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Buy Nothing Day
LESSON PLAN Level: Grades 7 to 12 About the Author: Matthew Johnson, Director of Education, MediaSmarts Buy Nothing Day Overview In this lesson Buy Nothing Day is used as a jumping-off point to look at the role of consumerism in our lives and culture. Students learn the definition of consumerism and consider its benefits and drawbacks; as well as where and how they receive consumerist messages. Students list their own recent purchases and consider how many were needed as opposed to wanted. They are then introduced to Buy Nothing Day and discuss its purpose and merits. Finally, students imagine that Buy Nothing Day is a holiday on par with Christmas and plan either a pageant or television program to celebrate the event. Note: the Consumerism Diary activity is distributed to students the day before this class. Learning Outcomes Students will: • Define and debate the pros and cons of consumerism • Survey consumerist messages in their lives • Analyze their own purchases • Plan a pageant or television program Preparation and Materials Read and photocopy the following handouts: • Buy Nothing Day • What I Buy • Consumerism Diary If you would like more background on Buy Nothing Day, read the backgrounder at http://www.buynothingday.co.uk/? page_id=2. www.mediasmarts.ca 1 © 2012 MediaSmarts Buy Nothing Day ● Lesson Plan ● Grades 7 – 12 Procedure For all students: The day before, distribute the handout Consumerism Diary and ask students to fill it out for this class. What is consumerism? Write the word consumerism on the board and ask students if they know or can guess what it means. -
Yahotline 79 5.Pdf (583.6Kb)
Taking Action! of little importance to big corporations. Sarah Jones However, there is power in numbers and Every time a person makes decisions about the more people who boycott, the heavier how and where to spend money, s/he is the influence on the organization being exercising his/her power as a consumer. boycotted. Boycotting gives teens a way to There are several ways that teens can protest and state their beliefs. If they speak out against consumerism, raise boycott something, others may become awareness about consumerist media interested and take up the cause. messages, and make a difference in the way companies operate. Complaint Power Complaint power is another way in which Boycott Power consumers can influence companies to A boycott is the decision to abstain from change their practices. This method buying or dealing with a particular involves talking to a company directly, organization as a form of protest and/or either by phone, e-mail, or letter. Shari means of coercion. Teens may think that if Graydon suggests that writing a letter is the they boycott a particular product or best method of contacting a company company, their actions will make no because it is harder to throw away or difference because individually, each teen is ignore than an e-mail or phone message. A letter also takes more time than an email or phone call, indicating that the writer is serious about the message (Graydon 87). Again, there is always power in numbers, so the more letters a company receives; the more serious it will take the complaint. -
An Intentional Neurodiverse and Intergenerational Cohousing Community
An Intentional Neurodiverse and Intergenerational Cohousing Community Empowered by Autistic Voices Documented by: ASU team Contact: 612-396-7422 or [email protected] Meeting Agenda Project overview and updates (3-4:30PM) • Overview • Questions from audience • Fill out interest survey • Sign up for volunteer committees Working session (4:45-5:45PM) • Introductions – meet others interested in this community • Visioning exercise • Deeper dive into floor plans and financing • Discuss interest in long term commitments to the project and how to pool funds for land acquisition • Sign up for volunteer committees 2 About ASU ASU (Autism SIBS Universe) is a non-profit organization - 501c3 registered with IRS in 2018 founded by Autistics - support from peers, parents and community members Vision is to create sustainable neurodiverse communities where people with all types of abilities live together to support each other ASU Board members Mix of Autistics, parents and community members 3 Important When are a Neurodiverse community and we welcome people of all abilities We are an intentional community designed with Autistics in mind, but we are NOT an Autism or Disability only housing A community where there is something for everyone Naturally supported safe, trusted and sustainable living for ALL – Independent homes with easy access to COMMUNITY, less isolation, connected relationships, more fun, Healthier and more long term supports For families without Autism For Autistics and their - A GREAT opportunity to families – A safety net for live in a sustainable their children’s future. environment while Better support dealing supporting a neurodiverse with Autism and related community and vice versa challenges. More respite. -
Consumerism and Environmental Policy: Moving Past Consumer Culture
Consumerism and Environmental Policy: Moving Past Consumer Culture Bradley A. Harsch* CONTENTS Introduction ......................................................................... 544 I. Environmental Problems and Ways of Dealing With Th em ............................................................................ 548 A. Industrial Economy and the Environment ............... 548 B. Conventional Approaches to Addressing Environmental Problems ......................................... 550 C. Proposed Approaches to Addressing Environmental Problem s ................................................................ 552 1. Market-Based Approaches: Internalizing Externalities ...................................................... 553 2. Reducing Energy and Raw Material Input .......... 554 3. Proposed Approaches that Address Consum ption ..................................................... 554 II. Consum er Culture ........................................................ 555 A. The Historical Development and Critique of the Consum er Culture .................................................. 557 B. Definitive Aspects of Consumer Culture .................. 559 1. The Reification of Images .................................. 559 2. The Market as the Primary Means of Satisfying D esires .............................................................. 562 C. Advertising and Consumer Culture ......................... 566 1. Advertising and its Place in Society .................... 566 2. Our Incredulity ................................................. -
Religion, Ethics, and Poetics in a Tamil Literary Tradition
Tacit Tirukku#a#: Religion, Ethics, and Poetics in a Tamil Literary Tradition The Harvard community has made this article openly available. Please share how this access benefits you. Your story matters Citation Smith, Jason William. 2020. Tacit Tirukku#a#: Religion, Ethics, and Poetics in a Tamil Literary Tradition. Doctoral dissertation, Harvard Divinity School. Citable link https://nrs.harvard.edu/URN-3:HUL.INSTREPOS:37364524 Terms of Use This article was downloaded from Harvard University’s DASH repository, and is made available under the terms and conditions applicable to Other Posted Material, as set forth at http:// nrs.harvard.edu/urn-3:HUL.InstRepos:dash.current.terms-of- use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
Spanish Clinical Language and Resource Guide
SPANISH CLINICAL LANGUAGE AND RESOURCE GUIDE The Spanish Clinical Language and Resource Guide has been created to enhance public access to information about mental health services and other human service resources available to Spanish-speaking residents of Hennepin County and the Twin Cities metro area. While every effort is made to ensure the accuracy of the information, we make no guarantees. The inclusion of an organization or service does not imply an endorsement of the organization or service, nor does exclusion imply disapproval. Under no circumstances shall Washburn Center for Children or its employees be liable for any direct, indirect, incidental, special, punitive, or consequential damages which may result in any way from your use of the information included in the Spanish Clinical Language and Resource Guide. Acknowledgements February 2015 In 2012, Washburn Center for Children, Kente Circle, and Centro collaborated on a grant proposal to obtain funding from the Hennepin County Children’s Mental Health Collaborative to help the agencies improve cultural competence in services to various client populations, including Spanish-speaking families. These funds allowed Washburn Center’s existing Spanish-speaking Provider Group to build connections with over 60 bilingual, culturally responsive mental health providers from numerous Twin Cities mental health agencies and private practices. This expanded group, called the Hennepin County Spanish-speaking Provider Consortium, meets six times a year for population-specific trainings, clinical and language peer consultation, and resource sharing. Under the grant, Washburn Center’s Spanish-speaking Provider Group agreed to compile a clinical language guide, meant to capture and expand on our group’s “¿Cómo se dice…?” conversations. -
Climate Protest News Part 1
Democracy Now! Ahead of Copenhagen Talks, Tens of Thousands Protest Across Europe Calling for Climate Justice AMY GOODMAN: Here in Copenhagen, police have launched the largest police action in Denmark’s history. The New York Times reports an estimated $122 million is being spent to secure the city and fortify the Bella Center. The city of Copenhagen has turned an abandoned beer warehouse into a makeshift jail filled with three dozen steel cages, enough to hold some 350 prisoners. Meanwhile, the Danish parliament has passed a law to allow the police to preemptively arrest and detain anyone for up to twelve hours who they believe is likely to break the law in the near future. The Danish police were also given the power to jail protesters for up to forty days if they’re charged with hindering the police. While protests are expected to start later this week in Copenhagen, tens of thousands of people marched throughout Europe Saturday calling on world leaders to reach an agreement to reduce emissions here in Copenhagen. Protesters took to the streets in Belfast, Glasgow, Paris, Brussels, Berlin and London. The largest protest was in London, where organizers of the Stop Climate Chaos protest put the crowd total at about 50,000. Participants in the march included the former British Energy Secretary Ed Miliband and the former BBC weather presenter Michael Fish. http://www.democracynow.org/2009/12/7/ahead_of_copenhagen_talks_tens_of *** http://www.greenleft.org.au/2009/821/42226 Britain: Massive climate protest demands real deal at Copenhagen Lauren Carroll Harris, London 8 December 2009 *December 5 — “It feels like we're going to war”, I overheard one teenager say to his friend. -
Implications of the New Pipeline Debates for Environmental Justice in Canada Dayna Nadine Scott
Document generated on 09/30/2021 2:10 a.m. Revue générale de droit The Networked Infrastructure of Fossil Capitalism: Implications of the New Pipeline Debates for Environmental Justice in Canada Dayna Nadine Scott Justice environnementale et droits humains : comprendre les Article abstract tensions et explorer les possibilités A read of the critical geography literature on the concept of “networked Environmental Justice and Human Rights: Investigating the Tensions, infrastructures” generates two arguments in relation to the environmental Exploring the Possibilities justice implications of the new pipeline debates. First, the proposed Volume 43, Special Issue, 2013 coast-to-coast pipeline is likely to exacerbate existing environmental inequities in Canada. Conceiving of the crude oil in a pipeline as a material flow of URI: https://id.erudit.org/iderudit/1021210ar commodified nature demonstrates that, at the end of the pipe, inputs of labour, technology and capital are required to convert the crude into useable forms of DOI: https://doi.org/10.7202/1021210ar energy. This leads to a serious engagement with the communities at the ends of the proposed pipes. Here, I illustrate the type of analysis that is required with a See table of contents preliminary examination of the expected environmental health impacts from increased refinery emissions in Sarnia, Montréal and Saint John. Second, the notion that pipelines, despite their vital effects, are fixed and durable Publisher(s) installations of built infrastructure—lending a marked inertia to the routes they cement—produces intergenerational equity concerns in relation to fossil Éditions Wilson & Lafleur, inc. capitalism. These concerns are brought powerfully to the fore by activists under the banner of Idle No More. -
Towards Re-Localised and Resilient Food Systems: Challenges and Opportunities in Europe
Towards re-localised and resilient food systems: challenges and opportunities in Europe Michel Pimbert Centre for Agroecology and Food Security, Coventry University UK Local food initiatives growing in Europe • Local Food Systems - production, processing, trade and consumption of food occur in a defined reduced geographical area • Short Food Supply Chain - the number of intermediaries is minimised, the ideal being a direct contact between the producer and the consumer. Study of 84 different SFSCs in Europe (Kneafsey et al, 2013) • CSA and AMAPs • Sell mainly to local • farm shops, pick-your- and /or regional own schemes… markets • farmers' markets, shops • Products traded: fresh owned by farmers, fruit and vegetables, farm-based delivery animal products (meat, schemes, or through dairy), beverages one single trade • Urban-driven schemes intermediary have grown rapidly in • Farmer link with public recent years in procurement scheme comparison with rural SFSCs Social impacts Economic impacts • SFSCs and LFS favor • Benefits for rural the closer connection development and between farmers and economic regeneration consumers • LFS and SFSC - higher • Development of trust multiplier effect on local and social bonds - a economies than long sense of community chains, with impacts and of 'living-together’ also on maintaining local • Behavioral changes: employment, particularly eating habits with public in rural areas health effect (reduced • A higher share of value obesity) added is retained locally by producers Environmental impacts • Local: reduced GHG emissions associated with transportation • Seasonal: Reduced GHG emissions involved in storage • Ecological production methods: reduced GHG involved in production; reduced pesticide use, reduced soil and water pollution, enhanced biodiversity, minimum processing (reduces GHG in processing & storage) Towards re-localised food systems and circular economy models • Appropriate scale and technology e.g. -
A Guide to Serving Local Food on Your Menu1
A GUIDE TO SERVING LOCAL FOOD ON YOUR MENU Quick Tips to Serving Local Food on Your Menu: 1. Start small—during the growing season, replace foods that you already serve with the same product from local farmers. 2. Learn about local agriculture—visit farmers markets, call your Cooperative Extension office, and find out what organizations work with farmers in your area. See the Resources section of this Guide for suggestions on how to find farmers near you. 3. Visit each other—tour farms and invite farmers to your facility to gain better insight into how you can work together. 4. Work through your existing distributors—ask if they offer any local products and encourage them to do so or to do more. 5. Be patient—buying local can be rewarding yet challenging, so be flexible and set realistic expectations and goals. 6. Advertise—let your customers know what your are doing by labeling foods that come from local farms and tell stories about the products and their producers. A Guide to Serving Local Food on Your Menu1 INTRODUCTION The demand for fresh, local food has been growing rapidly in recent years, spurred by celebrity chefs, farmers’ markets, Buy Fresh, Buy Local campaigns, and other initiatives. Institutions of various kinds have begun to respond to this demand. In one well known example, the media attention received by the local foods project begun in one dining hall at Yale University has made other schools aware that serving fresh, local food can give them a competitive edge when recruiting students. As a result, many colleges and universities across the country have begun to feature their use of local foods. -
1 Individual Escapism Or Eco-Community: Selected
INDIVIDUAL ESCAPISM OR ECO-COMMUNITY: SELECTED CASES OF ECOVILLAGE INITIATIVES IN TURKEY A THESIS SUBMITTED TO THE GRADUATE SCHOOL OF SOCIAL SCIENCES OF MIDDLE EAST TECHNICAL UNIVERSITY BY EBRU ARICAN IN PARTIAL FULFILLMENT OF THE REQUIREMENTS FOR THE DEGREE OF DOCTOR OF PHILOSOPHY IN THE DEPARTMENT OF SOCIOLOGY APRIL 2014 1 Approval of the Graduate School of Social Sciences ____________________ Prof. Dr. Meliha Altunışık Director I certify that this thesis satisfies all the requirements as a thesis for the degree of Doctor of Philosophy. ____________________ Prof. Dr. Ayşe Saktanber Head of Department This is to certify that we have read this thesis and that in our opinion it is fully adequate, in scope and quality, as a thesis for the degree of Doctor of Philosophy. ____________________ Assoc. Prof. Dr. Helga Rittersberger-Tılıç Supervisor Examining Committee Members Prof. Dr. Ayşe Gündüz Hoşgör (METU, SOC) _____________________ Assoc. Prof. Dr. Helga Rittersberger-Tılıç (METU, SOC) _____________________ Assoc. Prof. Dr. Necmi Erdoğan (METU, ADM) _____________________ Assoc. Prof. Dr. Erdoğan Yıldırım (METU, SOC) _____________________ Assist. Prof. Dr. Ersan Ocak (Bilkent, COMD) _____________________ 1 PLAGIARISM I hereby declare that all information in this document has been obtained and presented in accordance with academic rules and ethical conduct. I also declare that, as required by these rules and conduct, I have fully cited and referenced all material and results that are not original to this work. Name, Last name: Ebru Arıcan Signature: iii ABSTRACT INDIVIDUAL ESCAPISM OR ECO-COMMUNITY: SELECTED CASES OF ECOVILLAGE INITIATIVES IN TURKEY Arıcan, Ebru PhD., Department of Sociology Supervisor: Assoc. Prof. Dr. Helga Rittersberger-Tılıç April 2014, 256 pages The aim of this study is to examine ecovillage initiatives in Turkey by focusing on green lifestyles and community strategies as agents of political change. -
Shannon Silva, M.F.A
Shannon Silva, M.F.A. University of North Carolina Wilmington [email protected] / (910) 962-2232 Education 2006 M.F.A. Film & Video Production, The University of Iowa 1997 B.F.A. Studio Art – Photography, Texas State University Academic Appointments 2013- Associate Professor, Film Studies, University of North Carolina Wilmington 2016-2018 Associate Chair, Film Studies, University of North Carolina Wilmington 2006-2013 Assistant Professor, Film Studies, University of North Carolina Wilmington 2002-2005 Graduate Student Instructor, Cinema and Comparative Literature, University of Iowa Course Taught at UNCW FST 201: Introduction to Film Production FST 451: Visions Film Festival and Conference FST 302: Intermediate Documentary Production Management FST 302: Intermediate Experimental Production FST 491: Independent Study in Film (various topics) FST 302: Intermediate Narrative Production FST 495: Senior Seminar: Documentary, Experimental or FST 330: Documentary Producing Animation Production FST 331: Introduction to Editing FST 495: Senior Seminar: Autobiographical Filmmaking FST334: 6x1 Experimental Filmmaking FST 497: Applied Post-Production Creative Work - In Progress Fall 2019 To Live in the Shadows: Horizontal Gene Transfer and the Evolution of Ferns (Director/Animator/Editor), short experimental animated documentary, in production Celebrating color and light while contemplating threatened erasure, fierce adaptability and ultimate survival through hand drawn, stop motion animation and an interview with Boyce Thompson Institute fern specialist, Fay-Wei Li. Est. 2020 Broger’s End (Producer/Casting Director), short narrative, in pre-production Directed by Tiffany Albright. A troubled couple retreats to the woods to reconnect, but when an apocalyptic event occurs they must choose between safe isolation and the unpredictable world outside.