...filmmaking remained central to the micropolitics of the era. A June 1979 alternative-cinema conference in New York assembled over 400 political activists working in film and video in the United States. In some countries, government liberalization led to funding for militant film. The new Labour government in Britain assisted Liberation Film and Cinema Action, while the regional Maisons de la Culture allotted money for local media groups in France. Some parallel distribution and exhibition circuits proved successful in promoting films about nuclear power, day care, ethnic rights, and similar issues. In the United States and Great Britain, feminist filmmaking pioneered the turn to issue-centered, grassroots problems. By 1977, 250 women’s films had been produced in the United States alone. As the international women’s movement grew, films on rape, self-defense, and housekeeping were paralleled by explorations of women’s history, which are epitomized in...
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...background Today, all British citizens over the age of eighteen share a fundamental human right: the right to vote and to have a voice in the democratic process. But this right is only the result of a hard fought battle. The suffrage campaigners of the nineteenth and early twentieth century struggled against opposition from both parliament and the general public to eventually gain the vote for the entire British population in 1928. ------------------------------------------------- Who took part in the campaign? The first women's suffrage bill came before parliament in 1870. Soon after its defeat, in 1897, various local and national suffrage organisations came together under the banner of the National Union of Women's Suffrage Societies (NUWSS) specifically to campaign for the vote for women on the same terms 'it is or may be granted to men'. The NUWSS was constitutional in its approach, preferring to lobby parliament with petitions and hold public meetings. In contrast, the Women's Social and Political Union (WSPU), formed in 1903, took a more militant view. Almost immediately, it characterised its campaign with violent and disruptive actions and events. Together, these two organisations dominated the campaign for women's suffrage and were run by key figures such as the Pankhurstsand Millicent Fawcett. However, there were other organisations prominent in the campaign, including the Women's Freedom League (WFL). These groups were often splinter groups of the two main organisations...
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...Abstract This is a project in the form of an essay which focuses on the life of Walter A. Rodney. This essay includes Walter A. Rodney historical background, major ideas, his contribution to the Caribbean development, his impact on world affairs and his weaknesses. Content Page Introduction ………………………………………………………………………….. 3 Historical Background……………………………………………………………….. 4 Major Ideas…………………………………………………………………………… 5 Contribution to Caribbean Development……………………………………………. 8 Impact on World Affairs…………………………………………………………….. 9 Weakness……………………………………………………………………………. 10 Reference……………………………………………………………………………. 12 Introduction “For the only great men among the unfree and the oppressed are those who struggle to destroy the oppressor” (The Grounding With My Brothers, pg. 131). Walter A. Rodney otherwise known as 'Brother Wally' was a charismatic Caribbean intellectual. Rodney’s humanity poured out of his personality with a profound sense of the personal. He was articulate and well-spoken, well-educated and informed, a personable listener and one who was in tune with the 'grassroots'. He was able to fuse his knowledge of history, especially African history, with liberation politics. Many of his talks can be found in his book "The Groundings with My Brothers," however a brief portrait does no justice to the heritage he left. Walter A. Rodney was a revolutionary and scholar that combined his scholarship...
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...Global Business Cultural Analysis: Argentina Brittnay Glover Liberty University Dr. John Karaffa October 16, 2015 ABSTRACT The Global Business Cultural Analysis of Argentina analyzes the cultural perspectives of doing business in Argentina. Additionally, the paper explores several scholar articles that are associated with the major elements and dimensions of the culture in the Latin American region, how these elements and dimensions integrated by locals conducting business in the nation, how the elements and dimensions compare with the United States culture and business. The paper outlines the communication in Argentina; verbal, non-verbal, communication style; the religion of Argentina, the business ethics of Argentina, the business values and attitudes in Argentina, the business environment in Argentina, social structure, customs, and the educational system of Argentina. The paper will allow the reader the opportunity to gain a wealth of knowledge on Argentina from various aspects. Additionally, the Global Business Cultural Analysis of Argentina provides knowledge on the implications for the United States businesses that are considering relocating to the country of Argentina and or the Latin American region. Global Business Cultural Analysis: Argentina Country Overview Argentina is a country geographically located in the continent of South America. Argentina is a vast country, encompassing most of the continent’s southern region between the Andes Mountains...
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...1970s From Wikipedia, the free encyclopedia Jump to: navigation, search "Seventies" redirects here. For decades comprising years 70–79 of other centuries, see List of decades. From left, clockwise: U.S. President Richard Nixon doing the V for Victory sign after his resignation from office after the Watergate scandal in 1974; Refugees aboard a US naval boat after the Fall of Saigon, leading to the end of the Vietnam War in 1975; The 1973 oil crisis put the nation of America in gridlock and caused economic damage throughout the developed world; Both the leaders of Israel and Egypt shake hands after the signing of the Camp David Accords in 1978; The 1970 Bhola cyclone kills an estimated 500,000 people in the densely populated Ganges Delta region of East Pakistan (which would become independent as Bangladesh in 1971) in November 1970; The Iranian Revolution of 1979 ousted Mohammad Reza Shah Pahlavi who was later replaced by an Islamic theocracy led by Ayatollah Khomeini; The popularity of the disco music genre peaked during the middle to late 1970s. Millennium: | 2nd millennium | Centuries: | 19th century – 20th century – 21st century | Decades: | 1940s 1950s 1960s – 1970s – 1980s 1990s 2000s | Years: | 1970 1971 1972 1973 1974 1975 1976 1977 1978 1979 | Categories: | Births – Deaths – ArchitectureEstablishments – Disestablishments | The 1970s, pronounced "the Nineteen Seventies", refers to a decade within the Gregorian calendar that began on January 1, 1970, and...
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...Luscomb and the Legacy of Radical Reform Michael Adas, ed., Agricultural and Pastoral Societies in Ancient and Classical History Jack Metzgar, Striking Steel: Solidarity Remembered Janis Appier, Policing Women: The Sexual Politics of Law Enforcement and the LAPD Allen Hunter, ed., Rethinking the Cold War Eric Foner, ed., The New American History. Revised and Expanded Edition E SSAYS ON _ T WENTIETH- C ENTURY H ISTORY Edited by Michael Adas for the American Historical Association TEMPLE UNIVERSITY PRESS PHILADELPHIA Temple University Press 1601 North Broad Street Philadelphia, Pennsylvania 19122 www.temple.edu/tempress Copyright © 2010 by Temple University All rights reserved Published 2010 Library of Congress Cataloging-in-Publication Data Essays on twentieth century history / edited by Michael...
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...www.elsevier.com/locate/worlddev World Development Vol. 30, No. 9, pp. 1539–1560, 2002 Ó 2002 Elsevier Science Ltd. All rights reserved Printed in Great Britain 0305-750X/02/$ - see front matter PII: S0305-750X(02)00058-X Women in Sustainable Development: Empowerment through Partnerships for Healthy Living CLAUDIA MARA VARGAS * I University of Vermont, Burlington, USA Summary. — This article seeks to take partnerships seriously. Specifically, it is concerned with the nature, opportunities, and challenges facing women’s nongovernmental organization (NGOs), which seek to make real contributions to sustainable development. It uses a case study of COFERENE, a successful women’s NGO in Costa Rica, to explore the nature of partnerships, the contextual factors that shape them, the successes that can be realized from their wise use, and the potential problems that may arise. There are lessons, both optimistic and cautionary, to be learned from COFERENE’S experiences. This article analyzes these lessons. In synthesis, partnerships are complex and demanding, though there are cases in which women’s NGOs have used them effectively to foster sustainable development. Ó 2002 Elsevier Science Ltd. All rights reserved. Key words — geographical focus: global, country specific: Costa Rica, sustainable development, partnerships, culture, nonprofits A woman said that her father was a street sweeper. If some people consider this a humble job, her opinion was that a person who has the job of...
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...American Pop: Popular Culture Decade by Decade. Ed. Bob Bacthelor. Westport, CT: Greenwood Press 2009. 978-0-313- 34410-7. 4 vol. 1,604p. $375.00. Gr. 9-12. This four volume set gives students a broad and interdisciplinary overview of the many and varied aspects of pop culture across America from 1900 to the present. The volumes cover the following chronological periods: V 1. 1900-1929, V 2. 1930-1959, V 3. 1960-1989 and Vol. 4. 1990-Present. There is an Introduction for each volume focusing on the major issues during that period. There is a Timeline of events for the decade which gives extra oversight and content to the study of the period and an Overview of each dcade. Chapters focus on specific areas of pop culture (Advertising, Books, Entertainment, Fashion, Food Music and much more) supplemented with sidebars containing stories, photos, illustrations and Notable information. There are endnotes for each decade and a Resource Guide and Index. Volume 4 also contains a Cost of Products from 1900-2000, and an Appendix with Classroom Resources for teachers and students and a Cumulative Index. Students, teachers and the general reader will love sifting through the experiences of Americans as they easily follow the crazes, technological breakthroughs and the experiences of art, entertainment, sports and other cultural forces and events that influenced each generation. Reference– Popular Culture ...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...AP World History Survival Guide Name ________________________________ Teacher __________________________ Block _________________ Table of Contents | Pages | AP World History Overview | 3 – 7 | The AP Exam | 3 | World Regions | 4 – 5 | Five Course Themes | 6 | Four Historical Thinking Skills | 7 | Essays Overview | 8 - 15 | Document-based Question (DBQ) | 8 – 12 | Change and Continuity over Time (CCOT) | 13 – 15 | Comparative Essay | 16 – 18 | Released Free Response Questions | 19 – 20 | AP Curriculum Framework | 21 – 38 | Period 1 (Up to 600 B.C.E.)—5% | 21 – 22 | Period 2 (600 B.C.E. to 600 C.E.)—15% | 23 – 25 | Period 3 (600 to 1450)—20% | 26 – 28 | Period 4 (1450 to 1750)—20% | 29 – 31 | Period 5 (1750 to 1900)—20% | 32 – 35 | Period 6 (1900 to the present)—20% | 36 – 38 | Help with Some Confusing Subjects | 39 – 43 | Chinese Dynasties | 39 | Political, Economic, and Social Systems | 40 | Religions | 41 | Primary Sources | 42 | “Must Know” Years | 43 | * Many of the guidelines in this study packet are adapted from the AP World History Course Description, developed by College Board. The AP Exam Purchasing and taking the AP World History exam are requirements of the course. This year, the AP World History exam will be administered on: ___________________________________________ Format I. Multiple...
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...No Peace WiThouT Justice Closing the gap The role of non-judicial mechanisms in addressing impunity Closing the gap The role of non-judicial mechanisms in addressing impunity No Peace WiThouT Justice No Peace Without Justice Copyright 2010 © No Peace Without Justice Via di Torre Argentina 76, I-00186, Roma, Italy www.npwj.org Permission to reproduce and distribute this document is hereby granted provided that this notice is retained on all copies, that copies are not altered and that No Peace Without Justice is credited. This publication is also available at www.npwj.org. No Peace Without Justice is an international non-profit organisation founded by Emma Bonino and born of a 1993 campaign of the Transnational Radical Party that works for the protection and promotion of human rights, democracy, the rule of law and international justice. NPWJ undertakes its work within three main thematic programs: International Criminal Justice; Female Genital Mutilation; and Middle East and North Africa Democracy, including specific work on Iraq. NPWJ is a Member of the TRP Senate, a Member of the Steering Committee of the NGO Coalition for the International Criminal Court and the Italian civil society partner in the Democracy Assistance Dialogue. This publication has been produced with the assistance of the European Union. The contents of this publication are the sole responsibility of No Peace Without Justice and can in no way be taken to reflect the views of the European...
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...A World Culture of Schooling? Kathryn M. Anderson-Levitt Introductory chapter to Anderson-Levitt, Kathryn, Ed. 2003 Local Meanings, Global Schooling: Anthropology and World Culture Theory. New York: Palgrave Macmillan. 1 Is there one global culture of schooling, or many? Are school systems around the world diverging from their original European sources, or are they converging toward a single model?i This book opens a dialogue between two very different perspectives on schooling around the world. On the one hand, anthropologists and many scholars in comparative education emphasize national variation, not to mention variation from district to district and from classroom to classroom. From their point of view, the nearly 200 national school systems in the world today represent some 200 different and diverging cultures of schooling. On the other hand, sociology’s “institutionalists” or world culture theorists argue that not only has the model of modern mass education spread from a common source, but that schools around the world are becoming more similar over time.ii According to world culture theory, rather than diverging, schools are converging toward a single global model. This question matters to anthropologists because when we look at globalization— the movement of people, money and ideas across the entire world in unprecedented volume—we wonder whether it really means that the world is becoming more homogeneous. Are we creating a global culture (a “McWorld” for the...
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...affected by armed conflict A review of programs and policies Wo m e n ’s C o m m i s s i o n f o r R e f u g e e Wo m e n & C h i l d r e n N e w Yo r k W O M E N ’ S C O M M I S S I O N for refugee women & children Copyright © January 2000 by Women’s Commission for Refugee Women and Children All rights reserved. Printed in the United States of America ISBN: 1-58030-000-6 Women’s Commission for Refugee Women and Children 122 East 42nd Street New York, NY 10168-1289 tel. 212.551.3111 or 3088 fax. 212.551.3180 e-mail: wcrwc@intrescom.org www.intrescom.org/wcrwc.html w cover photographs © Rachel K. Jones, Marc Sommers, Sarah Samson, Holly Myers, Anne-Sophie Rosette, International Rescue Committee M I S S I O N S TAT E M E N T The Women’s Commission for Refugee Women and Children seeks to improve the lives of refugee women and children through a vigorous program of public education and advocacy, and by acting as a technical resource. The Commission, founded in 1989 under the auspices of the International Rescue Committee, is the only organization in the United States dedicated solely to speaking out on behalf of women and children uprooted by armed conflict or persecution. Acknowledgments The Women’s Commission expresses its sincere thanks to the scores of practitioners who participated in the study and to the Andrew W. Mellon Foundation, UNHCR (Senior Coordinator for Refugee Children Office) and Dr. Gail Furman for their generous support and commitment...
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...AUDITION & CASTING PROCESS THE BARTENDER offers individuals who are experienced bartenders to audition to be on the show competing in various challenges and contests to win the cash prize of ($00.00) with promotions and TV opportunities. CONTESTANTS Contestants go through at least three sets of cuts The first is a brief audition Q&A in front of selectors which may include one of the show's producers. The second is a short written test on a general knowledge about alcohol regulations. Third is a lengthy application form explaining your style, experiences, inspirations and arbitrary skills and creativity. The final call back will be in front of a camera ( screen test) to finalise the cast of the BARTESTANTS. JUDGES Three judge panel. Two are permanent. Preferably bar owners, bloggers or somewhat in the cocktail making grass roots movement. The third judge a guest judge "CELEBRITY" can and should be interchangeable with every show. Judges are to critic, question and test the participants based on their creativity, knowledge, speed, personality and taste of their final cocktail. Scores are revealed through tipping with real cash money. Each category holds a 20.0 rating (i.e. $17.00 out of $20.0). 2. A maximum of $100.00 per judge equals a total of 100 points per round. The BAR-TESTANTS with the least amount of cash is either on thin ice or eliminated. Granted the enormous amount of mixed alcohol, each judge will be provided with a spit bucket and bottled water to rinse off...
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...ANTHROPOLOGY 101 Introduction to Cultural Anthropology Queens College / CUNY, Spring 2015 TuTh 12:15-1:30PM, Kiely 150 Professor: Ramona Lee Pérez, PhD Email: ramona.perez@qc.cuny.edu Office hours: Th 2-3 PM, PH 315H COURSE DESCRIPTION This course is an introduction to the range of human diversity through an exploration of the peoples of the world. We will cover the basic concepts, theories, and methods that anthropologists use to study variations in cultural norms and social practices, economic systems and rules of law, social organization and patterns of inequality, identity and worldview, and patterns of social and cultural change. Focusing on the culture concept and the method of ethnography, we begin with the historical foundations of anthropology and then follow its attempts to understand contemporary human cultures. Comparative analysis of multiple ethnographic case studies and major theoretical approaches illuminates the range of human diversity, the forces that shape cultures, and how people adapt to a rapidly changing modern world. The central objectives of this course are to develop your intellectual skills, your cross-cultural fluency, and your sense of civic and moral engagement in global society. I hope that this course inspires many of you to become anthropology majors or minors, and grants each of you an anthropological perspective on your own life. REQUIREMENTS This is an intensive course that requires full participation from every student...
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