the Superintendent, and includes procedures for Rapid Relocation during an “Active Shooter” incident. GUIDELINES: The following guidelines apply: A lockdown may be initiated by the Los Angeles School Police Department (LASPD), local law enforcement, or the school principal/designee when gunfire or a threat of violence is identified and it is necessary to shield students from gunfire or prevent the perpetrator(s) from entering any occupied campus areas. NOTE: During a lockdown due to an “Active Shooter” incident on campus, procedures delineated in Attachment B of this bulletin shall be followed if a “Rapid Relocation” is initiated. I. When a school initiates a lockdown, the following procedures will occur: A. The principal/designee will initiate the Incident Command System (ICS) as defined for that school in the Safe School Plan, Volume 2, Emergency Procedures, Section 2.0. The principal/designee becomes the School Incident Commander (School IC) and directs the students and staff to go into lockdown via the school intercom system, using the term “lockdown.” Do not use special codes, as they are not universally understood. -
COVID-19: How Hateful Extremists Are Exploiting the Pandemic
COVID-19 How hateful extremists are exploiting the pandemic July 2020 Contents 3 Introduction 5 Summary 6 Findings and recommendations 7 Beliefs and attitudes 12 Behaviours and activities 14 Harms 16 Conclusion and recommendations Commission for Countering Extremism Introduction that COVID-19 is punishment on China for their treatment of Uighurs Muslims.3 Other conspiracy theories suggest the virus is part of a Jewish plot4 or that 5G is to blame.5 The latter has led to attacks on 5G masts and telecoms engineers.6 We are seeing many of these same narratives reoccur across a wide range of different ideologies. Fake news about minority communities has circulated on social media in an attempt to whip up hatred. These include false claims that mosques have remained open during 7 Since the outbreak of the coronavirus (COVID-19) lockdown. Evidence has also shown that pandemic, the Commission for Countering ‘Far Right politicians and news agencies [...] Extremism has heard increasing reports of capitalis[ed] on the virus to push forward their 8 extremists exploiting the crisis to sow division anti-immigrant and populist message’. Content and undermine the social fabric of our country. such as this normalises Far Right attitudes and helps to reinforce intolerant and hateful views We have heard reports of British Far Right towards ethnic, racial or religious communities. activists and Neo-Nazi groups promoting anti-minority narratives by encouraging users Practitioners have told us how some Islamist to deliberately infect groups, including Jewish activists may be exploiting legitimate concerns communities1 and of Islamists propagating regarding securitisation to deliberately drive a anti-democratic and anti-Western narratives, wedge between communities and the British 9 claiming that COVID-19 is divine punishment state. -
Respondus Lockdown Browser & Monitor Remote Proctoring Is Available, but Not Recommended. Please Consider Alternative Assess
Respondus Lockdown Browser & Monitor Remote proctoring is available, but not recommended. Please consider alternative assessment strategies. If you absolutely cannot use alternatives, and want to move forward using Respondus Lockdown Browser, here are some aspects to consider to minimize the impact to your students: Definitions: • Respondus Lockdown Browser is an internet browser downloaded and installed by students, which locks down the computer on which they are taking the test so that students cannot open other applications or web pages. Lockdown Browser does not monitor or record student activity. • Respondus Monitor is an instructor-enabled feature of Respondus Lockdown Browser, which uses the students’ webcams to record video and audio of the exam environment. It also records the students’ computer screens. Instructors can view these recordings after the exam session is over. Considerations: • If Respondus Monitor is enabled, students must have a webcam to take the test. Be aware that many of your students may not have access to a webcam. You will need to offer an alternative assessment for students who do not have a webcam. o Students may not be asked to purchase a webcam for these exams, unless one was required as an initial expectation for the course. Requiring the purchase of additional materials not specified in the class description or original syllabus opens up a host of concerns, including but not limited to: student financial aid and ability to pay, grade appeals, and departmental policies. • Both Respondus Lockdown Browser and Respondus Monitor require a Windows or Mac computer. iPads require a specialized app, and are not recommended. -
Hospital Lockdown Guidance
Hospital Lockdown: A Framework for NHSScotland Strategic Guidance for NHSScotland June 2010 Hospital Lockdown: A Framework for NHSScotland Strategic Guidance for NHSScotland Contents Page 1. Introduction..........................................................................................5 2. Best Practice and relevant Legislation and Regulation ...................7 2.1 Best Practice............................................................................7 2.8 Relevant legislation and regulation ..........................................8 3. Lockdown Definition ..........................................................................9 3.1 Definition of site/building lockdown...........................................9 3.4 Partial lockdown .......................................................................9 3.5 Portable lockdown ..................................................................10 3.6 Progressive/incremental lockdown .........................................10 3.8 Full lockdown..........................................................................11 4. Developing a lockdown profile.........................................................12 4.3 Needs Analysis ......................................................................13 4.4 Critical asset profile................................................................14 4.9 Risk Management ..................................................................14 4.10 Threat and hazard assessment..............................................14 4.13 Lockdown threat -
In Silence Genesis 22 Some of Life's Deepest Mysteries Are Examined In
In Silence Genesis 22 Some of life’s deepest mysteries are examined in Bible stories. Through the centuries, for example, many have tried to make sense out of the narrative recorded in Genesis 22, one of the darkest, most difficult stories that humans have ever told each other. This account begins with a shout. It’s only one word long. Abraham is at home with his wife, his servants. We don’t know what he’s doing at this moment. It’s probably an ordinary day. When suddenly Abraham hears a voice. The voice says to him one word: “Abraham!” This is not just a voice. This is the voice of God, the Creator of the Universe calling to one man, to Abraham. Not for the first time, not at all. When Abraham was younger, God appeared to him and told him to leave his home, which Abraham did. And then God told Abraham to go to a strange land, which he did. And then God and Abraham exchanged promises, and made a covenant together, and God told Abraham to send his first son Ishmael away into the desert, which Abraham did. And then God told Abraham that he had a plan to destroy the people of Sodom and Gomorrah. This time Abraham argued with God. They went back and forth – Abraham and God. “Can’t we save those cities, or some people in those cities, or anyone in those cities?” Later God sent angels to tell of the coming of Isaac. So it wasn’t completely out of the ordinary when God came to where Abraham was and called to him. -
Religion and Realpolitik: Reflections on Sacrifice
University of Pennsylvania ScholarlyCommons Departmental Papers (ASC) Annenberg School for Communication 11-2014 Religion and Realpolitik: Reflections on Sacrifice Carolyn Marvin University of Pennsylvania, [email protected] Follow this and additional works at: https://repository.upenn.edu/asc_papers Part of the Communication Commons, Other Religion Commons, Political Science Commons, and the Sociology Commons Recommended Citation Marvin, C. (2014). Religion and Realpolitik: Reflections on Sacrifice. Political Theology, 15 (6), 522-535. https://doi.org/10.1179/1462317X14Z.00000000097 Preprint version. This paper is posted at ScholarlyCommons. https://repository.upenn.edu/asc_papers/375 For more information, please contact [email protected]. Religion and Realpolitik: Reflections on Sacrifice Abstract Enduring groups that seek to preserve themselves, as sacred communities do, face a structural contradiction between the interests of individual group members and the survival interests of the group. In addressing existential threats, sacred communities rely on a spectrum of coercive and violent actions that resolve this contradiction in favor of solidarity. Despite different histories, this article argues, nationalism and religiosity are most powerfully organized as sacred communities in which sacred violence is extracted as sacrifice from community members. The exception is enduring groups that are able to rely on the protection of other violence practicing groups. The argument rejects functionalist claims that sacrifice guarantees solidarity or survival, since sacrificing groups regularly fail. In a rereading of Durkheim’s totem taboo, it is argued that sacred communities cannot survive a permanent loss of sacrificial assent on the part of members. Producing this assent is the work of ritual socialization. The deployment of sacrificial violence on behalf of group survival, though deeply sobering, is best constrained by recognizing how violence holds sacred communities in thrall rather than by denying the links between them. -
“Racist, Sexist, Profane, and Violent”: Reinterpreting WWE's Portrayals of Samoans Across Generations
Utah State University DigitalCommons@USU All Graduate Plan B and other Reports Graduate Studies 8-2020 “Racist, Sexist, Profane, and Violent”: Reinterpreting WWE’s Portrayals of Samoans Across Generations John Honey Utah State University Follow this and additional works at: https://digitalcommons.usu.edu/gradreports Part of the American Popular Culture Commons Recommended Citation Honey, John, "“Racist, Sexist, Profane, and Violent”: Reinterpreting WWE’s Portrayals of Samoans Across Generations" (2020). All Graduate Plan B and other Reports. 1469. https://digitalcommons.usu.edu/gradreports/1469 This Report is brought to you for free and open access by the Graduate Studies at DigitalCommons@USU. It has been accepted for inclusion in All Graduate Plan B and other Reports by an authorized administrator of DigitalCommons@USU. For more information, please contact [email protected]. 1 2 Copyright © John B. Honey 2020 All Rights Reserved 3 ABSTRACT “Racist, Sexist, Profane, and Violent”: Reinterpreting WWE’s Portrayals of Samoans across Generations By John B. Honey, Master of Science Utah State University, 2020 Major Professor: Dr. Eric César Morales Program: American Studies This paper examines the shifting portrayals of Pacific Islanders in World Wrestling Entertainment (WWE) across three generations. As both a popular and historically racially problematic venue, WWE’s politically incorrect programming has played an underappreciated and under examined role in representing the USA. Although 4 many different groups have been portrayed by gross stereotypes in WWE, this paper uses the family of Dwayne “the Rock” Johnson—the Samoan Dynasty—as a case study. The WWE originally presented Pacific Islanders using the most offensive stereotypes, and the first two generations of the Samoan Dynasty had to “play Indian” or cosign onto gross representations of their people to be recognized by American audiences unfamiliar with representations of Pacific Islanders. -
Tartan Wrestling Philosophy
Tartan Wrestling Philosophy Mission Statement: The Tartan Wrestling Program believes there is more to life than athletics. It is our desire to develop not only great wrestlers, but great students and kids who demonstrate outstanding character. This program will measure its success not only in wins and losses, but also in our wrestlers’ abilities to have productive and successful lives. Wrestling Philosophy: Wrestling is a sport that requires more than talent. It takes physical and mental discipline as well as sound fundamentals. A Tartan wrestler should work relentlessly to maximize his potential in all of these areas. Although this staff teaches specific technical components of this sport, it is our belief that there is more than one way to wrestle. We work tirelessly to bring in an array of technique, giving each individual the best chance at personal success. There is however on area of wrestling that we believe is absolute. A Tartan wrestler must be a hard worker who strives to be in the best physical shape possible. We believe in the adage, “hard work beats talents, when talent doesn’t work hard.” Our expectations of our wrestlers are that they will out work their opponent each and every day. Our objective is to wear our opponent down so that we can physically break them. The third period should be our best, as our opponent fatigues and we are able to remain fundamentally sound due to superior conditioning. It is no accident when a Tartan wrestler wins a close match or a match in which they trailed. NEEDS AND VALUES OF WRESTLING The wrestling mat provides a constructive outlet for energies that are symptomatic of restless and uncertain teenagers. -
War and Sacrifice in the Post-9/11 Era
Social & Demographic Trends October 5, 2011 The Military-Civilian Gap War and Sacrifice in the Post-9/11 Era FOR FURTHER INFORMATION, CONTACT Pew Social & Demographic Trends Tel (202) 419-4372 1615 L St., N.W., Suite 700 Washington, D.C. 20036 www.pewsocialtrends.org PREFACE America’s post-9/11 wars in Afghanistan and Iraq are unique. Never before has this nation been engaged in conflicts for so long. And never before has it waged sustained warfare with so small a share of its population carrying the fight. This report sets out to explore a series of questions that arise from these historical anomalies. It does so on the strength of two nationwide surveys the Pew Research Center conducted in the late summer of 2011, as the 10th anniversary of the start of the war in Afghanistan approached. One survey was conducted among a nationally representative sample of 1,853 military veterans, including 712 who served on active duty in the period after the Sept. 11, 2001 terrorist attacks. The other was among a nationally representative sample of 2,003 American adults. The report compares and contrasts the attitudes of post-9/11 veterans, pre-9/11 veterans and the general public on a wide range of matters, including sacrifice; burden sharing; patriotism; the worth of the wars in Afghanistan and Iraq; the efficiency of the military and the effectiveness of modern military tactics; the best way to fight terrorism; the desirability of a return of the military draft; the nature of America’s place in the world; and the gaps in understanding between the military and civilians. -
Hospital Lockdown Resources
ASPR TRACIE Technical Assistance Request Request Receipt Date (by ASPR TRACIE): 14 January 2020 Response Date: 22 January 2020 Type of TA Request: Standard Request: The requestor asked for references, procedures, checklists, and plans related to a hospital lockdown. Response: A variety of incidents could necessitate a hospital implementing lockdown procedures, including active shooter incidents, hostage situations, patients/visitors/staff exhibiting threatening behavior, child abductions, and threats exterior to the facility, among others. ASPR TRACIE reviewed existing resources, including those in the Active Shooter and Explosives, Responder Safety and Health, and Workplace Violence Topic Collections, for examples related to hospital lockdowns. Previous technical assistance requests were also reviewed. ASPR TRACIE also searched for general information on lockdowns. Section I includes resources related to active shooter, hostage-taking, and other potentially violent incidents that include information on hospital lockdowns. Section II includes resources that are specifically focused on hospital lockdowns. I. Resources That Include Information on Hospital Lockdowns NOTE: The resources listed in Section I are checklists, templates, plans, and other written documents. The Topic Collections linked earlier in this response also include several videos demonstrating behaviors, including lockdown actions, that may be helpful to incorporate in training programs, scenario development, or other planning efforts. However, those videos are not listed in this Section. ASPR TRACIE. (2019). ASPR TRACIE-Developed Active Shooter Resources, and "Secure- Preserve-Fight" Model Articles. This ASPR TRACIE TA response provides links to ASPR TRACIE-developed resources specific to healthcare active shooter incidents. It also includes published articles related to the concept of a “secure-preserve-fight” model. -
Fight, Flight Or Lockdown Edited
Fight, Flight or Lockdown: Dorn & Satterly 1 Fight, Flight or Lockdown - Teaching Students and Staff to Attack Active Shooters could Result in Decreased Casualties or Needless Deaths By Michael S. Dorn and Stephen Satterly, Jr., Safe Havens International. Since the Virginia Tech shooting in 2007, there has been considerable interest in an alternative approach to the traditional lockdown for campus shooting situations. These efforts have focused on incidents defined by the United States Department of Education and the United States Secret Service as targeted acts of violence which are also commonly referred to as active shooter situations. This interest has been driven by a variety of factors including: • Incidents where victims were trapped by an active shooter • A lack of lockable doors for many classrooms in institutions of higher learning. • The successful use of distraction techniques by law enforcement and military tactical personnel. • A desire to see if improvements can be made on established approaches. • Learning spaces in many campus buildings that do not offer suitable lockable areas for the number of students and staff normally in the area. We think that the discussion of this topic and these challenges is generally a healthy one. New approaches that involve students and staff being trained to attack active shooters have been developed and have been taught in grades ranging from kindergarten to post secondary level. There are however, concerns about these approaches that have not, thus far, been satisfactorily addressed resulting in a hot debate about these concepts. We feel that caution and further development of these concepts is prudent. Developing trend in active shooter response training The relatively new trend in the area of planning and training for active shooter response for K-20 schools has been implemented in schools.