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Sexual and reproductive rights have been recognized as human rights and key to assuring equitable development. Implementing these rights, however, remains a challenge. Latin America and the Caribbean have some of the most restrictive reproductive health laws and policies in the world, particularly regarding abortion. These have been found to be largely responsible for the region’s high proportional rate of maternal death as a result of unsafe abortion. The legislative landscape is changing in some countries, however. With Chile’s recent decriminalization of abortion in three specific cases and two bills pending in El Salvador’s Congress that would repeal their total abortion ban, the region may be trending toward liberalizing policies and regulations regarding reproductive rights.
To better understand the current state of sexual and reproductive rights in the region and what changes may be in the offing, the Dialogue is pleased to partner with the Center for Reproductive Rights and the O’Neill Institute for National and Global Health Law to host some of the region’s top analysts, activists, and lawmakers for an open and frank exchange on the issues surrounding sexual and reproductive rights. This forum will review legal advances and setbacks in several countries and consider possible future scenarios, such as the lingering effects of the Zika virus. We will also ask what impact factors such as high rates of sexual violence, access to information, sex education, and emergency contraception may have on ensuring respect for reproductive freedom as a human right.
This was shot on a farm near Sirhind, Punjab, India.
The cart is known as a gadda in Punjabi (Punjab's official language).
The tractor of the Macedonia entrant at the World Ploughing Championships 2010.
Methven, Mid Canterbury, New Zealand. Full Screen Click & Push F11
This UN Environment implemented project, aimed to build climate resilience in the Comoros by rehabilitating watersheds and forests and diversifying adaptive livelihoods.
GEF Project ID 5694
Photo credit: Hannah McNeish / UN Environment
Paranapiacaba: Origem: Wikipédia, a enciclopédia livre.
Por concessão, um grupo inglês explorou o sistema ferroviário na Serra do Mar. E o primeiro sistema implementado foi o sistema funicular: com cabos e máquinas fixas. A primeira linha, com onze quilômetros de extensão, foi inaugurada em 1867 pelo grupo São Paulo Railway. Ela começou a ser construída em 1862 e teve como um dos maiores acionistas e idealizadores o lendário Barão de Mauá. Em 1859, ele chamou o engenheiro ferroviário britânico James Brunlees, que veio ao Brasil e deu viabilidade ao projeto. A execução de tal projeto foi de responsabilidade de outro engenheiro inglês, Daniel Makinson Fox. Um ponto curioso é que pela instabilidade do terreno, a construção da estrada de ferro foi quase artesanal. Não se utilizou explosivos por medo de desmoronamento. As rochas foram cortadas com talhadeiras e pequenas ferramentas manuais. Paredões de até 3 metros e 20 centímetros de altura foram construídos ao logo do traçado da estrada de ferro. A segunda linha começou a funcionar em 1900. Além de dar mais força ao sistema, os cabos e as máquinas fixas economizam energia para a operação dos trens. No entanto, vários acidentes eram registrados, principalmente pelo rompimento dos cabos. Havia uma espécie de freio, a tenaz, que agarrava os cabos para evitar a saída dos trens dos trilhos. Nem sempre o sistema, no entanto, funcionava de maneira satisfatória. Em 1956, um grande acidente foi evitado pelo maquinista na época, Romão Justo Filho, nascido em Paranapiacaba no mês de março de 1911, filho de maquinista também. Se a composição descarrilasse, cerca de 150 pessoas poderiam perder a vida. Através da utilização correta do sistema da tenaz, Romão foi “agarrando” aos poucos o cabo até que o trem parasse.
Os cabos do locobreque levavam desenvolvimento e riqueza para a região do ABC Paulista e de Santos. Tanto é que a companhia inglesa criou em 1896 uma vila essencialmente de ferroviários, com construções de madeira no estilo inglês. Em 1907, a Vila foi chamada de Paranapiacapa, mas até 1945 a estação continuou a ser chamada de Alto da Serra. A Vila possuía todos os recursos da época para os maquinistas, fiscais e “foguistas” – responsáveis pela alimentação da fornalha da máquina fixa e da máquina dos trens. Além de um mercado, de um posto de saúde, de um vagão-ambulância e até um vagão funerário, onde o velório era feito dentro da composição entre Santos e Paranapiacaba, os funcionários possuíam um centro de recreação, o União Lira Serrano, e um Campo de Futebol. No União Lira Serrano eram exibidos filmes, shows musicais e realizados bailes temáticos. A concessão da linha da Serra do Mar não foi apenas glórias e desenvolvimento. Fatos até hoje não explicados satisfatoriamente marcaram a história dos trilhos por onde circularam os Locobreques. Exemplos são os incêndios da Estação da Luz, dois dias antes da primeira etapa da concessão dos ingleses terminar, em 1946, e na velha estação de Paranapiacaba, em 1981. Antes mesmo do incêndio, a estação já havia sido desativada em 1977 e substituída pelo prédio atual. O relógio estilo inglês foi poupado no incêndio e deslocado para uma torre mais alta que a anterior. Nos dois incêndios, tanto na Estação da Luz quanto em Paranapiacaba, a suspeita principal é de motivação criminosa. Milhões de reais foram gastos para a reconstrução da Estação da Luz, que passou por décadas ainda sentido os efeitos do incêndio. Tanto é que ela teve de ser restaurada. A obra de restauração completa foi entregue somente em 2004, data dos 450 anos da cidade de São Paulo. A Estação da Luz teve três etapas fundamentais: Ela foi inaugurada em 1867, num pequeno prédio na região central da capital paulista. A demanda de passageiros foi aumentando aos poucos, e cerca de 15 anos depois o pequeno prédio foi demolido e um outro maior foi construído. A cidade crescia muito rapidamente e a estação teve de aumentar ainda mais. Em 1890 começaram as obras da estação na configuração atual. Em 1900, o segundo prédio antigo foi demolido e em 1901, a nova estação foi inaugurada. Obras constantes de modificações e ampliações foram realizadas ao longo das décadas na Estação da Luz, já que além da demanda de passageiros ser maior, o número de linhas férreas urbanas também cresceu. Antes mesmo do Locobreque, na Serra do Mar, uma primitiva máquina de madeira, também tracionada por cabos fazia o transporte entre os cinco patamares. Era a Serrabreque. Durante a operação da Serrabreque, Barão de Mauá era um dos administradores. Posteriormente, na vila de Paranapiacaba, os ingleses, no alto de uma subida, construíram uma mansão, que servia de centro de controle operacional. Apelidada pelos ferroviários de "Castelinho", a posição do local proporcionava uma privilegiada visão do sistema e de toda a estrutura da vila de Paranapiacaba. O sistema ferroviário da Serra do Mar era composto por diversos túneis, que eram alvos de lendas e histórias assombradas disseminadas pelos próprios ferroviários. Algumas dessas lendas tiveram origem no fato de muitos operários terem morrido na construção desses túneis.
Pátio ferroviário, estações e relógio:
A São Paulo Railway inaugurou sua linha férrea em 16 de fevereiro de 1867. Servia como transporte de passageiros e meio de localizada na então freguesia de São Bernardo. No ano de 1898, foi erguida uma nova estação com madeira, ferro e telhas francesas trazidos da Inglaterra. Esta estação tinha, como característica principal, o grande relógio fabricado pela Johnny Walker Benson, de Londres, que se destacava no meio da neblina muito comum naquela região. Com o aumento do volume e peso da carga transportada, foi iniciada em 1896 a duplicação da linha férrea, paralela à primeira, a fim de atender à crescente demanda. Essa nova linha, também denominada de Serra Nova, era formada por 5 planos inclinados e 5 patamares, criando um novo sistema funicular. Os assim chamados novos planos inclinados atravessavam 11 túneis em plena rocha, enfrentando o desnível de 796 metros que se iniciava no sopé da serra, em Piaçagüera, no município de Cubatão. O traçado da ferrovia foi retificado e suavizado e ampliaram-se os edifícios operacionais. A inauguração deu-se em 28 de dezembro de 1901. A primeira estação foi desativada e reutilizada, posteriormente, como cooperativa dos planos inclinados. A 15 de julho de 1945, a "Estação do Alto da Serra" passa a se denominar "Estação de Paranapiacaba". A 13 de outubro de 1946, a São Paulo Railway foi encampada pela União, criando-se a "Estrada de Ferro Santos-Jundiaí". Somente em 1950 a rede passa a unir-se à Rede Ferroviária Federal. Em 1974, é inaugurada o sistema de cremalheira aderência. No ano de 1977, a segunda estação foi desativada, dando lugar à atual estação. O relógio foi transferido do alto da estação anterior para a base de tijolo de barro atual. A 14 de janeiro de 1981, ocorreu um incêndio na antiga estação, destruindo-a completamente. O sistema funicular foi desativado em 1982. Em 2010, o Correio fez lançamento de selo postal ostentando o patrimônio ferroviário de Paranapiacaba.
Museu do funicular:
Trata-se da exibição das máquinas fixas do quinto patamar da segunda linha e a do quarto patamar da primeira linha, que transportavam o trem por meio do sistema funicular.
No museu, há, também, a exposição de diversos objetos de uso ferroviário, fotos e fichas funcionais de muitos ex-funcionários da ferrovia.
O locobreque:
O "locobreque" tinha a função de frear a composição na descida da serra e simultaneamente empurrava outra composição que subia. O cabo entre as duas máquinas passava por uma grande roda volante, chamada de "máquina-fixa" que ficava em cada um dos cinco patamares. Do nome inglês original, loco-brake, a máquina funcionava pela queima de carvão ou madeira numa fornalha, abastecida pelo foguista, que trabalhava ao lado do maquinista. As máquinas "locobreque" foram construídas em 1901 por Robert Stephenson & Co. Ltd. O sistema funicular proporcionava maior economia de energia gasta pelo "locobreque" e possibilitava o desempenho do trem nos aclives e declives. Havia uma inclinação de 8 graus entre cada um dos cinco patamares. Quando subia a Serra do Mar, o "locobreque" empurrava os vagões, que ficavam na frente da máquina. Quando descia, ele segurava os vagões, que ficavam atrás da máquina. Como o trem não tinha marcha-ré, havia um sistema chamado popularmente de "viradouro", através do qual os funcionários invertiam o sentido da locomotiva, girando a máquina em torno de si mesma. Antes do "locobreque" havia uma primitiva máquina de madeira, também tracionada por cabos, que fazia o transporte entre os cinco patamares. Era o "serrabreque". Durante a operação do "serrabreque", o Barão de Mauá ainda era um dos financistas da companhia. Até a metade do século XX, o transporte ferroviário era sinônimo de luxo. E um dos marcos foi o trem Cometa, que fazia a linha Santos – São Paulo. O trem possuía serviço de bordo e poltronas leito, como as de ônibus. Além dele, também havia os trens Estrela, Planeta e Litorina (Semi-luxo).
Museu do castelo:
Essa residência, também denominada de "Castelinho", situa-se entre a Vila Velha e a Vila Martin Smith. Localizada no alto de uma colina, com uma excelente vista privilegiada para toda a vila ferroviária, foi construída por volta de 1897 para ser a residência do engenheiro-chefe, que gerenciava o tráfego de trens na subida e descida da Serra do Mar, o pátio de manobras, as oficinas e os funcionários residentes na vila. Sua imponência simbolizava a liderança e a hierarquia que os ingleses impuseram a toda a vila; ela é avistada de qualquer ponto de Paranapiacaba. Dizia-se que de suas janelas voltadas para todos os lados de Paranapiacaba, o engenheiro-chefe fiscalizava a vida de seus subordinados, não hesitando em demitir qualquer solteiro que estivesse nas imediações das casas dos funcionários casados. No decorrer de mais de um século de uso, foram feitas várias reformas e tentativas de recuperação de seu aspecto original; as maiores reformulações foram realizadas nas décadas de 1950 e 1960. Foi restaurado pela prefeitura de Santo André em parceria com a World Monuments Fund.
Casas dos engenheiros:
Característica da arquitetura hierarquizada de Paranapiacaba, as casas habitadas pelos engenheiros e suas famílias eram de alto padrão. Grandes e avarandadas, foram construídas em madeira nos tempos da São Paulo Railway, com plantas baixas individualizadas; depois, em alvenaria nos tempos da Rede Ferroviária Federal, com mesmo padrão de plantas. Muitas sofreram reformas em vários momentos, principalmente com a chegada da RFFSA. Uma das caracteríticas que chama a atenção é a cobertura do imóvel, pois somente com estudos elaborados pelos conselhos de reconhecimento, concluiu-se que o material das telhas não era ardósia, e sim fibrocimento, introduzidos provavelmente a partir da década de 50 entre alguma das reformas que sofreram.
Casas de solteiros:
Características da arquitetura hierarquizada de Paranapiacaba, as casas de solteiros eram conhecidas como barracos. Foram construídas em madeira, exceto duas em alvenaria. Essa tipologia foi criada pela São Paulo Railway, e a Rede Ferroviária Federal deu continuidade, construindo-as em alvenaria. A planta dessas casas possui
dormitórios, sanitários e cozinha para pequenas refeições, serviam para alojar o grande fluxo de homens solteiros, que preenchiam as vagas de ferroviários. Havia poucos sanitários e chuveiros, já que os trabalhadores se revezavam em turnos.
Two Saudi Arabian education ministries describe the successful implementation of some of their projects related to the WSIS outcomes: the Ministry of Education (MOE); and the Ministry of Higher Education (MOHE).
Day 4
16 May 2013
ITU/ Claudio Montesano Casillas
Ulysses S. Grant (born Hiram Ulysses Grant; April 27, 1822 – July 23, 1885) was the 18th President of the United States (1869–77). As Commanding General of the United States Army (1864–69), Grant worked closely with President Abraham Lincoln to lead the Union Army to victory over the Confederacy in the American Civil War. He implemented Congressional Reconstruction, often at odds with Lincoln's successor, Andrew Johnson. Twice elected president, Grant led the Republicans in their effort to remove the vestiges of Confederate nationalism and slavery, protect African-American citizenship, and support economic prosperity nationwide. His presidency has often come under criticism for protecting corrupt associates and in his second term leading the nation into a severe economic depression.
On April 12, 1861, the American Civil War began as Confederate troops attacked Fort Sumter in Charleston, South Carolina. Two days later, President Lincoln called for 75,000 volunteers and a mass meeting was held in Galena, Illinois, to encourage recruitment. Recognized as a military professional, Grant was asked to lead the ensuing effort. Before the attack on Fort Sumter, Grant had not reacted strongly to Southern secession. The news of the attack came as a shock in Galena, and Grant shared his neighbors' mounting concern about the onset of war. After hearing a speech by his father's attorney, John Aaron Rawlins, Grant found renewed energy in the Union cause. Rawlins later became Grant's aide-de-camp and close friend during the war. Grant recalled with satisfaction that after that first recruitment meeting in Galena, "I never went into our leather store again."
Without any formal rank in the army, Grant helped recruit a company of volunteers and accompanied the regiment to Springfield, the state capital. During this time, Grant quickly perceived that the war would be fought for the most part by volunteers and not career soldiers.[53] Illinois' Governor Richard Yates offered Grant a position recruiting and training volunteer units, which he accepted, but he still wanted a field command in the regular army. He made several efforts through contacts (including Major General George B. McClellan) to acquire such a position. McClellan refused to meet him, remembering Grant's earlier reputation for drinking while stationed in California. Meanwhile, he continued serving at the training camps and made a positive impression on the volunteer Union recruits.
With the aid of his advocate in Washington, Illinois congressman Elihu B. Washburne, Grant was formally promoted to Colonel on June 14, 1861, and put in charge of disciplining the unruly 21st Illinois Volunteer Infantry Regiment. To restore discipline, Grant had one troublemaker bound and gagged to a post for being drunk and disorderly. Transferred to northern Missouri, Grant was promoted by Lincoln to Brigadier General, backdated to May 17, 1861, again with Washburne's support. Believing Grant was a general of "dogged persistence" and "iron will", Major General John C. Frémont assigned Grant command of troops near Cairo, Illinois by the end of August 1861. Under Frémont's authority Grant advanced into Paducah and took the town without a fight.
Read much more about Ulysses S. Grant. (Wikipedia)
Ten Brownie points to anyone who can identify these farm implements. They may not have been native to this operation. The one on the left may be a multi-tasker with the variable bar for setting row spacing more devices.
We must have a great deal of respect for the man who works the land with his hands. The word "manure" originally meant to work with the hands. I like that. I don't know if these implements were those that Morse Coffin might have used to work his land. There is a pretty heavy coating of rust now. If we could just find a work horse to hitch up. Hmmm, one horsepower and leftover grass for fuel! I hope someone has measured these devices up for when we run out of petroleum, psn. Pretty Soon Now.
The St.Vrain River cuts across the left side of the frame. These are some of the farm implements found on their Morse Coffin Sandstone Ranch north of the barn. This photograph could have been anywhere on the prairie except for the foothills and hints of the Rockies in the distance. It is maybe five minutes east of Longmont, Colorado. Originally, this area was home to the budding Chicago-Colorado Colony but the name was soon enough butchered from the name of Long's Peak to the west, Longmount then Longmont. We can be happy that Longmont preserved the true mark of one of its founders. It is our heritage in the Valley.
Someone should be able to identify this particular equipment.
Phil decided that the weather was too much to take so he had a plan. We got another reprieve from the weatherman and the temps are again up into the 60s. So we bailed out to Sandstone and parked on top of the bluff. Watch your step there at the edges of the sandstone cliffs. One false step and you could badly bend all of your legs. Great views from here though the sky was blank blue. The morning light paints the scene and old barn. The light seems to have hit this area and just skipped off like a flat rock on water. The temperatures today reminded me summer is coming on and I had to shed my heavy shirt; the sun was hard upon us.
These are a pair of "Vibrabarefoot" sandals I bought recently. While the concept is cool, the implementation is flawed, at least for many people's feet.
First, they came with a strap to go over your foot and behind the heel. Except it was way too short. Now I know I bought these small, but even if I had bought these full sized, it would have been too short, numerous complaints on their webpage confirmed that.
But not to worry about that, they stay on my feet fine without the strap. I removed it.
However, the hard plastic of the upper rubs on your toes, particularly between the big toe and the "index" toe very uncomfortably. When I first put them on, the pain became unbearable even after a couple of minutes.
I tried to take a short walk despite the pain, and they rubbed the skin raw between the toes in a few minutes. Now the pain was there even when I wasn't wearing them. A week or so later, after my toe had healed I tried again. No more raw skin, but they still cut into my toes, leaving red marks when I took them off.
Since I am persistent, I've now gotten to the point where I can actually wear them for quite a while. they still cut into my toes, particularly when climbing or descending stairs, but the pain is transitory. Not the comfort I wanted.
Now, some people seem to be able to wear these easily. I was at a trade show shortly after the raw skin episode, and there is this guy wearing these walking around. I saw him several times during the day. I wanted to ask him how he got them to be comfortable, I'm sure he wouldn't have worn them when he was on his feet all day if they hurt. I never caught up to him, he always disappeared before I got to where he was.
He had removed the strap also.
I'll keep trying, they eventually may become OK, but they should have used a softer material for the uppers.
On this Thursday 09th Match 2023, women working at #REG #EDCL and #EUCL met with the management to celebrate the International Women's Day and discuss on the implementation of gender mainstreaming strategies #IWD2023
Brandon Phoenix, Lean/business consultant, TMAC, delivered a daylong workshop Tuesday, March 5: Implementing a Lean Management System.
Learn more about The Work Truck Show 2013 at www.ntea.com/worktruckshow/.
Shandong - Ilocos Norte Action Plan Implementation Dialogue. November 6, 2017 / Ilocos Norte Capitol www.IlocosNorte.gov.ph / www.facebook.com/IlocosNorteOfficial/
These implements were hanging above the baker's work table at the Benson Bakery when I was there on assignment this wee
Regional meetings of CWC National Authorities allow Member States to discuss challenges and consider solutions to common implementation issues
The ‘Global NDC Conference 2017: integrated governance, finance and transparency for delivering climate goals’ took place in Berlin, Germany, from 2 – 6 May 2017. The conference was jointly organized by the LEDS GP, the GIZ Support Project for the Implementation of the Paris Agreement (SPA), and the UNDP Low Emission Capacity Building (LECB) Programme, in collaboration with the NDC Partnership.
Find out more about the Conference here: ledsgp.org/2017/05/global-ndc-conference-2017-integrated-...
Find out more about LEDS GP at www.ledsgp.org
Este año, la Casa del Deporte implementará un total de 19 escuelas gratuitas en Viña del Mar, con once disciplinas entre las que se encuentran como novedades el balonmano y la halterofilia.
Entre las postales que dejaron los X Juegos Suramericanos ODESUR Santiago 2014, además de la histórica cosecha de medallas que completaron un total de 129 preseas para nuestro país, se cuentan recintos repletos de público vitoreando a deportistas como si se tratasen de eliminatorias mundialistas de futbol, evidenciando el gran interés y pasión que sienten los chilenos por deportes muy distintos al balompié.
Consciente de esta atención por variadas disciplinas, es que la Ilustre Municipalidad de Viña del Mar, a través de la Casa del Deporte, hace ya casi una década, ha implementado de forma gratuita en toda la ciudad, un programa compuesto por Escuelas Deportivas, y que este año junto a las ya clásicas Tenis, taekwondo, Karate, Natación, Basquetbol, Hockey Patín, Gimnasia Rítmica, Voleibol y Rugby, trae importantes novedades, como la inclusión de dos nuevas especialidades deportivas.
El programa de Escuelas Deportivas, este 2014, da la bienvenida a su oferta al cada día más popular Balonmano o Handball, y que después de la brillante participación de las selecciones chilenas masculinas y femeninas de la disciplina, premiadas con bronce en ODESUR 2014, y que justamente jugaron en Viña del Mar, es que niños, jóvenes y adultos, pusieron sus ojos sobre esta entretenida rama deportiva.
Junto con el balonmano, la Halterofilia o Levantamiento Olímpico de Pesas, también se suma al programa Escuelas Deportivas, y consiste en el levantamiento de la mayor cantidad de peso posible en una barra en cuyos extremos se fijan varios discos, los cuales determinan el peso final que se levanta, y que reciben el nombre de “haltera”.
Orientadas a niños entre 7 y 14 años, las Escuelas Deportivas 2014, suman un total de diecinueve, y para la inscripción en cualquiera de las once disciplinas de este año, sólo hay que asistir al lugar, el día y la hora fijada para la clase, y llenar una matrícula gratuita con los datos personales del alumno, y la firma de un apoderado mayor de edad autorizando la participación del menor en el taller. Te esperamos!
Greenfield-Cental Madison Wise(3) puts up a reverse layup while 6’5” Ty Jackson(21) from East Chicago Central(21) looks on from under the basket during the championship game of the 2016 Laker Farm Implement Sevices Inc. Women’s Basketball Tournament at Greenfield-Central on December 23,2016.
Implemented my idea to take series of photos of unwelcome signs today. Since I'm actually in the future when writing this, I've gotten that roll of film developed and processed already, so you can see them on my Instagram.
Este año, la Casa del Deporte implementará un total de 19 escuelas gratuitas en Viña del Mar, con once disciplinas entre las que se encuentran como novedades el balonmano y la halterofilia.
Entre las postales que dejaron los X Juegos Suramericanos ODESUR Santiago 2014, además de la histórica cosecha de medallas que completaron un total de 129 preseas para nuestro país, se cuentan recintos repletos de público vitoreando a deportistas como si se tratasen de eliminatorias mundialistas de futbol, evidenciando el gran interés y pasión que sienten los chilenos por deportes muy distintos al balompié.
Consciente de esta atención por variadas disciplinas, es que la Ilustre Municipalidad de Viña del Mar, a través de la Casa del Deporte, hace ya casi una década, ha implementado de forma gratuita en toda la ciudad, un programa compuesto por Escuelas Deportivas, y que este año junto a las ya clásicas Tenis, taekwondo, Karate, Natación, Basquetbol, Hockey Patín, Gimnasia Rítmica, Voleibol y Rugby, trae importantes novedades, como la inclusión de dos nuevas especialidades deportivas.
El programa de Escuelas Deportivas, este 2014, da la bienvenida a su oferta al cada día más popular Balonmano o Handball, y que después de la brillante participación de las selecciones chilenas masculinas y femeninas de la disciplina, premiadas con bronce en ODESUR 2014, y que justamente jugaron en Viña del Mar, es que niños, jóvenes y adultos, pusieron sus ojos sobre esta entretenida rama deportiva.
Junto con el balonmano, la Halterofilia o Levantamiento Olímpico de Pesas, también se suma al programa Escuelas Deportivas, y consiste en el levantamiento de la mayor cantidad de peso posible en una barra en cuyos extremos se fijan varios discos, los cuales determinan el peso final que se levanta, y que reciben el nombre de “haltera”.
Orientadas a niños entre 7 y 14 años, las Escuelas Deportivas 2014, suman un total de diecinueve, y para la inscripción en cualquiera de las once disciplinas de este año, sólo hay que asistir al lugar, el día y la hora fijada para la clase, y llenar una matrícula gratuita con los datos personales del alumno, y la firma de un apoderado mayor de edad autorizando la participación del menor en el taller. Te esperamos!
Antique Farm Implement,
Penn Farm Agricultural Heritage Center.
Cedar Hill State Park. Cedar Hill, Texas.
Dallas County. 24 December 2018.
Olympus E-P5. Panasonic Lumix G Vario 45-200mm f/4-5.6 II.
(45mm) f/8 @ 1/100 sec. ISO 640.
UNCEDED COAST SALISH TERRITORY: On Tuesday June 11 more than 300 low-income Downtown Eastside residents and their allies rallied at Hastings and Main against displacement by gentrification. For two hours this spirited group held all four lanes of Hastings Street as they marched, sang, drummed, chanted, and spoke out against the high end condos and shops flooding their majority low-income community, and demanded social housing now!
The framework of their march was a five-point social justice zone which they demanded City Hall implement as the planned future of the neighbourhood. Over 10 days in the lead-up to the action the group carried out a petition drive supporting those five points on the streets, in the parks, and door-to-door in the housing projects of the DTES. This petition gathered 3,000 signatures of support over these ten days, and mobilized the community for this action.
The rally ended with a delivery to the city's DTES planning office of the 5-point social justice zone plan and 3,000 name petition by a delegation of low-income residents who have been involved in the City's official planning process for over 2 years.
Read the 5-point social justice zone plan statement here: ccapvancouver.wordpress.com/2013/05/31/dtes-community-pla...
Stop the city’s Developer Plan for the Downtown Eastside
Block condos today to build social housing tomorrow
Downtown Eastside Community Plan for a SOCIAL JUSTICE ZONE to end the housing crisis and stop displacement
We acknowledge that the Downtown Eastside occupies the unceded territories of the Tsleil-Waututh, Musqueam and Squamish Coast Salish nations.
SJZ graphic for FBThe future of the Downtown Eastside (DTES) is being decided by rich real estate investors and developers who are profiting off changing the neighbourhood from a place where low-income people feel at home into yet another upscale area. While city planners fuel the engines of real estate corporations by approving boutique condo towers, 5,000 people are living in increasingly expensive SRO hotel rooms that are unhealthy, bug/rodent infested and lacking kitchens/private bathrooms. As these SRO hotels become unaffordable, more and more people are pushed out into the streets and shelters. This housing crisis forces Indigenous women, children and others vulnerable to violence to live in danger and isolation. Gentrification, as a displacement pressure, is making these crises worse and, we fear, soon irreversible.
For two years, low-income Downtown Eastside residents have been working on a Local Area Planning Process (LAPP) that the city promised would “improve the lives of those who currently live in the area, particularly low-income people and those who are most vulnerable,” as stated in LAPP’s Terms of Reference. That’s why we got involved. However, after 2 years of consultations, there’s no evidence that the city plans to stop gentrification, which is displacing low-income residents.
Therefore low-income residents have created a set of specific policies for a SOCIAL JUSTICE ZONE that would bring our vision of our neighbourhood to life:
1. NO CONDOS BEFORE LOW-INCOME PEOPLE’S HOMES Use zoning laws to keep all condos and real estate speculators out of the DTES Oppenheimer District until the SROs are replaced and the homeless are housed in social housing. In the Hastings Corridor and Thornton Park, use zoning laws to make 2/3 of all new developments social housing for people on welfare/pension and also the working-poor. Protect DTES spaces for social housing and advocate for senior government housing programs.
2. REVERSE THE LOSS OF HOMES & SHOPS FOR LOW-INCOME RESIDENTS Create and use bylaws to freeze rents and stop renovictions in SRO hotels while improving conditions and making landlords pay for violations. Create a social impact assessment process directed by low-income residents to approve or deny new business applications.
3. ENSURE JOBS FOR LOW-INCOME RESIDENTS Create job training programs for anyone who wants them. Adopt hiring policies for low-income residents with barriers, including languages, for jobs in city-owned, city-supported and city-operated services. Order police to exempt survival work, such as binning, street vending and sex work, from ticketing, harassment and arrest.
4. PROTECT RESIDENTS’ SAFETY Create a resident-directed DTES police and security ombuds office to receive complaints and direct investigations. Provide free public transit passes to all low-income Vancouver residents. Expand, don’t cut, funding to support residents and programs organizing for the safety of women, trans and other people vulnerable to violence.
5. END DISCRIMINATION SO EVERYONE CAN ACCESS THE SERVICES THEY NEED
Adopt policies for language, cultural and mobility accessibility in all services, including hiring plans for Indigenous residents, people with disabilities, seniors, queer and trans people and women, as well as Chinese and Spanish speaking workers. Create anti-colonial planning and service organizations. Make the DTES a sanctuary zone where all have equal access to health, housing and social services regardless of citizenship status.
This is a call to the City of Vancouver to adopt the policies proposed by low-income DTES residents as the truthful outcome of the Local Area Planning Process. Our DTES community plan turns away developers and protects the DTES as a SOCIAL JUSTICE ZONE where low-income communities can continue to work to build a healthy, safe and just community themselves.
Farm implement near McBaine in rural Boone County Missouri by Notley Hawkins Photography. Taken with a Canon EOS 5D Mark IV camera with a Canon EF16-35mm f/2.8L II USM lens at ƒ/4.0 with a 52 second exposure at ISO 100. Processed with Adobe Lightroom 6.4.
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©Notley Hawkins
Today was a great day at the Fab Lab. The students were asking me what I games I liked to play, and I said chess. I've been wanting to make a chess set with the laser cutter anyway.
We designed up a simple chess set that would fit 8 sets on the 24" x 12" laser cutter and cut them out. We pulled together a group to peel of the backings and to make boards.
Our first inclination was to use the chess piece negatives as a board stencil. The idea was to tape them off and spray paint, but we ran out of spray paint and so used markers. In practice we decided to go checker board.
The lessons went into darkness, and the students were using LED lights to keep playing.
A good day.
Agahi to implement the Nokia-UNESCO Mobile Learning initiative to deliver quality education to teachers
Nokia Pakistan and UNESCO collaborate to launch Mobile Learning for Teacher’s in Pakistan using Nokia Education Delivery App to facilitate teacher training via mobile phones
Nokia Pakistan and UNESCO Islamabad launched the project “Mobile Learning Project for Teacher’s Professional Development” today as formal collaboration in the presence of senior government officials, Nokia representatives and UNESCO representatives. As part of this program, UNESCO and Nokia are joining hands, where Nokia is providing its mobile phones and its application “Nokia Education Delivery (NED) for UNESCO’s project on ‘use of ICT for professional development of public school teachers’ in remote areas.
Since 2011 NED has turned into an open source solution to improve livelihoods, and in order to support such mobile learning innovations to be filled with life in Pakistan, The project will be implemented by AGAHI, a UNESCO partner and a non-profit foundation working in the area of communication and media policy design.
Nokia developed NED to allow using a mobile phone to access and download videos and other educational materials from a constantly updated education library. Operating in hundreds of schools and having reached millions of students in the Philippines, Tanzania, Chile and Colombia, Nokia Education Delivery has been shown to improve study results and increase retention among students.
This collaboration is part of the agreement signed last year between UNESCO and Nokia at international level to promote the use of mobile technologies to further the objectives of “Education for All”. As part of this agreement Nokia is developing applications and new Mobile technologies offering access to information and enrich learning environments at global level.
In Pakistan, through the project “Mobile Learning for Teachers” Nokia’s Education Delivery application will help UNESCO to enable the delivery of high- quality educational materials to teachers who lack training and resources though mobile phones giving an opportunity to teachers to train themselves on the same level as professionally competent teachers.
Speaking about the project, UNESCO Director, Kozue Kai Nagata said, “In 21st century Public- private partnerships are enjoying growing attention and support as a new and sustainable modality for development. We are confident to collaborate with Nokia to provide us with the best platform to train public school teachers. Nokia Education Delivery is fit to match our need of delivering quality training to a large number of public school teachers across Pakistan through the project named “Mobile Learning for Teachers”
Amir Jahangir, President AGAHI and a Young Global Leader of the World Economic Forum, shared his views on the launch that “Pakistan is a knowledge starved country, where universal education has its own challenges. To meet the target of the Millennium Development Goals (MDG) on education, Pakistan needs to address its education challenges through innovation and technology which can reach to a larger population with cost effective solutions”.
Speaking about the launch of NED program, Ulrike Vott Nokia Sustainability Manager for Middle East said, “Nokia Education Delivery facilitates education in a fun and interactive way. In addition to the NED software, Nokia offers program implementation support for the benefit of Pakistan’s education landscape.” The Nokia Education Delivery software system has two modules. The first module is installed on a Nokia mobile phone and contains a browse able catalog of educational videos. The second module is installed on the computer of the education administrator. It manages the organization’s mobile video library, so that videos can be added, deleted and updated. It also provides information on the usage of different videos.”
This unique pilot project for Pakistan has been initiated by UNESCO and AGAHI aims at using Mobile phones as medium for training teachers, where the teachers in remote areas will be equipped with devices, SIMs, a software solution and high quality educational content. The course for training and capacity building will be developed into video files and will be transmitted step by step according to curriculum on the phones provided to teachers. Over the course of the training period, teachers will be tested via SMS on regular basis and as an incentive, those who will score highest in tests will receive free mobile top ups. At the end of the course, test scores of all teachers will be aggregated and the passing teachers will be awarded certificate in the final workshop.
AGAHI is UNESCO implementing partner in Pakistan. A not for profit, AGAHI specializes in creating communication, information and media policy design tools, that enables the stakeholders to engage in information collaboration on knowledge-based platforms. AGAHI works in building the capacity of knowledge workers in creating content based on best practices to disseminate information in building a more integrated knowledge ecosystem.
Persistent URL: digital.lib.muohio.edu/u?/tradecards,2894
Subject (TGM): Portraits; Children; Girls; Farms; Croplands; Plants; Agricultural machinery & implements; Farming;
Mr. Maged A. Abdelaziz, United Nations Under Secretary-General and Special Adviser on Africa addressed a critical necessity for taking action-- funding. He suggested looking more into more South-South partnerships with countries in other regions which have seen social and economic growth as part of 15-years of MDGs implementation. He stressed the crucial need for funding to meet capacity gaps, especially to track data and monitor impact for transparency.
© Credit: Lei Phyu / UNDP
16 December 2013. El Fasher: (Left to right) The UNAMID head of Political Affairs Unit, Ibrahim Kamara, the Deputy Prime Minister of Qatar, Ahmed bin Abdullah Al Mahmoud, the UNAMID Joint Special Representative and the AU-UN Joint Chief Mediator, Mohamed Ibn Chambas, and the head of the Darfur Regional Authority (DRA), Tijane Sese, at the opening session of the seventh meeting of the Implementation Follow–up Commission (IFC), established by the Doha Document for Peace in Darfur (DDPD), that took place at UNAMID Headquarters in El Fasher, North Darfur.
Photo by Albert González Farran, UNAMID
Agahi to implement the Nokia-UNESCO Mobile Learning initiative to deliver quality education to teachers
Nokia Pakistan and UNESCO collaborate to launch Mobile Learning for Teacher’s in Pakistan using Nokia Education Delivery App to facilitate teacher training via mobile phones
Nokia Pakistan and UNESCO Islamabad launched the project “Mobile Learning Project for Teacher’s Professional Development” today as formal collaboration in the presence of senior government officials, Nokia representatives and UNESCO representatives. As part of this program, UNESCO and Nokia are joining hands, where Nokia is providing its mobile phones and its application “Nokia Education Delivery (NED) for UNESCO’s project on ‘use of ICT for professional development of public school teachers’ in remote areas.
Since 2011 NED has turned into an open source solution to improve livelihoods, and in order to support such mobile learning innovations to be filled with life in Pakistan, The project will be implemented by AGAHI, a UNESCO partner and a non-profit foundation working in the area of communication and media policy design.
Nokia developed NED to allow using a mobile phone to access and download videos and other educational materials from a constantly updated education library. Operating in hundreds of schools and having reached millions of students in the Philippines, Tanzania, Chile and Colombia, Nokia Education Delivery has been shown to improve study results and increase retention among students.
This collaboration is part of the agreement signed last year between UNESCO and Nokia at international level to promote the use of mobile technologies to further the objectives of “Education for All”. As part of this agreement Nokia is developing applications and new Mobile technologies offering access to information and enrich learning environments at global level.
In Pakistan, through the project “Mobile Learning for Teachers” Nokia’s Education Delivery application will help UNESCO to enable the delivery of high- quality educational materials to teachers who lack training and resources though mobile phones giving an opportunity to teachers to train themselves on the same level as professionally competent teachers.
Speaking about the project, UNESCO Director, Kozue Kai Nagata said, “In 21st century Public- private partnerships are enjoying growing attention and support as a new and sustainable modality for development. We are confident to collaborate with Nokia to provide us with the best platform to train public school teachers. Nokia Education Delivery is fit to match our need of delivering quality training to a large number of public school teachers across Pakistan through the project named “Mobile Learning for Teachers”
Amir Jahangir, President AGAHI and a Young Global Leader of the World Economic Forum, shared his views on the launch that “Pakistan is a knowledge starved country, where universal education has its own challenges. To meet the target of the Millennium Development Goals (MDG) on education, Pakistan needs to address its education challenges through innovation and technology which can reach to a larger population with cost effective solutions”.
Speaking about the launch of NED program, Ulrike Vott Nokia Sustainability Manager for Middle East said, “Nokia Education Delivery facilitates education in a fun and interactive way. In addition to the NED software, Nokia offers program implementation support for the benefit of Pakistan’s education landscape.” The Nokia Education Delivery software system has two modules. The first module is installed on a Nokia mobile phone and contains a browse able catalog of educational videos. The second module is installed on the computer of the education administrator. It manages the organization’s mobile video library, so that videos can be added, deleted and updated. It also provides information on the usage of different videos.”
This unique pilot project for Pakistan has been initiated by UNESCO and AGAHI aims at using Mobile phones as medium for training teachers, where the teachers in remote areas will be equipped with devices, SIMs, a software solution and high quality educational content. The course for training and capacity building will be developed into video files and will be transmitted step by step according to curriculum on the phones provided to teachers. Over the course of the training period, teachers will be tested via SMS on regular basis and as an incentive, those who will score highest in tests will receive free mobile top ups. At the end of the course, test scores of all teachers will be aggregated and the passing teachers will be awarded certificate in the final workshop.
AGAHI is UNESCO implementing partner in Pakistan. A not for profit, AGAHI specializes in creating communication, information and media policy design tools, that enables the stakeholders to engage in information collaboration on knowledge-based platforms. AGAHI works in building the capacity of knowledge workers in creating content based on best practices to disseminate information in building a more integrated knowledge ecosystem.
A montage of Carl East and his Track Marshall 90 running with the mole, or subsoiling.
A subsoiler or mole plough is a tractor mounted implement used to loosen and break up soil at depths below the level of a traditional disk harrow or rototiller. Most tractor mounted cultivation tools will break up and turn over surface soil to a depth of 6" to 8" while a subsoiler will break up and loosen soil to twice those depths, in this instance to about 24". Typically a subsoiler mounted to a Crawler or Tractor will reach depths of about 12" and typically have only one thin blade with a sharpened tip or torpedo like the one seen here.
The subsoiler is a tillage tool which will improve growth in all crops where soil compaction is a problem. The design provides deep tillage, loosening soil deeper than a tiller or plough is capable of reaching.
Deputy Secretary Neal Wolin delivered remarks on the implementation of Wall Street reform legislation at the Pew Charitable Trusts. In his remarks, Wolin discussed the importance of moving forward quickly, carefully and responsibly to implement the critical protections in the Dodd-Frank Wall Street Reform and Consumer Protection Act. Following his remarks, Deputy Secretary Wolin participated in a question and answer session with the audience. [Photo credit: Jocelyn Augustino©2011]
Christopher Pissarides, Regius Professor of Economics, London School of Economics and Political Science, United Kingdom capture during the Session: Implementing Strategies for Inclusive Growth at the Annual Meeting 2018 of the World Economic Forum in Davos, January 23, 2018
Copyright by World Economic Forum / Sikarin Thanachaiary
Community Outreach Health Project - Public Health Initiative in Karnataka, India, implemented by www.trinitycarefoundation.com/csr for Government Teachers and School staff.
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Herramienta con un filo metálico que está fijado de forma segura a un mango, generalmente de madera, cuya finalidad es el corte mediante golpes.
El origen del hacha debe situarse en la prehistoria
Agahi to implement the Nokia-UNESCO Mobile Learning initiative to deliver quality education to teachers
Nokia Pakistan and UNESCO collaborate to launch Mobile Learning for Teacher’s in Pakistan using Nokia Education Delivery App to facilitate teacher training via mobile phones
Nokia Pakistan and UNESCO Islamabad launched the project “Mobile Learning Project for Teacher’s Professional Development” today as formal collaboration in the presence of senior government officials, Nokia representatives and UNESCO representatives. As part of this program, UNESCO and Nokia are joining hands, where Nokia is providing its mobile phones and its application “Nokia Education Delivery (NED) for UNESCO’s project on ‘use of ICT for professional development of public school teachers’ in remote areas.
Since 2011 NED has turned into an open source solution to improve livelihoods, and in order to support such mobile learning innovations to be filled with life in Pakistan, The project will be implemented by AGAHI, a UNESCO partner and a non-profit foundation working in the area of communication and media policy design.
Nokia developed NED to allow using a mobile phone to access and download videos and other educational materials from a constantly updated education library. Operating in hundreds of schools and having reached millions of students in the Philippines, Tanzania, Chile and Colombia, Nokia Education Delivery has been shown to improve study results and increase retention among students.
This collaboration is part of the agreement signed last year between UNESCO and Nokia at international level to promote the use of mobile technologies to further the objectives of “Education for All”. As part of this agreement Nokia is developing applications and new Mobile technologies offering access to information and enrich learning environments at global level.
In Pakistan, through the project “Mobile Learning for Teachers” Nokia’s Education Delivery application will help UNESCO to enable the delivery of high- quality educational materials to teachers who lack training and resources though mobile phones giving an opportunity to teachers to train themselves on the same level as professionally competent teachers.
Speaking about the project, UNESCO Director, Kozue Kai Nagata said, “In 21st century Public- private partnerships are enjoying growing attention and support as a new and sustainable modality for development. We are confident to collaborate with Nokia to provide us with the best platform to train public school teachers. Nokia Education Delivery is fit to match our need of delivering quality training to a large number of public school teachers across Pakistan through the project named “Mobile Learning for Teachers”
Amir Jahangir, President AGAHI and a Young Global Leader of the World Economic Forum, shared his views on the launch that “Pakistan is a knowledge starved country, where universal education has its own challenges. To meet the target of the Millennium Development Goals (MDG) on education, Pakistan needs to address its education challenges through innovation and technology which can reach to a larger population with cost effective solutions”.
Speaking about the launch of NED program, Ulrike Vott Nokia Sustainability Manager for Middle East said, “Nokia Education Delivery facilitates education in a fun and interactive way. In addition to the NED software, Nokia offers program implementation support for the benefit of Pakistan’s education landscape.” The Nokia Education Delivery software system has two modules. The first module is installed on a Nokia mobile phone and contains a browse able catalog of educational videos. The second module is installed on the computer of the education administrator. It manages the organization’s mobile video library, so that videos can be added, deleted and updated. It also provides information on the usage of different videos.”
This unique pilot project for Pakistan has been initiated by UNESCO and AGAHI aims at using Mobile phones as medium for training teachers, where the teachers in remote areas will be equipped with devices, SIMs, a software solution and high quality educational content. The course for training and capacity building will be developed into video files and will be transmitted step by step according to curriculum on the phones provided to teachers. Over the course of the training period, teachers will be tested via SMS on regular basis and as an incentive, those who will score highest in tests will receive free mobile top ups. At the end of the course, test scores of all teachers will be aggregated and the passing teachers will be awarded certificate in the final workshop.
AGAHI is UNESCO implementing partner in Pakistan. A not for profit, AGAHI specializes in creating communication, information and media policy design tools, that enables the stakeholders to engage in information collaboration on knowledge-based platforms. AGAHI works in building the capacity of knowledge workers in creating content based on best practices to disseminate information in building a more integrated knowledge ecosystem.