TFG 2018 Global Report
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Women and Participation in the Arab Uprisings: a Struggle for Justice
Distr. LIMITED E/ESCWA/SDD/2013/Technical Paper.13 26 December 2013 ORIGINAL: ENGLISH ECONOMIC AND SOCIAL COMMISSION FOR WESTERN ASIA (ESCWA) WOMEN AND PARTICIPATION IN THE ARAB UPRISINGS: A STRUGGLE FOR JUSTICE New York, 2013 13-0381 ACKNOWLEDGMENTS This paper constitutes part of the research conducted by the Social Participatory Development Section within the Social Development Division to advocate the principles of social justice, participation and citizenship. Specifically, the paper discusses the pivotal role of women in the democratic movements that swept the region three years ago and the challenges they faced in the process. The paper argues that the increased participation of women and their commendable struggle against gender-based injustices have not yet translated into greater freedoms or increased political participation. More critically, in a region dominated by a patriarchal mindset, violence against women has become a means to an end and a tool to exercise control over society. If the demands for bread, freedom and social justice are not linked to discourses aimed at achieving gender justice, the goals of the Arab revolutions will remain elusive. This paper was co-authored by Ms. Dina Tannir, Social Affairs Officer, and Ms. Vivienne Badaan, Research Assistant, and has benefited from the overall guidance and comments of Ms. Maha Yahya, Chief, Social Participatory Development Section. iii iv CONTENTS Page Acknowledgements .................................................................................................................... iii Chapter I. INTRODUCTION .......................................................................................................... 1 II. GENDERING ARAB REVOLUTIONS: WHAT WOMEN WANT ......................... 2 A. The centrality of gender to Arab revolutions............................................................ 2 B. Participation par excellence: Activism among Arab women.................................... 3 III. CHANGING LANES: THE STRUGGLE OVER WOMEN’S BODIES ................. -
Dutchcu|Ture Photography in Turkey |
Centre for international DutchCu|ture | cooperation Photography in Turkey Version 2019 | Written by Refik Akyuz Photography in Turkey Version 2019 In 2011, SICA (the predecessor of DutchCulture) Acknowledgements produced a comprehensive mapping of the Turkish Written by Refik Akyuz based on 2011 mapping by cultural field. This mapping was written by local Selin Yilmaz. experts and edited by Teike Asselbergs and Chantal Hamelinck. The mapping was produce as a means to Edited by Chantal Hamelinck and Teike Asselbergs. promote cultural exchange between the Netherlands Proofread by Natasha Hay. and Turkey and as a starting point of the year 2012, which marked 400 years of Dutch – Turkish diplo- Commissioned by DutchCulture, centre for matic relations. The mapping was supported and international cooperation. produced in close co-operation with the Dutch public funds. Supported by the Ministry of Education, Culture and Science of the Netherlands. An update of these mappings was commissioned in 2018 by DutchCulture while working with the same editors. The existing mappings were revised and several new mappings were added. The updated mappings are focusing more on giving Dutch cultu- ral practitioners an insight into the Turkish cultural field and its infrastructure, and helping them get in contact with colleagues. This mapping is supported by the Ministry of Education, Culture and Science of the Netherlands. Page 2 Photography in Turkey Contents Summary 4 Introduction 6 Short history 7 Main trends and topics 10 Popular 12 Audiences 13 Sub-disciplines 14 Documentary photography 14 Contemporary photography 15 Commercial photography 16 Professional Groups and Associations 17 Educational institutions 18 Non-professionals 19 Youth and Photography 20 Venues 21 Festivals and Events 23 Prizes and grants 24 Financial situation 26 Critics and researchers 27 (Social) Media and Photography 28 Publishers 29 Resources 30 Facilities 31 Page 3 Photography in Turkey | Summary Photography in Turkey has a long history. -
On the Loose: a Guide to Life Online for Post-Secondary Students
on the loose A GUIDE TO LIFE ONLINE FOR POST-SECONDARY STUDENTS CANADA’S CENTRE FOR DIGITASUPPORTEDL AND MEDIA LITER BYACY LE CENTRE CANADIEN D’ÉDUCATION AUX MEDIAS ET DE LITTÉRATIE NUMÉRIQUE Now that you are a post-secondary student, whether you’re still at home or off on your own for the first time, you have a lot more freedom than you used to and that affects your online life too. This guide will help you get off on the right foot with tips on how The guide is divided into four sections: to deal with the ways that your classes and relationships have changed and new SURVIVING SCHOOL Addressing new challenges when using the challenges like managing your money and Internet for research in college or university. taking care of yourself when there’s nobody looking over your shoulder. We’ll also help you spot potential problems with tips and LET’S TALK ABOUT MONEY Ways to be a smart shopper and how to solutions for staying on top of things before protect yourself and your computer. they get out of control. OTHER PEOPLE PROBLEMS Managing your online relationships – with friends and more-than-friends. TAKING CARE OF YOURSELF Ways to take care of yourself when you’re dealing with stress, harassment, and other issues that can come with being online. Additionally, controlling your online profile. © 2016 MEDIASMARTS WWW.MEDIASMARTS.CA ON THE LOOSE: A GUIDE TO LIFE ONLINE FOR POST-SECONDARY STUDENTS 3 SURVIVING SCHOOL You’re not in high school anymore – there’s nobody holding your hand, looking over your shoulder, and bugging you to get your work done. -
2014 Annual Report
20 14 ANNUAL REPORT 20 14 ANNUAL REPORT ACCORDINGLY, WE BELIEVE THAT ALL HUMAN BEINGS ARE ENTITLED TO: HRF FREEDOM... ... of self-determination MISSION ... from arbitrary detainment or exile ... of association & OVERVIEW ... of speech and expression ... from slavery and torture ... from interference and coercion The Human Rights Foundation (HRF) is a in matters of conscience nonpartisan nonprofit organization that promotes and protects human rights globally, with a focus on closed societies. Our mission THE RIGHT... is to ensure that freedom is both preserved ... to be able to participate in the governments and promoted around the world. We seek, in of their countries particular, to sustain the struggle for liberty in ... to enter and leave their countries those areas where it is most under threat. ... to worship in the manner of their choice ... to equal treatment and due process under law ... to acquire and dispose of property 04 05 This year, HRF also launched ‘‘Speaking Freely,’’ a three-to-five-year legal research project that aims to expose the pervasive abuse of incitement and official defamation laws by authoritarian regimes, with the goal of encouraging international human rights courts to Letter from take a more robust stand for free speech. Through our various partnerships we were also able to provide tools and knowledge to human rights activists. We helped countless dissidents and journalists the President encrypt their sensitive information with tech firms Silent Circle and Wickr, taught human rights defenders how to ensure their digital and physical safety with a security firm, and, with the head of culture and trends at YouTube, brought together activists to learn how to create successful videos. -
The Struggle for Turkey's Internet
A Freedom House Special Report Embargoed until 12:00 a.m. EDT / 7:00 a.m. EEDT on August 27, 2014 The Struggle for Turkey’s Internet Embargoed until 12:00 a.m. EDT / 7:00 a.m. EEDT on August 27, 2014 Executive Summary 3 May 2013 - July 2014: 5 Turkey’s Long Year of Content Restrictions Online Infrastructure and Independence: 8 Why Turkey’s Telecommunications Sector Is Not Keeping Pace with Demand Can Pomegranates Replace Penguins? Social Media and 13 the Rise of Citizen Journalism in Turkey Endnotes 17 About the Authors Nate Schenkkan is a Program Officer Osman Coşkunoğlu is a former Aslı Tunç is professor of for Freedom House covering Turkey professor of industrial engineering communications and head of the Media and Central Asia. He is a co-author of and member of Turkish Parliament School at Bilgi University in Istanbul, Freedom House’s February 2014 report from 2002-2011, during which time he Turkey. She is co-author of a recent book Democracy in Crisis: Corruption, Media, received several awards for his work on in Turkish, Blogdan Al Haberi, on the and Power in Turkey. technological issues in parliament. impact of political news blogs on the future of journalism. Acknowledgments This report was made possible by support from the Swedish International Development Cooperation Agency (Sida). Special thanks to Adrian Shahbaz, Gigi Alford, and Ilana Ullman of Freedom House for their comments and feedback. Cover image: Protesters in Ankara demonstrate against new controls on the Internet approved by Turkish parliament February 8, 2014. REUTERS/Umit Bektas Embargoed until 12:00 a.m. -
Media and Digital Literacy Engaging and Empowering Youth Annual Report 09
MEDIA AND DIGITAL LITERACY ENGAGING AND EMPOWERING YOUTH ANNUAL REPORT 09 Table of Contents CHAIR’S MESSAGE ............................................................................................. 2 CO-EXECUTIVE DIRECTORS’ MESSAGE .................................................... 4 MEDIA AND DIGITAL LITERACY ................................................................. 7 MEDIA AWARENESS NETWORK ................................................................... 9 REACHING OUT .............................................................................................. 10 TACKLING THE ISSUES .................................................................................. 15 COLLABORATING ........................................................................................... 16 OUR TEAM ......................................................................................................... 20 BOARD OF DIRECTORS AND COMMITTEES ........................................... 21 SPONSORS ............................................................................................................. 25 AUDITOR’S REPORT ........................................................................................... 26 FINANCIAL SUMMARY ..................................................................................... 27 WWW.MEDIA-AWARENESS.CA CHAIR’S MESSAGE 2009 was marked by challenge and change: for the world, for Canada and for MNet. As a not-for- profit educational organization, we were swept up in the economic tsunami that impacted -
Algorithmic Awareness
ALGORITHMIC AWARENESS CONVERSATIONS WITH YOUNG CANADIANS ABOUT ARTIFICIAL INTELLIGENCE AND PRIVACY Algorithmic Awareness: Conversations with Young Canadians about Artificial Intelligence and Privacy This report can be downloaded from: mediasmarts.ca/research-policy Cite as: Brisson-Boivin, Kara and Samantha McAleese. (2021). “Algorithmic Awareness: Conversations with Young Canadians about Artificial Intelligence and Privacy.” MediaSmarts. Ottawa. Written for MediaSmarts by: Kara Brisson-Boivin, PhD Samantha McAleese MediaSmarts 205 Catherine Street, Suite 100 Ottawa, ON Canada K2P 1C3 T: 613-224-7721 F: 613-761-9024 Toll-free line: 1-800-896-3342 [email protected] mediasmarts.ca @mediasmarts This research was made possible by the financial contributions from the Office of the Privacy Commissioner of Canada’s contributions program. Algorithmic Awareness: Conversations with Young Canadians about Artificial Intelligence and Privacy. MediaSmarts © 2021 2 Table of Contents Key Terms .................................................................................................................................................... 4 Introduction ................................................................................................................................................. 6 Algorithms and Artificial Intelligence: ............................................................................................... 9 What We (Don't) Know ......................................................................................................................... -
Facebook Timeline
Facebook Timeline 2003 October • Mark Zuckerberg releases Facemash, the predecessor to Facebook. It was described as a Harvard University version of Hot or Not. 2004 January • Zuckerberg begins writing Facebook. • Zuckerberg registers thefacebook.com domain. February • Zuckerberg launches Facebook on February 4. 650 Harvard students joined thefacebook.com in the first week of launch. March • Facebook expands to MIT, Boston University, Boston College, Northeastern University, Stanford University, Dartmouth College, Columbia University, and Yale University. April • Zuckerberg, Dustin Moskovitz, and Eduardo Saverin form Thefacebook.com LLC, a partnership. June • Facebook receives its first investment from PayPal co-founder Peter Thiel for US$500,000. • Facebook incorporates into a new company, and Napster co-founder Sean Parker becomes its president. • Facebook moves its base of operations to Palo Alto, California. N. Lee, Facebook Nation, DOI: 10.1007/978-1-4614-5308-6, 211 Ó Springer Science+Business Media New York 2013 212 Facebook Timeline August • To compete with growing campus-only service i2hub, Zuckerberg launches Wirehog. It is a precursor to Facebook Platform applications. September • ConnectU files a lawsuit against Zuckerberg and other Facebook founders, resulting in a $65 million settlement. October • Maurice Werdegar of WTI Partner provides Facebook a $300,000 three-year credit line. December • Facebook achieves its one millionth registered user. 2005 February • Maurice Werdegar of WTI Partner provides Facebook a second $300,000 credit line and a $25,000 equity investment. April • Venture capital firm Accel Partners invests $12.7 million into Facebook. Accel’s partner and President Jim Breyer also puts up $1 million of his own money. -
Norwegian Helsinki Committee Annual Report 2012 Annual Report 2012
Norwegian Helsinki Committee Annual Report 2012 Annual Report 2012 Norwegian Helsinki Committee Established in 1977 The Norwegian Helsinki Committee (NHC) is a non-governmental organisation that works to promote respect for human rights, nationally and internationally. Its work is based on the conviction that documentation and active promotion of human rights by civil society is needed for states to secure human rights, at home and in other countries. NHC bases its work on international human rights instruments adopted by the United Nations, the Council of Europe, the Organisation of Security and Cooperation in Europe (OSCE), including the 1975 Helsinki Final Act. The main areas of focus for the NHC are the countries of Europe, North America and Central Asia. The NHC works irrespective of ideology or political system in these countries and maintains political neutrality. How wE work Human rigHts monitoring and reporting Through monitoring and reporting on problematic human rights situations in specific countries, the NHC sheds light on violations of human rights. The NHC places particular emphasis on civil and political rights, including the fundamental freedoms of expression, belief, association and assembly. On-site research and close co-operation with key civil society actors are our main working methods. The NHC has expertise in election observation and has sent numerous observer missions to elections over the last two decades. support of democratic processes By sharing knowledge and with financial assistance, the NHC supports local initiatives for the promotion of an independent civil society and public institutions as well as a free media. A civil society that functions well is a precondition for the development of democracy education and information Through education and information about democracy and human rights, international law and multicultural understanding, we work to increase the focus on human rights violations. -
Implementing a Digital Hub Strategy: Preservice Teacher and Faculty Perspectives
Implementing a Digital Hub Strategy: Preservice Teacher and Faculty Perspectives Michelle Schira Hagerman and Jessica Coleman Abstract An education professor and a preservice teacher candidate describe their respective insights on the design and implementation of the first iteration of an open, web-based professional portfolio project. The student’s lived experience shows that for some, a Digital Hub can be a useful tool for curation, reflection, and networking; survey data suggests that not all students see value in this work, however. The pedagogical, programmatic, and research implications of this project are discussed. Background The English-language Bachelor of Education (B.Ed.)1 program at the University of Ottawa prepares preservice teacher candidates for professional certification by the Ontario College of Teachers (OCT). In line with professional standards for the teaching profession (OCT, 2017), the Faculty of Education offers a rigorous, research-based program of professional preparation that equips new teachers with adaptive expertise (Timperley, 2012) that includes knowledges, skills, and ways of thinking essential to the design of learning experiences for diverse learners in complex and ever-evolving contexts of schooling in this province (Ng-A-Fook, Kane, Crowe, Karagiozis, & Hagerman, 2017). Before 2015, the consecutive B.Ed. program at UOttawa was completed in a single academic year, but in the fall of that year, new legislative mandates required all of Ontario’s Bachelor of Education programs to become four-semester programs (Government of Ontario, 2016; Petrarca & Kitchen, 2017). One of the most challenging problems to address through the B.Ed. redesign in our Faculty has been how to create learning experiences at scale that will equip all candidates to teach with diverse digital technologies for diverse purposes within a broader programmatic framework of teacher inquiry for building adaptive expertise (Ng-A-Fook et al., 2017; Timperley, 2012). -
Rewriting J-School
SPRING 2014 VOL. 68 NO. 2 Rewriting J-School Can educators connect the classroom to the newsroom? RAY WHITEHOUSE/MEDILL RAY Medill journalism students put their multimedia skills to work covering the 2012 presidential election Cover text from the 2001 (top) and 2014 (bottom) editions of “The Elements of Journalism.” An excerpt from the new edition, page 48 NIEMAN REPORTS EDITORIAL OFFICES Please address all subscription correspondence to: One Francis Avenue, Cambridge, The Nieman Foundation for Journalism at Harvard University MA 02138-2098, 617-496-6308, One Francis Avenue, Cambridge, MA 02138-2098 [email protected] and change of address information to: www.niemanreports.org P.O. Box 4951, Manchester, NH 03108 Copyright 2014 by the President and Fellows of Harvard College. ISSN Number 0028-9817 PUBLISHER EDITOR Periodicals postage paid at Boston, Massachusetts and additional entries Postmaster: Send address changes to Ann Marie Lipinski James Geary Nieman Reports P.O. Box 4951, SUBSCRIPTIONS/BUSINESS Manchester, NH 03108 SENIOR EDITOR RESEARCHER/REPORTER 617-496-6299, [email protected] Jan Gardner Jonathan Seitz Nieman Reports (USPS #430-650) Subscription $25 a year, $40 for two years; is published in March, June, September add $10 per year for foreign airmail. and December by the Nieman Foundation at Harvard DESIGN EDITORIAL ASSISTANCE Single copies $7.50. University, One Francis Avenue, Stacy Sweat Designs Isabel Campbell-Gross Back copies are available from the Nieman office. Cambridge, MA 02138-2098 Rebecca Mazur Jessie Schanzle SPRING 2014 VOL. 68 NO. 2 COVER 24 Rewrite Journalism education has come to the same ominous inflection point that journalism itself has reached—and the stakes are just as high. -
Engaging the Intersections of Equity and Technology in Teacher Education Instruction, Curriculum and Pedagogies Jamilee Baroud T
Running Head: ENGAGING THE INTERSECTIONS OF EQUITY AND TECHNOLOGY ENGAGING THE INTERSECTIONS OF EQUITY AND TECHNOLOGY IN TEACHER EDUCATION INSTRUCTION, CURRICULUM AND PEDAGOGIES JAMILEE BAROUD Thesis submitted to the University of Ottawa in partial Fulfillment of the requirements for the Doctorate in Philosophy Degree in Education Faculty of Education University of Ottawa © Jamilee Baroud, Ottawa, Canada, 2020 ENGAGING THE INTETERSECTIONS OF EQUITY AND TECHNOLOGY ii Abstract .......................................................................................................................................... v Acknowledgments ........................................................................................................................ vi Research Questions ................................................................................................................................. 3 Provincial Context: Definitions of Digital Literacy.............................................................................. 4 British Columbia. .................................................................................................................................. 4 Ontario. ................................................................................................................................................. 5 Chapter Summary ................................................................................................................................... 7 Chapter Two: Literature Review ...............................................................................................