...The Dirty Thirties and the Emergence Of Canadian Social Assistance Grade 10 Academic-CHC2D Dec. 12, 2011 By: Kate Raatzs, Archana Selvaragan and Jennifer Joseph Table of Contents Task Page Design Plan Statement 1 Course Outline 2-5 Unit Overview 6 Unit Calendar 7-8 Enduring Understandings/Essential Questions 9-10 Lesson Summaries: a) Causes of Economic Troubles 11 b) Population Changes and Immigration 12-14 c) Technology of the 1930s 15 d) Life in the 1930s 16 e) On-To-Ottawa and Social Unrest 17 f) Social Assistance Programs 18 g) Then and Now Review Lesson 19-21 h) Then and Now Round Table Assignment 22-23 Appendix A: Round Table Discussion Handout 24 Rubric for Round Table Discussion and other Assessment ideas 25-28 Topic Organizer 29-31 Speech Planner 32 Design Process Statement Our group initially decided to work together because each of us was specifically interested in developing lessons for Grade 10 Canadian History – Academic. Some of us wanted to develop our understanding of the curriculum itself, while others wanted to focus on working with students of this age. After reviewing the curriculum...
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...The Project Gutenberg EBook of On the Duty of Civil Disobedience by Henry David Thoreau This eBook is for the use of anyone anywhere at no cost and with almost no restrictions whatsoever. You may copy it, give it away or re-use it under the terms of the Project Gutenberg License included with this eBook or online at www.gutenberg.net Title: On the Duty of Civil Disobedience Author: Henry David Thoreau Release Date: 12 June 2004 [EBook #71] [Last updated: May 3, 2011] Language: English Character set encoding: ASCII *** START OF THE PROJECT GUTENBERG EBOOK, ON THE DUTY OF CIVIL DISOBEDIENCE *** Typed by Sameer Parekh (zane@ddsw1.MCS.COM) On the Duty of Civil Disobedience by Henry David Thoreau [1849, original title: Resistance to Civil Goverment] I heartily accept the motto, "That government is best which governs least"; and I should like to see it acted up to more rapidly and systematically. Carried out, it finally amounts to this, which also I believe—"That government is best which governs not at all"; and when men are prepared for it, that will be the kind of government which they will have. Government is at best but an expedient; but most governments are usually, and all governments are sometimes, inexpedient. The objections which have been brought against a standing army, and they are many and weighty, and deserve to prevail, may also at last be brought against a standing government. The standing army is only an arm of the standing government...
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...Ryan (howard@netwood.net) Preface 2 Part I 1 2 3 4 5 6 7 Problems of Nonviolent Theory Nonviolent Philosophy 6 Moral View: Violence Itself Is Wrong 9 Practical View: Violence Begets Violence 13 Nonviolent Theory of Power 21 Voluntary Suffering 24 Common Nonviolent Arguments 34 A Class Perspective 49 Part II 8 9 10 11 12 13 14 15 16 Gandhi: A Critical History Father of Nonviolence 56 Satyagraha in South Africa 59 Textile Strike 66 Noncooperation Movement 1919-22 70 Religious Conflicts 80 Salt Satyagraha 87 Congress Ministries 97 The War Years 101 Independence and Bloodshed 111 Part III 17 18 19 20 Nonviolence in the Anti-Nuclear Movement Nonviolent Direct Action 120 Consensus Decision Making 123 Open, Friendly, and Respectful 136 Civil Disobedience 142 Epilogue 151 Notes 154 ©2002 by Howard Ryan. All rights reserved. Readers have my permission to use and distribute for non-profit and educational purposes. Critique of Nonviolent Politics 2 Preface (2002) Critique of Nonviolent Politics may be the only comprehensive critique of nonviolent theory that has been written. I wrote it between 1980 and 1984, while living in Berkeley, California. Since 1977, I had been active in the movement against nuclear power and weapons which, in California, focused its protests at the Diablo Canyon Nuclear Plant near San Luis Obispo, and at the University of California's Lawrence Livermore Labs where nuclear weapons are designed. Nonviolence was the prevailing political theory in the movement...
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...The iDeal Reader Henry David Thoreau, ‘‘The Battle of the Ants’’ © The McGraw−Hill Companies, 2000 Henry David Thoreau (1817–1862), transcendentalist essayist, naturalist, editor, and social critic, was born David Henry Thoreau in Concord, Massachusetts. Thoreau graduated from Harvard University and taught briefly at a school in Concord but resigned rather than be expected to strike his students. He ran his own school from 1838 to 1841, teaching Latin, Greek, and science. In 1938 Thoreau also began lecturing, which he continued intermittently, often emphasizing his strong opposition to slavery, but his message was not always well received. Thoreau began his lifelong friendship with Ralph Waldo Emerson when he tutored Emerson’s brother William in 1843 on Staten Island, boarding with Emerson and his wife. He helped Emerson edit the Transcendentalist magazine The Dial. Thoreau kept a journal at Emerson’s urging, which aided him in his writing. He took a canoe trip with his brother John during the first two weeks of September 1839, which experience he transformed into a volume of poems and essays entitled A Week on the Concord and Merrimac Rivers (1849). While he published 1000 copies himself, only about 300 sold. On July 4, 1845 Thoreau moved into a cabin on the shores of Walden Pond, on land belonging to Emerson, about two miles from Concord, and lived there alone for over two years. Thoreau condensed this outdoor life as if it were a single year in his...
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...Introduction Mahatma Gandhi has been a distinctive leader throughout his lifetime. His leadership characteristics have been recognized, analyzed and praised all around the world. He has become a prime example of a successful leader. In this research paper, I will pick certain theories to analyze Gandhi’s leadership. Then I will choose a “leader” from my circle of family, my mother, and examine her leadership using the same criteria. The purpose of the comparison is to recognize key leadership attributes and behaviors and establish an understanding of the importance of certain fundamentals of leadership. As I was beginning to research information on the topics of leadership and the basic ideas of it, I realized that I agreed with a lot of theories and opinions. However, I decided to take some key ideas and formulate my own definition of leadership that fits my perceptions of life, my cultural beliefs, my background and my personality. In my view, in order to be a leader one must have an open mind. One must have the ability to view situations from different perspectives. One must be able to think logical and free of clichés and acknowledge all advantages and disadvantages for all parties involved. In order to practice those characteristics one must get to know the players of the situation, one must get to know their mindset and their reasoning for action. What inspired me most about Gandhi, and which is also considered his most distinguishable and memorable trait, is that he...
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...disillusioned by what he considered the arrogance and ignorance of his fellow students. He decided that his true calling was to serve God and his country as an author and poet. Inspired by Roman poets of antiquity, and particularly Virgil, Milton aspired to create a great epic poem in the English language. He considered two other distinctly British topics for his epic—the story of King Arthur and his Knights of the Round Table, and the military exploits of the general Oliver Cromwell—before settling on the Biblical story of Adam and Eve and their fall from God’s grace through disobedience. Milton was politically active throughout his life, and was outspoken in his beliefs against monarchy. After the execution of King Charles in 1648, Milton wrote pamphlets in support of the new parliament. Milton suffered from degenerative eyesight; his blindness became total in 1652. In spite of this, he worked as a civil servant under Cromwell’s protectorate, which governed Britain from 1653 to 1658. When Cromwell died and the monarchy was restored,...
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...LEVIATHAN, or The Matter, Form, & Power of a COMMON-WEALTH ECCLESIASTICAL AND CIVIL By THOMAS HOBBES London,1651 AMERICAN UNIVERSITY OF BEIRUT THE INTRODUCTION PART I 1 OF MAN Ch. I Of SENSE 2 Ch. 2 Of IMAGINATION 2 Ch. 5 Of REASON, and SCIENCE 3 Ch. 6 Of [...] the PASSIONS 7 Ch. 8 Of the VIRTUES Commonly Called INTELLECTUAL […] 9 Ch. 10 Of POWER, WORTH, DIGNITY, HONOUR and WORTHINESS 10 Ch. 11 Of the Difference of MANNERS 11 Ch. 13 Of the NATURAL CONDITION of MANKIND 13 Ch. 14 Of the First and Second NATURAL LAWS and of CONTRACTS 15 Ch. 15 Of Other Laws of Nature 18 Ch. 16 Of PERSONS, AUTHORS, and Things Personated 21 PART II OF COMMONWEALTH Ch. 17 Of the Causes, Generation, and Definition of a COMMONWEALTH 22 Ch. 18 Of the RIGHTS of Sovereigns by Institution 24 Ch. 20 Of Dominion PATERNAL and DESPOTICAL 27 Ch. 21 Of the LIBERTY of Subjects 30 Ch. 26 Of CIVIL LAWS 33 Ch. 30 Of the OFFICE of the Sovereign Representative 34 [ PART III OF A CHRISTIAN COMMONWEALTH [ PART IV OF THE KINGDOM 0F DARKNESS [ A REVIEW and CONCLUSION ] Chapters 32-43 ] Chapters 44-47 ] THE INTRODUCTION Nature (the art whereby God hath made and governs the world) is by the art of man, as in many other things, so in this also imitated, that it can make an artificial animal. For seeing life is but a motion of limbs, the beginning whereof is in some principal...
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...Resources for Teaching Prepared by Lynette Ledoux Copyright © 2007 by Bedford/St. Martin’s All rights reserved. Manufactured in the United States of America. 2 1 f e 0 9 d c 8 7 b a For information, write: Bedford/St. Martin’s, 75 Arlington Street, Boston, MA 02116 (617-399-4000) ISBN-10: 0–312–44705–1 ISBN-13: 978–0–312–44705–2 Instructors who have adopted Rereading America, Seventh Edition, as a textbook for a course are authorized to duplicate portions of this manual for their students. Preface This isn’t really a teacher’s manual, not, at least, in the sense of a catechism of questions and correct answers and interpretations. Because the questions provided after each selection in Rereading America are meant to stimulate dialogue and debate — to generate rather than terminate discourse — they rarely lend themselves to a single appropriate response. So, while we’ll try to clarify what we had in mind when framing a few of the knottier questions, we won’t be offering you a list of “right” answers. Instead, regard this manual as your personal support group. Since the publication of the first edition, we’ve had the chance to learn from the experiences of hundreds of instructors nationwide, and we’d like to use this manual as a forum where we can share some of their concerns, suggestions, experiments, and hints. We’ll begin with a roundtable on issues you’ll probably want to address before you meet your class. In the first section of this manual, we’ll discuss approaches to...
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...MANU/SC/0131/2012 Equivalent Citation: 2012(3)ALT(Cri)91, 2012CriLJ3516, 2012(1)Crimes241(SC), 2012(2)J.L.J.R.91, (2012)2MLJ32(SC), 2012(2)PLJR217, 2012(2) SCALE682, (2012)5SCC1 IN THE SUPREME COURT OF INDIA Suo Motu Writ Petition (Crl.) No. 122 of 2011 (Under Article 32 of The Constitution of India) Decided On: 23.02.2012 Appellants: Ramlila Maidan Incident Vs. Respondent: Home Secretary, Union of India (UOI) and Ors. Hon'ble Judges/Coram: Swatanter Kumar and Balbir Singh Chauhan, JJ. Counsels: For Appearing Parties: P.P. Malhotra, ASG, Rajeev Dhavan, Amicus Curiae, Ram Jethmalani, P.H. Parekh, Sr. Advs., Udita Singh, L.R. Singh, Shubhranshu Pedhi, Anil Katiyar, Lata Krishnamurti, Balajji Subramanian, Manu Sharma, Karan Kalia, Pranav Diesh, Sanjay Jain, Vikas Garg, B.K. Prasad, Siddhartha Dave, Shailender Sharma, S.N. Terdal, D.P. Mohanty, Subhasree Chatterjee, Anand Shankar Jha, Ekansh Misra, Advs. for Parekh and Co., Kamini Jaiswal, Shomila Bakshi, Abhimanyu Shrestha and Kumud L. Das, Advs. Subject: Constitution Subject: Criminal Acts/Rules/Orders: Constitution of India (44th Amendment) Act, 1979; Constitution of India (First Amendment) Act, 1951; Constitution of India (Sixteenth Amendment) Act, 1963; Right of Children to Free and Compulsory Education Act, 2010; Constitution of India (Forty-Second Amendment) Act, 1976; Bombay Police Act, 1951 - Section 33(1); Delhi Police Act, 1978 - Section 17(1), Delhi Police Act, 1978 - Section 28, Delhi Police Act, 1978 - Section 29, Delhi...
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...1. LETTER TO ADDITIONAL SECRETARY, HOME DEPARTMENT, GOVERNMENT OF INDIA DETENTION C AMP, January 27, 1944 ADDITIONAL S ECRETARY TO THE GOVERNMENT OF INDIA (HOME DEPARTMENT) NEW DELHI SIR, Some days ago Shri Kasturba Gandhi told the Inspector-General of prisons and Col. Shah that Dr. Dinshaw Mehta of Poona be invited to assist in her treatment. Nothing seems to have come out of her request. She has become insistent now and asked me if I had written to the Government in the matter. I, therefore, ask for immediate permission to bring in Dr. Mehta. She has also told me and my son that she would like to have some Ayurvedic physician to see her. 1 I suggest that the I.G.P. be authorized to permit such assistance when requested. 2. I have no reply as yet to my request2 that Shri Kanu Gandhi, who is being permitted to visit the patient every alternate day, be allowed to remain in the camp as a whole-time nurse. The patient shows no signs of recovery and night-nursing is becoming more and more exacting. Kanu Gandhi is an ideal nurse, having nursed the patient before. And what is more, he can soothe her by giving her instrumental music and by singing bhajans. I request early relief to relieve the existing pressure. The matter may be treated as very urgent. 3. The Superintendent of the camp informs me that when visitors come, one nurse only can be present. Hitherto more than one nurse has attended when necessary. The Superintendent used his discretion as to the necessity. But when...
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...How Society Works – Lecture Notes Sep, 11, 2012 Introduction to Classical Social theory * “Theories in sociology are abstract, general ideas that help organize and make sense of the social world” (attempt to link idea’s with actual events) * Classical social theory (1840s – 1920s) – The enlightenment, political revolution (American revolution, French revolution), the industrial revolution * American and French revolution inspired more widespread adoption of democratic principle and rights of citizens * Industrial revolution caused dramatic, rapid urbanization, changes in family relations, gender relations, increased secularization * Classical social theorist and macro and micro theorists – macro are interested are in social theory that can explain huge social phenomenon’s (past and future), micro are interested in smaller scale phenomenon’s * Emile Durkheim was a positivist, saw society as analogous to a body, concerned with social solidarity, and developed the idea of the ‘social fact’ * Social Solidarity: division of labour Organic: present in modern societies, high dynamic density, high degree of labour specialization (works like a human body, everything works together with high specialization) Mechanical: present in traditional societies, low dynamic density , low degree of labour specialization (works like gears, works together to complete society) * Similarities of Social Solidarity: Conscience collective similar ideas...
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...School of law, Christ university | Sedition: Analysis of Section 124A of the Indian Penal Code,1860 | Criminal Law-I CIA-III | | Rajeev Rambhatla | 1016272 | [Type the abstract of the document here. The abstract is typically a short summary of the contents of the document. Type the abstract of the document here. The abstract is typically a short summary of the contents of the document.] | TABLE OF CONTENTS 1.TABLE OF CONTENTS……………………………………………………………………… 1. 2. TABLES OF CASES AND STATUTES………………………………………… 2. 3. INTRODUCTION…………………………………………………………………………………… 3. 4. RESEARCH METHODOLOGY……………………………………………………………… 5. 5. MEANING AND INTERPRETATION OF SECTION 124A THE LAW OF SEDITION IN INDIA BEFORE 1947………………… 7. 6. MEANING AND INTERPRETATION OF S. 124A AFTER INDEPENDENCE……………………………………………………………………… 12. 7. LAWS OF SEDITION IN INDIA, ENGLAND, AND THE UNITED STATES OF AMERICA – A COMPARATIVE STUDY…… 14. 8. CONCLUSION……………………………………………………………………………………………20. 9. BIBLIOGRAPHY ……………………………………………………………………………………………22. INTRODUCTION “It is enough to say that in this country and in this generation the time for prosecuting political libels has passed, and does not seem likely to return within any definable time” - Stephen, History of Criminal Law[1] This statement was made in the context of the United Kingdom by a well-known author on criminal law. More than 50 years after independence, it may well be said that the ‘time for prosecuting political libel’ has passed...
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...AS Psychology - Unit Two Social Psychology Social Influence Student workbook Name: .................................................................................. Form: ................................................................................... Teacher: .............................................................................. Specification requirements Social psychology Candidates will be expected to demonstrate: • Knowledge and understanding of concepts, theories and studies in relation to individual differences • Skills of analysis, evaluation and application in relation to individual differences • Knowledge and understanding of research methods associated with this area of psychology • Knowledge and understanding of ethical issues associated with this area of psychology. |Content outline | |Social influence |Conformity (majority influence) and explanations of why people conform, including informational | | |social influence and normative social influence | | | | | |Types...
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...|Term |Definition | |4/5ths rule: |Rule stating that discrimination generally is considered to occur if the selection rate for a protected group | | |is less than 80% (4/5ths) of the selection rate for the majority group or less than 80% of the group’s | | |representation in the relevant labor market | |401(k) plan: |An agreement in which a percentage of an employee’s pay is withheld and invested in a tax deferred account | |Absolute |Measuring an employee’s performance against some established standards | |standards | | |Accept errors |Accepting candidates who would later prove to be poor performers | |Action |A training technique by which management trainees are allowed to work full time analyzing and solving problems| |learning |in other departments | |Active |The performance of job-related tasks and duties by trainees during training | |practice: | ...
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...|Term |Definition | |4/5ths rule: |Rule stating that discrimination generally is considered to occur if the selection rate for a protected group | | |is less than 80% (4/5ths) of the selection rate for the majority group or less than 80% of the group’s | | |representation in the relevant labor market | |401(k) plan: |An agreement in which a percentage of an employee’s pay is withheld and invested in a tax deferred account | |Absolute |Measuring an employee’s performance against some established standards | |standards | | |Accept errors |Accepting candidates who would later prove to be poor performers | |Action |A training technique by which management trainees are allowed to work full time analyzing and solving problems| |learning |in other departments | |Active |The performance of job-related tasks and duties by trainees during training | |practice: | ...
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