Special Rapporteur on Extreme Poverty and Human Rights
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Cumulative Michigan Notable Books List
Author(s) Title Publisher Genre Year Abbott, Jim Imperfect Ballantine Books Memoir 2013 Abood, Maureen Rose Water and Orange Blossoms: Fresh & Classic Recipes from My Lebenese Kitchen Running Press Non-fiction 2016 Ahmed, Saladin Abbott Boom Studios Fiction 2019 Airgood, Ellen South of Superior Riverhead Books Fiction 2012 Albom, Mitch Have a Little Faith: A True Story Hyperion Non-fiction 2010 Alexander, Jeff The Muskegon: The Majesty and Tragedy of Michigan's Rarest River Michigan State University Press Non-fiction 2007 Alexander, Jeff Pandora's Locks: The Opening of the Great Lakes-St. Lawrence Seaway Michigan State University Press Non-fiction 2010 Amick, Steve The Lake, the River & the Other Lake: A Novel Pantheon Books Fiction 2006 Amick, Steve Nothing But a Smile: A Novel Pantheon Books Fiction 2010 Anderson, Godfrey J. A Michigan Polar Bear Confronts the Bolsheviks: A War Memoir: the 337th Field Hospital in Northern Russia William B. Eerdmans' Publishing Co. Memoir 2011 Anderson, William M. The Detroit Tigers: A Pictorial Celebration of the Greatest Players and Moments in Tigers' History Dimond Communications Photo-essay 1992 Andrews, Nancy Detroit Free Press Time Frames: Our Lives in 2001, our City at 300, Our Legacy in Pictures Detroit Free Press Photography 2003 Appleford, Annie M is for Mitten: A Michigan Alphabet Book Sleeping Bear Press Children's 2000 Armour, David 100 Years at Mackinac: A Centennial History of the Mackinac Island State Park Commission, 1895-1995 Mackinac Island State Historic Parks History 1996 Arnold, Amy & Conway, Brian Michigan Modern: Designed that Shaped America Gibbs Smith Non-fiction 2017 Arnow, Harriette Louisa Simpson Between the Flowers Michigan State University Press Fiction 2000 Bureau of History, Michigan Historical Commission, Michigan Department of Ashlee, Laura R. -
Pink Collar Work
September 2017 Pink collar work Gender and the Ohio workplace Lea Kayali Introduction Women are an essential part of the Ohio and national workforce. However, men consistently earn more than women. We call this wage disparity the gender pay gap. Improving jobs and compensation for women will boost our economy and provide more opportunity and security to women and their families. Husbands, sons and fathers depend on the salaries of women in their lives. Equal pay concerns all of us. Analysts cite several reasons for the gender wage gap. These include discrimination, differential compensation for jobs that have historically attracted men and women, occupational choice, level of labor force participation, and hours of work. This report provides an overview of the job market women face and considers these variables and the effect they have on the gap. Women in the workforce: An overview Women are a little less than half (48 percent) of Ohio’s workers.1 Men are more likely both to be in the labor force (68 percent) than women (57 percent) and to be employed (65 vs. 57 percent). Women comprise a far higher share of part-time workers than men do. It’s hard for families with children to send all adults into the workforce full time, so the lower-paid parent often works part time to manage more of the parenting. Figure 1 Ohio labor force statistics by gender, 2016 Source: EPI analysis of CPS Labor Force Data 1People are part of the workforce if they are working or are unemployed but actively seeking work. -
PROFESSOR of PRACTICE (Revised 9/18)
V-20 PROFESSOR OF PRACTICE (Revised 9/18) I. Definition Appointees in the Professor of Practice series are distinguished professionals, either practicing or retired. A few may have traditional academic backgrounds, but most do not. The working title of Professor of Practice helps promote the integration of academic scholarship with practical experience. Appointees provide faculty, undergraduate students, and graduate students with an understanding of the practical applications of a particular field of study. Professors of Practice teach courses, advise students, and collaborate in areas directly related to their expertise and experience. Appointment may be made as Professor of Practice or Visiting Professor of Practice. The underlying title of Adjunct Professor will be used for payroll purposes. II. Appointment and advancement criteria Evaluation of the candidate for appointment or advancement as Professor of Practice or Visiting Professor of Practice shall take into account the nature of the duties and responsibilities and shall adjust accordingly as to the emphasis placed on each of the following four criteria: 1. Professional competence and activity For appointments, departments must identify the candidate’s leadership in, and major contributions to, the field in question as well as document what credentials from practice he or she will bring to bear in teaching, research, and service. At the time of review, the department must demonstrate the appointee’s continued record of exemplary professional practice and leadership in the field. 2. Teaching contributions Professors of practice will design and teach undergraduate and graduate courses based on their expertise. Appointees are expected to teach primarily in professional programs at the graduate level. -
Slavery and Reparative Justice by Professor Sir Geoff Palmer British Slavery in the West Indies Was Chattel Slavery and Was Lega
Slavery and Reparative Justice by Professor Sir Geoff Palmer British slavery in the West Indies was Chattel Slavery and was legal. This slavery was supported by a Slave Trade which was abolished in 1807. One important aspect of the abolition of the slave trade was that the powerful Scottish politician Henry Dundas proposed successfully in Parliament in 1792 that this trading in slaves should be “gradually” abolished. This prolonged the Slave Trade for another 15 years during which time about 630,000 African people were transported into slavery. There were about 800,000 British Slaves in the West Indies when slavery was finally abolished in 1838. About 30% of the slave plantations in the British West Indies were owned by Scots. There is now significant evidence of Scotland’s involvement in this slavery. It is worth noting that documents such as the Jamaica Telephone Directory contain a significant number of Scottish surnames. Many place names in Jamaica are Scottish in origin and the flags of Jamaica and Scotland are of the same design. The year 2007 was the 200 th anniversary of the abolition of the Slave Trade. Since this date there has been a significant growth in interest in this slavery. Evidence seems to suggest that many Scottish people were not aware of the extent to which Scotland was involved in the practice of British slavery in the West Indies. It is this ‘public interest’ that has induced institutions to adopt a more serious approach to the study of Chattel Slavery. This extends from schools to universities to national and international organisations. -
Criteria for Promotion to the Rank of Teaching Professor Teaching
Criteria for Promotion to the rank of Teaching Professor Teaching excellence beyond Senior Lecturer Since senior lecturers are required to stay current in their discipline and pedagogy, but not required to seek promotion to Teaching Professor, the evidence supporting promotion should go beyond the excellent teaching typically expected of a senior lecturer. To qualify as a Teaching Professor, the candidate must have a record of accomplishment that advances the teaching mission of Indiana University. The criteria for granting long-term contracts after a probationary period shall be analogous to the criteria for granting tenure, except that lecturers shall earn the right to a long-term contract on the basis of their excellence only in those responsibilities that may be assigned to them. Each school will establish procedures and specific criteria for review of individuals concerning the renewal of long-term contracts or their equivalent.1 Promotion to Senior Lecturer or higher is based on continued improvement in and demonstration of excellence in teaching or service, with at least satisfactory performance in the remaining area.2 The dossier should convincingly substantiate a case in accordance both with the criteria in the Indiana University Academic Handbook and with any approved unit promotion and tenure guidelines. Promotion to Teaching Professor is analogous to being promoted from Associate to Full Professor. While no specific distinctions are made between being promoted to Associate Professor, to Professor, to Senior Lecturer or to Teaching Professor, higher levels of promotion will expect greater demonstrated achievement— in merit and in impact. However, what indicates excellence—for example, in research for a person seeking promotion to associate professor—is quantitatively and qualitatively different from what is expected of a person seeking promotion to professor.3 Lecturers are academic appointees whose primary responsibility is teaching. -
The Trouble with the Creative Class
‘creative’ in the traditional sense – that is, who produce the art The trouble with the and music that attracts the creative class – are as poor as they Creative Class ever were. A recent Australia Council report (called Don’t give up your day job) says that very few artists in Australia earn high incomes and that most earn very low incomes. Half Australia’s Kate Shaw artists have a creative income of less than $7,300 a year You’ve probably come across the ‘uber-cool’ Richard Florida, (Throsby and Hollister 2003). Provision of what they’ve always American economics professor, and his ‘creative class’ thesis needed – cheap space to live and work – which can only be by now – it’s hard not to, with governments all over the world done systematically in a gentrifying city by government, will falling over themselves to pay his minimum US $10,000 support Melbourne’s claim to creative city status. speaking fee. Here’s an extract from his visit to Melbourne in The self-congratulatory claims made by the current State December 2004: Smith Street, Collingwood – diverse and pumping. Docklands – where’s the people?. Government are, really, largely unwarranted. Much of what Professor Florida: I think it’s obvious what you have done here Florida admired in his 2004 visit – Melbourne Docklands, the is truly amazing. vibrant mix of uses in the city, the cafés and bars – were He ranks cities throughout the world on the creativity index, • What’s going on: the vibrancy of street life, café culture, arts, delivered under the Kennett Government. -
Lisey's Story
LISEY’S STORY ABOUT THE BOOK IN BRIEF: Lisey Landon is the woman behind bestselling novelist Scott Landon - not that the world knows it. For twenty- five years she has been the light to his dark, and as his wife, she was the only one who saw the truth behind the public face of the famous author - that he was a haunted man whose bestselling novels were based on a terrifying reality. Now Scott is dead, Lisey wants to concentrate on the memories of the man she loved. But the fans and academics have a different idea, determined to pull his dark secrets into the light. IN DETAIL: King has written about writers several times before, but this is the first time he has switched focus to the writer’s wife. This allows him to explore career-long interests in a fascinating new way. As with Jack Torrance in The Shining, it’s not entirely clear whether writing is a ‘healthy’ process for Scott Landon, but it’s undoubtedly a necessary one, allowing him to deal with his disturbing life and unusual way of looking at the world. Scott Landon is a successful author (he’s won the Pulitzer and the National Book Award), and as in Misery he has problems with obsessive fans. This causes trouble in his life (when a fan shoots him), and after his death, as an academic is so desperate to get his hands on Landon’s unpublished work that he takes to threatening Lisey. But Lisey can take of herself. The novel goes on to explores Lisey’s life after Scott’s death, but it is also details the twenty-five years of their relationship, and the family secrets that have bonded the couple together. -
1 Understanding Historical Change: Rome HIST 1220.R21, Summer
Understanding Historical Change: Rome HIST 1220.R21, Summer 2016 Adjunct Professor Matthew Keil, PhD TWR 9:00 AM – 12:00 PM Dealy Hall 202, Rose Hill Email: [email protected] [email protected] (preferred) Web: MagisterKeil.com Office Hours by appointment in Faculty Memorial Hall , 428D Course Overview and Scope Within the ever-fractious saga of European history, ancient Rome looms unchallenged as the continent’s greatest period of unity and stability. At its zenith in the second century AD, the Roman Empire stretched from Hadrian’s Wall in Northern England to the Euphrates River in Syria, and from the Black Sea in the East to the Atlantic Ocean in the West. So tremendous in fact was the achievement of Rome in creating and sustaining this enormous empire that the very notion of Rome has left an indelible mark on all subsequent nations which are bearers of Western civilization. European rulers as far apart in time as Charlemagne, Napoleon, and Hitler have all consciously sought to position their respective dominions in relation to the Roman exemplar, and indeed the historical precedent for this positioning was first laid by the immediate successors to Rome's empire, the "barbarian" tribes who laid it waste, yet who nevertheless often called themselves Romans; after them, and for most of its subsequent history, Europe has seen some form of the Holy Roman Empire. It was not just in Europe, however, but also on the continents of Africa and Asia that Roman subjects swore their obedience to a single political system, acquiesced to the jurisprudence of a single law-code, and sought entrance into a single, distinct cultural community, despite their own often deep linguistic, religious, and regional diversity. -
The American Middle Class, Income Inequality, and the Strength of Our Economy New Evidence in Economics
The American Middle Class, Income Inequality, and the Strength of Our Economy New Evidence in Economics Heather Boushey and Adam S. Hersh May 2012 WWW.AMERICANPROGRESS.ORG The American Middle Class, Income Inequality, and the Strength of Our Economy New Evidence in Economics Heather Boushey and Adam S. Hersh May 2012 Contents 1 Introduction and summary 9 The relationship between a strong middle class, the development of human capital, a well-educated citizenry, and economic growth 23 A strong middle class provides a strong and stable source of demand 33 The middle class incubates entrepreneurs 39 A strong middle class supports inclusive political and economic institutions, which underpin growth 44 Conclusion 46 About the authors 47 Acknowledgements 48 Endnotes Introduction and summary To say that the middle class is important to our economy may seem noncontro- versial to most Americans. After all, most of us self-identify as middle class, and members of the middle class observe every day how their work contributes to the economy, hear weekly how their spending is a leading indicator for economic prognosticators, and see every month how jobs numbers, which primarily reflect middle-class jobs, are taken as the key measure of how the economy is faring. And as growing income inequality has risen in the nation’s consciousness, the plight of the middle class has become a common topic in the press and policy circles. For most economists, however, the concepts of “middle class” or even inequal- ity have not had a prominent place in our thinking about how an economy grows. This, however, is beginning to change. -
SPEAKER BIOGRAPHY Richard Florida Director & Professor Of
SPEAKER BIOGRAPHY Richard Florida Director & Professor of Business and Creativity, Martin Prosperity Institute Rotman School of Management, University of Toronto Richard Florida is author of the global best-seller The Rise of the Creative Class. His latest book, Who's Your City? also a national and international best seller, was an amazon.com book of the month. He is author of The Flight of the Creative Class and Cities and the Creative Class. His previous books, especially The Breakthrough Illusion and Beyond Mass Production, paved the way for his provocative looks at how creativity is revolutionizing the global economy. Florida is a regular correspondent for the Atlantic Monthly and a regular columnist for The Globe and Mail. He has written for The New York Times, The Wall Street Journal, The Washington Post, The Boston Globe, The Economist, and The Harvard Business Review. He has been featured as an expert on MSNBC, CNN, BBC, NPR and CBS, to name just a few. Richard has also been appointed to the Business Innovation Factory's Research Advisory Council and recently named European Ambassador for Creativity and Innovation. Florida’s ideas on the “creative class,” commercial innovation, and regional development have been featured in major ad campaigns from BMW and Apple, and are being used globally to change the way regions and nations do business and transform their economies. Florida is one of the world’s leading public intellectuals on economic competitiveness, demographic trends, and cultural and technological innovation. International diplomats, government leaders, filmmakers, economic development organizations and leading Fortune 100 businesses have benefited from his global approach to problem-solving and strategy development. -
Univerzita Palackého V Olomouci Filozofická Fakulta
UNIVERZITA PALACKÉHO V OLOMOUCI FILOZOFICKÁ FAKULTA KATEDRA ANGLISTIKY A AMERIKANISTIKY Veronika Glaserová The Importance and Meaning of the Character of the Writer in Stephen King’s Works Diplomová práce Vedoucí práce: PhDr. Matthew Sweney, Ph.D. Olomouc 2014 Olomouc 2014 Prohlášení Prohlašuji, že jsem tuto diplomovou práci vypracovala samostatně pod odborným dohledem vedoucího práce a uvedla jsem předepsaným způsobem všechny použité podklady a literaturu. V Olomouci dne Podpis: Poděkování Děkuji vedoucímu práce za odborné vedení práce, poskytování rad a materiálových podkladů k práci. Contents Introduction ....................................................................................................................... 6 1. Genres of Stephen King’s Works ................................................................................. 8 1.1. Fiction .................................................................................................................... 8 1.1.1. Mainstream fiction ........................................................................................... 9 1.1.2. Horror fiction ................................................................................................. 10 1.1.3. Science fiction ............................................................................................... 12 1.1.4. Fantasy ........................................................................................................... 14 1.1.5. Crime fiction ................................................................................................. -
Testing a Theory of Modern Slavery
Testing a Theory of Modern Slavery Kevin Bales1 Introduction It is a simple yet potent truth that slavery is a relationship between (at least) two people. Like other common and patterned relationships in human societies, slavery takes various forms and achieves certain ends. The ends or outcomes of slavery tend to be more similar across time and cultures, the forms less so. The different outcomes of slavery are exploitative in nature: appropriation of labor for productive activities resulting in economic gain, use of the enslaved person as an item of conspicuous consumption, sexual use of an enslaved person for pleasure and procreation, and the savings gained when paid servants or workers are replaced with unpaid and unfree workers. Any particular slave may fulfill one, several, or all of these outcomes for the slaveholder. While the outcomes of slavery tend to be similar, the forms of enslavement are more varied. There is a core of central attributes that define a relationship as slavery, but these attributes are embedded in a wide variety of forms reflecting cultural, religious, social, political, ethnic, commercial, and psychological influences and combinations of these influences. The mix of influences that dictate the form of any particular slave/slaveholder relationship may be unique, but follow general patterns reflective of the community and society in which that relationship exists. This is part of the challenge of understanding slavery both historically and today – to parse out the underlying attributes shared by all forms of slavery and to analyze and understand the dynamic and various forms slavery can take in individual cases.