Academic literature on the topic 'Rights and knowledge about nature'
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Journal articles on the topic "Rights and knowledge about nature"
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Jerome, Lee, Anna Liddle, and Helen Young. "Talking about rights without talking about rights: on the absence of knowledge in classroom discussions." Human Rights Education Review 4, no. 1 (March 11, 2021): 8–26. http://dx.doi.org/10.7577/hrer.3979.
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This article reports on research in three secondary schools in England where students were engaged in deliberative discussion of controversial issues. The teaching resources used illustrated rights-based dilemmas and the data analysis focused on the nature of the talk and the types of knowledge the students drew upon to inform their discussions. The article shares four insights: (i) there is a need to be more explicit about what constitutes human rights knowledge; (ii) human rights education requires the development of political understanding, which moves beyond individual empathy; (iii) educators need to value the process of deliberative discussions and avoid a push for conclusive answers; (iv) students need support to draw on knowledge from a range of disciplines. If these issues are not addressed, some students are able to engage in rights-based discussions with little knowledge and understanding of rights.
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Sleptsov, Anatoly N., Irina A. Sleptsova, Antonina A. Vinokurova, and Alina A. Nakhodkina. "Arctic Indigenous Peoples and Intellectual Property Law." Sibirica 21, no. 3 (December 1, 2022): 195–203. http://dx.doi.org/10.3167/sib.2022.210309.
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Abstract This article deals with current issues regarding the protection of the traditional cultural expression and traditional knowledge of indigenous peoples of the Russian Arctic in the context of intellectual property rights. The relevant problem in terms of legal regulation is the collective nature of intellectual property rights for indigenous peoples, since we are talking about a society whose composition is constantly changing as some members are born and others die. Still, rights relating to cultural heritage belong to the people as bearers of their tradition. The collective nature of the intellectual property rights of indigenous peoples requires theoretical justification as a new phenomenon and a definition of the term, as well as special legal regulations and the development of mechanisms for the implementation of the right.
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Muslim, Muslim. "Philosophy and Human Nature." Indonesian Journal for Islamic Studies 1, no. 1 (July 28, 2023): 32–37. http://dx.doi.org/10.58723/ijfis.v1i1.64.
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This research is to find out what philosophy is, to find out the philosophical views of human nature, to find out the relationship between human nature and philosophy. Philosophical thinking is knowledge, this is about knowledge starting with curiosity, certainty starting with doubt and philosophy starting with both of them. Science is a part of knowledge that is learned to be able to know everything in life. Often a person has a desire to know something. Something you want to know exists in everyday life. There are times, curiosity is just curiosity that A moment. Human nature is a servant and caliph of Allah on earth which consists of three elements, namely physical, intellectual and spiritual. This humans as servant and caliph of Allah on earth, then humans are God's creatures, creatures created in a helpless condition, needing help from other beings who have the ability to think, creatures who have reason, creatures who are always curious about everything, creatures who have the ability to speak, creatures who are able to make tools for social beings who are able to work together, creatures that are able to organize excrement to meet their needs, creatures that live on the basis of economic principles, creatures that are religious, rational beings who are free to act based on moral reasons, creatures with a social contract to respect and protect rights other people The link between human nature and philosophy also provides an understanding or awareness to humans of the meaning of knowledge about reality provided by philosophy.
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Janke, Terri. "Indigenous Knowledge & Intellectual Property: Negotiating the Spaces." Australian Journal of Indigenous Education 37, S1 (2008): 14–24. http://dx.doi.org/10.1375/s1326011100000338.
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Abstract Indigenous knowledge is an integral part of Indigenous cultural heritage. Knowledge about land, seas, places and associated songs, stories, social practices, and oral traditions are important assets for Indigenous communities. Transmitted from generation to generation, Indigenous knowledge is constantly reinterpreted by Indigenous people. Through the existence and transmission of this intangible cultural heritage, Indigenous people are able to associate with a communal identity. The recording and fixing of Indigenous knowledge creates intellectual property (IP), rights of ownership to the material which the written or recorded in documents, sound recordings or films. Intellectual property rights allow the rights owners to control reproductions of the fixed form. IP laws are individual based and economic in nature. A concern for Indigenous people is that the ownership of the intellectual property which is generated from such processes, if often, not owned by them. The IP laws impact on the rights of traditional and Indigenous communities to their cultural heritage. This paper will explore the international developments, case studies, published protocols and policy initiatives concerning the recording, dissemination, digitisation, and commercial use of Indigenous knowledge.
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Silvestre, Carolina, Danieli Aparecida Cristina Leite, and Renato Bernardi. "Pachamama Allied to Human Rights Education: Applicability of The Indigenous Worldview As An Eco-Legal Proposal For Interpretation and Way of Living." Revista de Gestão Social e Ambiental 18, no. 11 (November 4, 2024): e09591. http://dx.doi.org/10.24857/rgsa.v18n11-013.
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Objective: To propose an approach to teaching human rights and environmental education together, based on knowledge about Pachamama. Theoretical Framework: Legal documents that support human rights education and the concept of Pachamama. To this end, the authors Capra and Mattei (2018), Zaffaroni (2017), Benevides (2022) and Moraes (2018) were used, with the same aim of interconnecting the rights of nature with human rights. Method: To carry out this article, we started from bibliographical and documentary research, through studies of legislation and literature on the subject, using the hypothetical-deductive method. Results and Discussion: The research envisaged the proposal of a practice of Human Rights Education combined with practices of Environmental Education in order to promote the awareness and emancipation of the subject in harmony with nature, interpreting it as Pachamama. Research Implications: To direct a proposal through a State Bill to add a specific curricular component to work with Human Rights and the promotion of their culture combined with Environmental Education practices and knowledge about Pachamama in the early years of Elementary School, 8th and 9th grades. Originality/Value: This study contributes to innovation in the teaching of human rights in schools linked to a systemic view of nature, which considers human beings and values their interconnection with the environment. The relevance and value of this research are evidenced by the way in which the law is applied from an eco-legal perspective.
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Mreiwed, Hala. "Experiences From the Field: Transforming Teaching and Learning Through Child Rights Education." Journal of the Canadian Association for Curriculum Studies 18, no. 1 (July 15, 2020): 55–56. http://dx.doi.org/10.25071/1916-4467.40465.
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Children are not just the future; they are the present. Their voices must be heard and their rights fully implemented in the here and now. Empty promises for future actions do not build communities but destroy momentum. It is therefore essential that children learn about their rights, and for these rights to be at the core of teaching. Through reflective writing, I explore my personal and professional experiences as an educator, course lecturer, researcher and Child Rights Education (CRE) consultant in learning and teaching about the UN Convention on the Rights of the Child (CRC) while working in Canada and abroad for over a decade. Personal reflections from workshops, trainings and desk research have led to the understanding that it is essential for children to learn about their rights and for teachers to be trained in CRE to transfer this knowledge. This process of knowledge transfer can help educators and learners transform the CRC from a symbolic text to a living document, ensuring that child rights are lived (experienced) and living (contextualized and adapted to present and emerging needs), ultimately bridging diversities, leading to equitable practices and fostering understanding, respect and inclusion in and beyond the classroom walls. Informing the research findings are a conversation about child rights, an understanding of the constructed nature of childhood, and the role of creative drama as a pedagogical approach in transferring knowledge and opening the path for creative and collaborative practices and forms of inquiry in CRE.
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Turczyk, Małgorzata. "Child Protection in the Event of Parents’ Divorce – Conceptualization of the Subject of the Study." Yearbook of Pedagogy 42, no. 1 (December 1, 2019): 197–204. http://dx.doi.org/10.2478/rp-2019-0013.
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SummaryThe article is preconceptual in its nature, as it is an introduction to a planned research project in the area of pedagogy and law. The author describes the research in current trends in modern childhood studies, choosing the protection of children’s rights in the event of their parents’ separation as the basic research category. This category will be analyzed in ontological, epistemological and methodological dimensions. In view of the growing scale of family breakdowns, it becomes justified to ask a question about the way of experiencing, understanding and constructing knowledge about the subject of pedagogical and legal interactions – the child themself. Building knowledge about a child whose parents separate is not only intended to expand and build interdisciplinary theoretical knowledge, but also to provide a basis for designing adequate tools and activities to protect the rights of a child experiencing their parents’ separation. This article provides an outline of a research concept aimed at protecting children’s rights. The article contains extensive justifications for the research topic and the framework of the methodological concept.
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Sitdikov, R. B. "Special Knowledge and Forensic Examination as a Procedural Safeguard of Intellectual Property Rights Protection." Lex Russica 76, no. 12 (December 21, 2023): 32–40. http://dx.doi.org/10.17803/1729-5920.2023.205.12.032-040.
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Forensic examination is an important procedural safeguard for the protection of infringed intellectual rights in cases where the use of special knowledge is necessary to resolve a dispute, and at the same time it should not be considered as a procedural safeguard and a means of protection in cases where special knowledge is not required to establish the fact of the use of an object of intellectual rights. At the legislative level, there is no legal regulation of the issue of the need for special knowledge to establish the fact of the use of an object of intellectual rights in disputes about their infringement, it is not complete at the level of clarifications of the Supreme Arbitration Court of the Russian Federation and the Supreme Court of the Russian Federation, in some aspects it differs from the long-established Rospatent approaches and, therefore, it needs clarification. Due to the similar legal nature of industrial designs, trademarks (service marks) and copyright objects of a visual nature, the paper proposes to clarify and apply uniformly an approach by virtue of which special knowledge is not required but the perception of a narrow circle of buyers/users of the relevant goods/services may be used to assess their identity or similarity, general visual impression and derivative. In such cases, both the conclusion of a forensic examination and non-judicial expert opinions should not be treated as admissible evidence. In other cases, when special knowledge is necessary, it is proposed to consider only those conclusions of forensic examination and extra-judicial examinations that were carried out by persons qualified not only in the field of protection, examination and evaluation of intellectual property rights, but also in the field to which the object under study belongs. Such examinations can also be of a complex nature.
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Cano-Pecharroman, Lidia, and Erin O’Donnell. "Relational representation: Speaking with and not about Nature." PLOS Water 3, no. 10 (October 16, 2024): e0000236. http://dx.doi.org/10.1371/journal.pwat.0000236.
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The transnational movement to recognise the rights of Nature continues to fuel experimentation by a growing number of jurisdictions in legal form, content, powers, and governance arrangements. In this paper, we focus on the mechanisms through which Nature is represented in various ways. There is enormous diversity in representational arrangements, but there is no clarity on precisely who should be representing Nature, or how Nature can be represented in human spaces, or even what the intent of this representation is (or should be). We describe a spectrum of representation that ranges from speaking about, to speaking for, to speaking with the natural entity. We develop a model of relational representation that shows the power of speaking with Nature to not only develop relations between the representatives and the natural entity, but also to enable a broader dialogue of knowledges with a wider pool of participants. By examining four case studies (the Mar Menor in Spain, the Río Atrato in Colombia, the Birrarung/Yarra River in Australia and Te Awa Tupua/Whanganui River in Aotearoa New Zealand), we show how these diverse representational models are moving towards the relational end of the spectrum, and identify the challenges and opportunities of relational representation of Nature.
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Quoc, Nguyen Anh, Nguyen Minh Tri, Nguyen Trinh Nghieu, Pham Thi Dinh, Dinh Van Chien, and Dinh The Hoang. "nature of liberty." Linguistics and Culture Review 5, S2 (September 7, 2021): 831–47. http://dx.doi.org/10.21744/lingcure.v5ns2.1455.
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Liberty, and necessity are the premise for the perception of the relationship between man and nature. When objects exist in nature, individuals exist in people. Nature and man are a unity between the body and the individual in behavior. The successive act of liberty to fill the temporal gaps in the exercise of the right to life and the pursuit of happiness is the object of human science. Liberty is in itself, due to it, but depending on historical circumstances and conditions, liberty depends on different objects, knowledge, and needs of individuals, making behavior about necessity become liberty about responsibility. Individuals are acts of knowledge, with a will, and liberty is acts of intelligence and reason. When private ownership comes into being, liberty about the property becomes liberty about norms. Organizations become a means of subsistence that makes standards false. To submit to falsehoods in the course of living is a slave. The abolition of slaves is the subject of liberty. In the condition that there is no more antagonistic division of labor, diversity of occupations, an abundance of sexual orientation, and false standards are fully discovered, work and gender are equally noble and equal.
Dissertations / Theses on the topic "Rights and knowledge about nature"
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Somerset, Richard. "Sciences : a selective study of forms of knowledge about the world." Thesis, University of Glasgow, 1997. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267079.
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Gueye, Seyni. ""Visiter la terre" : droits, savoirs et territoires dans la colonisation hispanique du nord des Andes (province de Popayán, XVIe-XVIIe siècles)." Electronic Thesis or Diss., Paris, EHESS, 2024. http://www.theses.fr/2024EHES0153.
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Au croisement de l’histoire de l’administration de la justice en situation coloniale et de l’histoire des savoirs, cette thèse analyse des inspections itinérantes sous forme de procès, déployées auprès des communautés d’habitants de la province de Popayán (sud-ouest de la Colombie actuelle), entre le milieu du XVIe et le début du XVIIe siècle. L’étude vise à restituer les contextes et les acteurs de ces inspections appelées "visitas de la tierra", les modalités concrètes des déplacements et les rencontres occasionnées par la procédure, ainsi que son dispositif de production d’information, par observation et collecte de témoignages enregistrés in situ. D’autre part, la recherche questionne les usages judiciaires et savants de la documentation produite lors des "visitas de la tierra", au sein des collectivités soumises à leurs enquêtes (villes et paroisses coloniales, sites d’extraction d’or, communautés indiennes d’encomienda), comme dans les centres gouvernementaux de l’empire, auxquels sont envoyées des formes variées de comptes-rendus des inspections. Il s’agit de comprendre la manière dont ces procès agissent à la fois comme des rituels de négociation de l’ordre colonial à l’échelle des corps politiques espagnols et indiens de la province, mais aussi comme des instruments de connaissance de leurs territoires, dont les usages s’exercent à différents niveaux du gouvernement impérialThis PhD dissertation participates in historiographical trends that have been underway for several decades at the crossroads of imperial and colonial European expansion in the early modern period, the history of justice, and the history of knowledge production. It analyses inspections of royal justice and taxation-system in the form of itinerant trials, carried out among the communities of inhabitants in the province of Popayán (southwestern Colombia), between the years 1550s and 1630s. The study aims to reconstruct the contexts and actors involved in these procedures, called "visitas de la tierra", the concrete modalities of travel and social encounters they occasioned, and their practices of information-gathering, by observing and collecting testimonies.On the other hand, it questions the multiple uses of the visitas’ oral and written enactments, within the communities subjected to the trials (colonial towns and parishes, gold-mining districts, Indian encomiendas), as well as in the empire's governmental centers, to which various forms of reports were sent.The aim of the research is to understand better how the "visitas de la tierra" acted both as rituals of negotiation of the colonial order at the local scale of the political bodies established in the northern Andes, and as instruments of knowledge about their territories, the uses of which were exercised at different levels of imperial government
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Herscovici, А. "Knowledge and information economy, welfare and governance: the economic nature of intellectual property rights." Thesis, Видавництво СумДУ, 2009. http://essuir.sumdu.edu.ua/handle/123456789/13452.
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Kunowski, Myra Antoinette. "Teaching About the Treaty of Waitangi: Examining the Nature of Teacher Knowledge and Classroom Practice." Thesis, Griffith University, 2005. http://hdl.handle.net/10072/367740.
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Knowledge and understanding of the Treaty of Waitangi, as the founding document of the nation and as a living document today, is seen as crucial for the capacity of New Zealanders to accommodate cultural differences and to handle the challenges of the future. It is also outlined in the national social studies curriculum, Social Studies in the New Zealand Curriculum (Ministry of Education, 1997), as an essential area of learning for students in New Zealand schools. For these reasons, this study examines the nature of social studies teachers' subject matter knowledge for teaching about the Treaty of Waitangi, how it has been interpreted over time and how it is applied in New Zealand in the present day. Informed by Shulman's (1987) categorisation of a knowledge base for teaching, this study builds on a growing literature on the important role of pedagogical content knowledge. Four social studies teachers participated in the study which focuses on years 9 and 10, where the majority of New Zealand secondary school students acquire their knowledge of New Zealand's history. Using a collective case study design, multi-method triangulation is adopted for tapping into and representing the teachers' conceptual and practical knowledge. Methods include a semi-structured interview, a concept mapping exercise, a lesson planning activity, and a video-stimulated recall interview of a classroom lesson. The latter is a key data gathering method and is confirmed as a very valuable technique for gaining insight into the implicit theories and beliefs of teachers, and the relationship between their beliefs and actions.
The study demonstrates that discipline knowledge of history is an important ingredient in social studies teachers' knowledge and understanding of the Treaty of Waitangi and its implementation in New Zealand since 1840. Discipline knowledge informed their pedagogical content knowledge, which is central to effectively teaching this essential area of learning about New Zealand in the secondary school classroom. The teachers with this knowledge were able to place events in the context of time and comprehend historical ideas. In addition, they applied their understanding of historical inquiry and the historical relationships of cause and effect and continuity and change, to their teaching. These teachers also more readily accessed recent historical scholarship in New Zealand's history, and thus were aware of historical interpretations and the different perspectives from which Maori-Pakeha issues in the past and present can be examined. In accord with research in the United States and Britain, the evidence in this study indicates that the presence or absence of pedagogical content knowledge significantly affects the learning opportunities that teachers provide for their students. The findings suggest that there are both beginning and experienced social studies teachers who have limited historical knowledge for teaching the Treaty of Waitangi topic area. The teachers who lacked mastery of topic content were unable to easily use stories or examples to illustrate and clearly explain ideas and events. In attempting to simplify topic material, content was sometimes misrepresented and superficial responses were given to students' more challenging questions. Teaching also incorporated some information errors. It was these teachers who also regarded the area of learning as contentious. Concerned to avoid dissension in the classroom, and wary of adverse parental and community opinion, they were reluctant to engage in class discussion on Maori and Pakeha matters that have been controversial, or that are subject to current national debate. Three areas are highlighted where teachers considered help and direction would enhance their teaching. Firstly, more specific curriculum guidelines, in relation to achievement objectives for teachers and desired learning outcomes for students, could be provided in the Treaty of Waitangi topic area. Secondly, classroom implementation would be advanced by assistance for teachers in assimilating current historical interpretations of New Zealand's history and in developing the appropriate subject matter knowledge for teaching. Thirdly, training in critical inquiry skills would provide teachers with the expertise to handle contentious questions in the classroom and ensure they are better prepared to teach students to think critically and participate in society as informed and responsible citizens.Thesis (Professional Doctorate)
Doctor of Education (EdD)
School of Curriculum, Teaching and Learning
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Mosley, Evan Christopher. "The Commodification of Nature: Power/Knowledge and REDD+ in Costa Rica." Thesis, Virginia Tech, 2018. http://hdl.handle.net/10919/83809.
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Reducing Emissions from Deforestation and forest Degradation (REDD+) is a global carbon trading program intent on mitigating or reversing carbon emissions from forestry in the global south. REDD+ was negotiated at the 2005 United Nations Framework Convention on Climate Change (UNFCCC) and is coordinated by the Forest Carbon Partnership Facility (FCPF), administered by the World Bank Group. In this project, I explore REDD+ activity in Costa Rica, drawing on Michel Foucault's concept of governmentality. Costa Rica became a participant in the Forest Carbon Partnership Facility in July of 2008. Since then, indigenous peoples throughout the country have contested the program. This project is a single-case study of the Bribri contestation of REDD+ schemes, one of the larger indigenous communities in Costa Rica. Bribri argue that REDD+ disrespects their worldview and further endangers their local rights to land and forestry. This project argues that REDD+ and Bribri have different perceptions of nature, enabling disagreement on REDD+ goals. Whereas REDD+ perceives nature as commodifiable for the purposes of neoliberal climate policies, Bribri express a spiritual, harmonious relationship with nature. I conclude by noting that REDD+ can pose negative implications for indigenous life and culture. This is not only because REDD+ draws external and domestic actors to land and forestry for incentive-based purposes. But also because REDD+ defines 'rightful behavior' among forestry resources, challenging indigenous conceptions of environmental management. However, the Bribri are resisting REDD+ imposition and, particularly, the program's external governing of indigenous behavior amongst forests.Master of Arts
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Kaufman, Gila. "The nature and development of team leaders' professional knowledge about aspects of change in their schools." Thesis, University of Sussex, 2001. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.248013.
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Leibfritz, William E. "The influence of knowledge about the nature of mathematics anxiety on the level of mathematics anxiety for elementary preservice teachers /." The Ohio State University, 1990. http://rave.ohiolink.edu/etdc/view?acc_num=osu1487683049377302.
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Flores, Belinda Bustos. "Bilingual teachers' epistemological beliefs about the nature of bilingual children's cognition and their relation to perceived teaching practices /." Digital version accessible at:, 1999. http://wwwlib.umi.com/cr/utexas/main.
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Seutlwadi, Lebogang. "Adolescents' knowledge about abortion and emergency contraception a survey study." Thesis, Rhodes University, 2012. http://hdl.handle.net/10962/d1002561.
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Adolescents have become focal points of discussions and debates regarding sexuality and reproductive health matters. However, little research has been done particularly in South Africa to examine their knowledge concerning abortion and emergency contraception. Research indicates that a substantial proportion of adolescent pregnancies are unintended or unwanted. Abortion and emergency contraception are both time-sensitive services. Thus having accurate and comprehensive knowledge about both abortion and emergency contraception is pivotal, in the case of unintended or unwanted pregnancy or when engaging in unprotected sex or experiencing contraceptive failure that could lead to pregnancy. The 1994 International Conference on Population and Development (ICPD) defined reproductive health rights for both men and women as the right to "decide freely and responsibly the number, spacing and timing of their children and to have the information and means to do so" (p. 60). That is, men and women should "have the right to make decisions concerning their reproduction free of discrimination, violence and coercion" (ICPD, 1994, p.60). Based on these definitions, it is rather evident that comprehensive and accurate knowledge are at the core of one's ability to make an informed consent. This is confirmed by Adler's (1992, p. 289) definition of informed consent or choice "a) access to sufficient information b) understanding the information c) competence to evaluate potential consequences d) freedom to make a choice and e) the ability to make and express that choice". It is from this framework that this study emerged. The aim of this study was to examine adolescents' knowledge concerning abortion and emergency contraception. The participants were Grade 11 learners between the ages of 15-24 years from five different schools in the Buffalo City Municipality. A sample of 514 was achieved. Data were analysed using descriptive cross-tabulation, chi-square and qualitative methods where appropriate. The results revealed that most of the participants did not have sufficient accurate knowledge concerning the Choice on Termination of Pregnancy Act, consequences of legal abortion and emergency contraceptive pills to make informed decisions. Furthermore, data also revealed that the participants' schools playa role in their sexual activity, their knowledge about the Choice on Termination of Pregnancy Act and about emergency contraceptive pills. Although this method made it feasible for the researcher to make general assumptions, non-responses were one of the limitations of the study. Similar research in various municipalities/cities in and outside the Eastern Cape is recommended so as to increase further awareness concerning the level of knowledge that adolescents have about contraceptive pills particularly emergency contraceptive pills, the Choice on Termination of Pregnancy Act and abortion in general.
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Sperl, Anna, and Anna Ferdinandsson. "Children´s knowledge about the Convention on the Rights of the Child : An Empirical Study Investigating Sixth and Ninth Grade Pupils in Sweden." Thesis, Högskolan för lärande och kommunikation, Högskolan i Jönköping, HLK, Globala studier, 2014. http://urn.kb.se/resolve?urn=urn:nbn:se:hj:diva-27896.
Full textBooks on the topic "Rights and knowledge about nature"
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M, Buss David, ed. Personality psychology: Domains of knowledge about human nature. 4th ed. New York: McGraw-Hill Higher Education, 2009.
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M, Buss David, ed. Personality psychology: Domains of knowledge about human nature. New York: McGraw-Hill, 2002.
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Larsen, Randy J. Personality psychology: Domains of knowledge about human nature. 4th ed. New York: McGraw-Hill Higher Education, 2009.
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Larsen, Randy J. Personality psychology: Domains of knowledge about human nature. 3rd ed. Boston: McGraw Hill, 2008.
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M, Buss David, ed. Personality psychology: Domains of knowledge about human nature. 2nd ed. Boston: McGraw-Hill, 2005.
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Mosimane, Alphons Wabahe. An assessment on knowledge and attitudes about Kwandu Conservancy and the socio-economic status. Windhoek, Namibia: University of Namibia, Multi-disciplinary Research Centre, Social Sciences Division, 1998.
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1936-, Suzuki David, ed. Wisdom of the elders: Native and scientific ways of knowing about nature. Vancouver, B.C: Greystone Books, 2006.
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Karabuschenko, Pavel, and Arushan Vartumyan. Anglo-Saxons: falsification of political history (experience of historical hermeneutics). ru: INFRA-M Academic Publishing LLC., 2023. http://dx.doi.org/10.12737/1877339.
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The monograph is the result of a long-term study of the problem of falsification of Anglo-Saxon history, which was conducted by its political elites as part of their professional activities. Falsification plays the role of an informational "UFO" in the field of historical knowledge — many people talk about it, while little understanding the real nature of its essence. There are fakes in all national histories, and the largest number of them are found in those countries whose elites claim world domination, since it is simply impossible to exercise such domination without lies.
Falsification is a symbol of the decline of the political system that cannot tell the truth about itself. Using the example of the history of the Anglo—Saxons, we see this phenomenon as a kind of constant - they cannot tell the truth about themselves (due to the gravity of the crime committed), and it does not always work out beautifully (due to the limited imagination of a particular forger). In general, we have the right to talk about a whole school of historical falsifiers of the political history of Great Britain. Where there are crimes, there is also falsification as a desire to present what happened in a favorable light for the authorities (the ruling elite).
It is intended for everyone who is interested in the issues of combating authenticity with falsification in political history.
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McGlynn, Aidan. Mindreading Knowledge. Oxford University Press, 2017. http://dx.doi.org/10.1093/oso/9780198716310.003.0004.
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Is knowing a mental state in its own right, as believing is, or is it, at best, a mental state in an attenuated sense due to being a species of belief? Jennifer Nagel has recently contended that there is a strong empirical case for the former view of knowledge, arguing indirectly for this conclusion by drawing on work in developmental and comparative psychology that she takes to suggest that the concept of knowledge is acquired before the concept of belief. This chapter critically reassesses the bearing of the relevant empirical results and argues that they present a messy, complicated, and inherently inconclusive picture of when children and other creatures acquire the concepts in question. It concludes that the available empirical evidence does not support Nagel’s conceptual priority claim, let alone her further metaphysical conclusions about the nature of knowledge.
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Natarajan, Usha, and Julia Dehm, eds. Locating Nature. Cambridge University Press, 2022. http://dx.doi.org/10.1017/9781108667289.
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For those troubled by environmental harm on a global scale and its deeply unequal effects, this book explains how international law structures ecological degradation and environmental injustice while claiming to protect the environment. It identifies how central legal concepts such as sovereignty, jurisdiction, territory, development, environment, labour and human rights make inaccurate and unsustainable assumptions about the natural world and systemically reproduce environmental degradation and injustice. To avert socioecological crises, we must not only unpack but radically rework our understandings of nature and its relationship with law. We propose more sustainable and equitable ways to remake law's relationship with nature by drawing on diverse disciplines and sociocultural traditions that have been marginalized within international law. Influenced by Third World Approaches to International Law (TWAIL), postcolonialism and decoloniality, and inspired by Indigenous knowledges, cosmology, mythology and storytelling, this book lays the groundwork for an epistemological shift in the way humans conceptualize the relationship between law and nature.
Book chapters on the topic "Rights and knowledge about nature"
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Zankov, L. V., and Beatrice Beach Szekely. "Knowledge about Nature." In Teaching and Development: A Soviet Investigation, 204–15. New York: Routledge, 2024. http://dx.doi.org/10.4324/9781003575399-14.
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McCain, Kevin. "Skepticism About Induction." In The Nature of Scientific Knowledge, 187–204. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33405-9_12.
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McCain, Kevin. "Anti-realism About Science." In The Nature of Scientific Knowledge, 219–34. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33405-9_14.
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McCain, Kevin. "Skepticism About the External World." In The Nature of Scientific Knowledge, 173–85. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-33405-9_11.
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Kolstø, Stein Dankert, and Idar Mestad. "Learning about the Nature of Scientific Knowledge: The Imitating-Science Project." In Research and the Quality of Science Education, 247–57. Dordrecht: Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3673-6_20.
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Hanson, Helena I., and Johanna Alkan Olsson. "The Link Between Urban Green Space Planning Tools and Distributive, Procedural and Recognition Justice." In Human-Nature Interactions, 285–95. Cham: Springer International Publishing, 2022. http://dx.doi.org/10.1007/978-3-031-01980-7_23.
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Significant StatementClimate change and an increasing urbanisation create pressure on cities in terms of extreme weather events, deteriorated public health and wellbeing and a loss of biodiversity. Urban green spaces, such as parks and street trees, can help to reduce vulnerability and improve living conditions. Planning tools can support decisions on where, what and how much urban green space to save or implement. If used appropriately, planning tools can capture citizens’ needs and foster a more just planning and implementation of urban green spaces. This demands knowledge about the tools, their efficiency and appropriate application, as well as knowledge about the ecosystem and human needs. It also demands adequate technical, time and economic resources, as well as organisational and communication structures that can include citizens in the planning process.
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Lott, Micah. "The Knowledge of Human Dignity." In The Oxford Handbook of Elizabeth Anscombe, 292—C12.P67. Oxford University Press, 2022. http://dx.doi.org/10.1093/oxfordhb/9780190887353.013.20.
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Abstract This chapter brings together a number of Anscombe’s ideas concerning our knowledge of human dignity. It begins with Anscombe’s account of the connatural knowledge of dignity. Next it considers her claim that human dignity is the dignity of human nature, and her understanding of human nature as spirit. It then turns to her notion that human beings have ‘mystical value’ and to the role of theology and religious feeling in understanding human dignity. Finally, the chapter considers the idea that human dignity calls for respect of a specifically directed sort: respect we owe to every human being. Anscombe does not discuss this idea in detail, but the chapter explores the connections between directed duties, human rights, and natural justice. At first sight, there is a conflict between an ideal of natural justice and Anscombe’s conventionalism about rights and duties. But this conflict may be merely apparent.
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Bin, Xu, and Tan Kay Chuan. "The Effect of Business Characteristics on the Methods of Knowledge Protections." In Digital Rights Management, 1283–311. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2136-7.ch063.
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Intellectual property (IP) protection has been suggested to be essential in protecting innovation in product-dominant companies. However, with the development of service industries, the ineffectiveness in IP protection becomes manifest. Meanwhile, other knowledge protecting methods enable companies to maintain their competency without formal protection. This study examines the effectiveness of different means of knowledge protection. Specifically, business is classified according to companies’ offering nature, serving mode and consider about their business hardware. The effectiveness of protection methods is analyzed among these business types. Interviews were conducted with senior managers of 39 companies in China and Singapore. It is demonstrated that the choice of knowledge protecting method does not depend mainly on whether a company provides products or services, but on how the company produces and provides its offerings. It is found that the core competency of companies largely affects their attitude on whether to protect their offerings. It is found that in weak appropriability regimes, companies apply for patents not for their knowledge protection function, but for other benefits, such as getting awards or tax reductions, and improving reputation among customers.
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Pang, Natalie. "Collaborative Production, the Knowledge Commons and the Application of Open Content Licenses." In Digital Rights Management, 1162–78. IGI Global, 2013. http://dx.doi.org/10.4018/978-1-4666-2136-7.ch057.
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In recent years impacts of information and communication technologies, market enclosures, and the opposing struggle to retain community and public goods have had significant impacts on the social interactions of communities. This chapter examines communities in the context of the knowledge commons – a space by which “a particular type of freedom” (Benkler, 2004) can be practised. It also provides an appropriate lexicon to the examination and discourse of communities and the ways they work. As Castells (2003) notes, self-knowledge “is always a construction no matter how much it feels like a discovery” –this construction is enabled when people work or associate themselves with each other. In particular, the chapter is concerned about the structure of open content licenses operating within such domains. The chapter first explores the concept of the knowledge commons to understand the types of intellectual property that are distinctive to communities (public, communal, and private). Thereafter, licenses as a structure are examined as they may apply within such contexts. A significant influence on the discussion is the contemporary media environment that communities operate in today, resulting in the breaking down of boundaries, the blurring of distinctions between an original and a copy, and shifting the nature of production in communities. These debates lead to a case for open content licenses as an appropriate structural mechanism for communities.
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Silva, Larissa Souza Lima da, and Luciana Araújo dos Reis. "Regularization of lands of the remaining quilombos communities and the memory of traditions." In DEVELOPMENT AND ITS APPLICATIONS IN SCIENTIFIC KNOWLEDGE. Seven Editora, 2023. http://dx.doi.org/10.56238/devopinterscie-212.
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Symbolically represented, the land is considered a materialization of the tradition and culture of the quilombola communities. From this perspective, it is evident the need to analyze the legal aspects that comprise its regularization, since there is legislation that recognizes the right to definitive ownership of the territories to these populations. In this context, the relevance of the theme becomes understandable when it comes to the ineffectiveness of the rights of the remaining populations. The objective is to reflect on the social function that permeates the territories known as former quilombos, exteriorized in the preservation of memory; and to analyze how the social memory of these groups constitutes itself as an arsenal in the struggle for positive rights that lack practical effectiveness. This is a scientific production of a qualitative nature, elaborated from the inductive method and critical reflective investigation, with a corpus formed by legislation, legal and agricultural doctrine, and sociological contributions. Thus, the research points to the need to think about the land from a perspective superimposed on heritage issues, focusing on the identity of the group in its ancestry, formed by a set of symbologies incorporated into the physical space. Finally, it is considered that the preservation of the memory of tradition will only become possible when the fundamental rights and guarantees of this population group are fully achieved.
Conference papers on the topic "Rights and knowledge about nature"
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Arenas, Marcelo, Pablo Barceló, Diego Bustamante, Jose Caraball, and Bernardo Subercaseaux. "A Uniform Language to Explain Decision Trees." In 21st International Conference on Principles of Knowledge Representation and Reasoning {KR-2023}, 60–70. California: International Joint Conferences on Artificial Intelligence Organization, 2024. http://dx.doi.org/10.24963/kr.2024/6.
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The formal XAI community has studied a plethora of interpretability queries aiming to understand the classifications made by decision trees. However, a more uniform understanding of what questions we can hope to answer about these models, traditionally deemed to be easily interpretable, has remained elusive. In an initial attempt to understand uniform languages for interpretability, Arenas et al. proposed FOIL, a logic for explaining black-box ML models, and showed that it can express a variety of interpretability queries. However, we show that FOIL is limited in two important senses: (i) it is not expressive enough to capture some crucial queries, and (ii) its model agnostic nature results in a high computational complexity for decision trees. In this paper, we carefully craft two fragments of first-order logic that allow for efficiently interpreting decision trees: Q-DT-FOIL and its optimization variant OPT-DT-FOIL. We show that our proposed logics can express not only a variety of interpretability queries considered by previous literature, but also elegantly allows users to specify different objectives the sought explanations should optimize for. Using finite model-theoretic techniques, we show that the different ingredients of Q-DT-FOIL are necessary for its expressiveness, and yet that queries in Q-DT-FOIL can be evaluated with a polynomial number of queries to a SAT solver, as well as their optimization versions in OPT-DT-FOIL. Besides our theoretical results, we provide a SAT-based implementation of the evaluation for OPT-DT-FOIL that is performant on industry-size decision trees.
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Ferretti, Francesca. "THE PATIENT AS CONSUMER? A LEGAL ANALYSIS BETWEEN THE RIGHT TO HEALTH AND MARKET REGULATION." In 11th SWS International Scientific Conferences on SOCIAL SCIENCES - ISCSS 2024, 267–74. SGEM WORLD SCIENCE, 2024. https://doi.org/10.35603/sws.iscss.2024/vs02/19.
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The valorisation of a healthcare model centred on the active role of the patient has allowed its assimilation, from a legal perspective, to the figure of the consumer, characterised by ontological vulnerability and information asymmetry. This analogy is convincing in the hypothesis of the patient-direct user of medical devices, while it is more problematic in the presence of a therapeutic relationship between the patient and the healthcare provider, in particular medical facility. The assessment of compatibility between consumer and care relationship is conducted through the analysis of the European legislation on the notion of consumer (Dir. 93/13/EEC), and of the case law of the CJEU, which is reluctant to undue extensions of protection (cf. C-177/22), albeit with variable geometry. The study of case law about product liability (Dir. 85/374/EEC; Proposal 2022/495), shows the application of the discipline to damages suffered by any injured party, even without the status of consumer. This paper critiques the consumer metaphor, a view shared by American doctrine (Gusmano et al., 2019), not only for reasons of economic policy (e.g., inapplicability of the rule of supply and demand to the healthcare market), but also due to the distinct nature of the interests involved: commercial in the consumer relationship and existential in the care relationship, which seeks to protect the fundamental right to health (Art. 35 of the Charter of Fundamental Rights of the EU).
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Pozzer, Lilian L. "A HUMAN RIGHTS CENTRED HISTORICAL APPROACH TO TEACHING SCIENCE FOR SOCIAL CHANGE." In International Conference on Education and New Developments. inScience Press, 2022. http://dx.doi.org/10.36315/2022v1end012.
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"The COVID-19 pandemic brought to light uncomfortable realizations for science educators; it has become patently obvious how much confusion and misunderstanding there exist about basic scientific facts that could help one make informed decisions, from individual choices to policy making at all levels of government. The extreme polarity in public and private discourses related to COVID-19 might be augmented by political views, economic interests and social media algorithms, but at the bottom of it all there is a lack of understanding of scientific concepts and of the nature of science, as well as its sociocultural and historical contexts. There is also a lot of skepticism about science and scientists. This skepticism is not completely out of place; historically, there are embarrassing large numbers of cases in which human rights were infringed in the name of advancements of scientific knowledge. There are also incredible contributions of science to upholding and improving human rights. Whereas scientific discoveries are presented by the media as noteworthy and celebrated, there is a lack of intentional exploration and meaningful discussion of the “ups and downs” of science throughout its history and across cultures in the context of its relationship with human rights. To address this issue, I developed and implemented two courses designed for pre-service and in-service teachers, exploring the rather turbulent history of science and human rights from ancient times to the present day, from a perspective that considers both science and human rights within social, cultural and historical contexts, and highlights the contributions of science to human rights causes, from both negative and positive cases. Rather than promoting a naïve view of science as an a-cultural practice, detached from its sociocultural and historical context, and uncritical of the hegemonic Western, Judeo-Christian, White, male, heteronormative and colonial grounds on which rests the mainstream science presented in grade school textbooks, the courses pushed the boundaries of the very definition of science and its role in human rights causes, challenging students to consider the many implications of how we define, present and study science in schools, as well as how we promote and use scientific knowledge in our lives. Students in the courses were challenged to (re)envision science and human rights as they critically analyzed predominant Discourses from an eco-pedagogical social-cultural and historical perspective. A description of the courses and results evidencing the impact of the courses on students’ conceptualizations of science education for social change are reported in this conference presentation."
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Treščáková, Diana. "INDIVIDUALS AND THEIR RIGHTS IN THE MIDDLE OF DIGITALIZATION AND TECHNOLOGICAL PROGRESS OF THE SOCIETY." In International Scientific Conference “Digitalization and Green Transformation of the EU“. Faculty of Law, Josip Juraj Strossmayer University of Osijek, 2023. http://dx.doi.org/10.25234/eclic/27453.
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The digitalization of the society, which has been going on for many years is considered as a natural process. We are part of processes that change ourselves and based on that change the essence of the functioning of our society every day. Many times we don’t even think about the consequences of our activity in the online environment - how we declassify our working and private spheres. Many times we do not even ask what is the fate of our data that we provide on the Internet and what kind of interference in our privacy can cause e.g. simple chatting on a social network. Our simply behaviour can extend to the violation of the protection of our basic rights and freedoms. The more serious is the situation when the above happens without our cause and knowledge, when Big Tech entities whose task is to “monitor” us for various reasons and our data are then passed on to other entities for a commercial purposes. Precisely for the reasons mentioned, it is very important to have these spheres protected by legal acts, adopted in compliance with the principle of technological neutrality, which are completed by court jurisprudence and which can guarantee us the observance of our fundamental rights and freedoms. The task of this article will be to analyse the ongoing digitalization and related legislative activity aimed at protecting the basic rights and freedoms of the individual, especially the protection of personal data of individuals and their privacy in the online environment.
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Vučković, Jelena. "SLOBODAN PRISTUP INFORMACIJA OD JAVNOG ZNAČAJA I MEDIJSKE USLUGE." In XIX majsko savetovanje. University of Kragujevac, Faculty of Law, 2023. http://dx.doi.org/10.46793/xixmajsko.529v.
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The author believes that the media have a duty to provide information and inform the public about all issues of public interest. It can also be considered that media information by the nature of "media matters" is information of public interest, and media services are "services to the public". Media services contain information of public interest in the essential material sense because the editorial control of the media assesses that the public has the idea to (sa)know about certain information. The paper points out that journalists in the provision of media services have the right to access information of public importance. However, their professional knowledge, experience and responsibility puts them in a special position in cases where public authorities deny the right of access to information with the argument that they have a certain level of secrecy. Media requests that responsible persons of public authorities, the Commissioner and other participants in such "cases" give their comments and express their views and opinions, further focus, raise and "warm up" the attention of the public, giving this information the character of information of public importance in the essential sense. At the same time, professional and responsible media informing the public about such "prohibited" documents, cases and secret information is an additional argument. which may contribute to the application of the "test of public interest" that applicants of the right to free access to information of public importance finally exercise their right. The author also points out the possible situations of "leaking" of secret information and even business secrets through the media, but also to the current regulations in the Republic of Serbia and the EU this matter that broadly covers and resolves such situations.
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Krauja-Kindzule, Inta. "Literacy of Biology Teachers on Supportive Measures During the Biology Learning Process for Primary School Students with Learning Disabilities." In 78th International Scientific Conference of University of Latvia. University of Latvia, 2020. http://dx.doi.org/10.22364/htqe.2020.02.
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In recent years there has been a lot of discussion about the students’ rights to equal educational quality. Several international documents and reports as well as Latvia’s Education Development Guidelines 2014–2020 envisage provision of inclusive and equitable quality education, reaching the maximum potential of each student according to his/her abilities, willingness and effort, not circumstances the student (also the teacher and parents) have no influence over. Inclusive education is also one of the six education principles included in the project “Competency Based Curriculum” by the National Centre for Education of the Republic of Latvia. Although in Latvia, as well as in other countries around the world, inclusive education is talked about a lot, the actual level of inclusion measured by the international research project OECD PISA 2015 is low and students with disabilities are still segregated. Teachers often lack professional knowledge and skills for working with students with learning disabilities; teachers of biology and natural sciences do not have enough specific recommendations and sample materials to provide adequate support measures for students with learning disabilities. The aim of this paper is to study the literacy of biology teachers at mainstream education schools on the support measures required by primary school students with learning disabilities during the biology learning process. The author analyzed legislative documents, statistics and scientific literature; developed a questionnaire and surveyed biology teachers working in mainstream education schools and summarized the results of the study. The empirical part of research determined the level of biology teachers’ literacy of supportive measures required by students with learning disabilities. The results suggest that biology teachers are able to choose the support measures required by students with learning disabilities during the biology learning process and they know how to provide these support measures according to their knowledge and experience. However, they are not able to use their knowledge and experience to offer and provide support measures tailored to each individual student.
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Di Nicolantonio, Massimo, Emilio Rossi, Alessio D'Onofrio, and Raffaella Massacesi. "DESK M.A.T.E.: Rapid Prototyped Desk for Teaching in Developing Countries and Emergency Situations." In 13th International Conference on Applied Human Factors and Ergonomics (AHFE 2022). AHFE International, 2022. http://dx.doi.org/10.54941/ahfe1001585.
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Issue of schooling in developing countries and in areas experiencing emergency conditions represents an important opportunity for the design research community. Contributing to the pupil’s growth, education and development, and increasing their potential, is part of the objectives of the human rights treaties, the United Nations Charter, and the values of the UN Convention about children’s rights. Disadvantaged communities require smart design interventions, sustainable and inclusive strategies, aimed at defining original and functional solutions, with account of the context, how these artefacts can be manage with respect to social, cultural and environmental backgrounds. Communities must look to the improvement of knowledge that goes from the aid of available or new technologies, the possibility of supplying and processing raw materials, know-how related to self-production, management, waste disposal; bad waste management in developing countries and in countries that are in emergency conditions represents one of the main problems that require clear lines of action to reduce the environmental impacts. Among the possible interventions, this research explored the concept of 3D rapid prototyping of sustainable furniture for teaching in developing countries and emergency situations – DESK M.A.T.E., which considers diversified insights from the student community ranging from 6 to 18 years, as well as elements from ergonomics, safety, and hygiene domains. It also brings attention on the purchasing factors affecting the school furnishing in these areas, which are almost exclusively guaranteed by humanitarian associations. Specifically, this paper focused on using natural fibres and vegetable resins, CNC (Computer Numerical Control) production processes, to adhere with the circular economic models.The result presented in the paper provides evidence and validity on the use of rapid prototyping technologies for sustainable design and production, as well as evidence on the development of intelligent solutions adaptable to those situational conditions affected by negative circumstances, with the aim of opening up to new research avenues for the design community.
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Rodrigues, Barbara Luiza Ludvig, Priscilla Eli Alves, and Solange Aparecida de Oliveira Hoeller. "Material culture as a methodological possibility for studies on the history of early childhood education in Brazil." In II INTERNATIONAL SEVEN MULTIDISCIPLINARY CONGRESS. Seven Congress, 2023. http://dx.doi.org/10.56238/homeinternationalanais-013.
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Abstract Early Childhood Education in Brazil is now legitimized by the Federal Constitution (BRASIL, 1988) when the Magna Carta discusses the right of children to education, as well as attentive to the duty of the State and the family to comply with this right. To the Law of Guidelines and Bases (BRASIL, 1996), once again Early Childhood Education gains the spotlight when it is defended as the first stage of Basic Education. The 1990s, with those and new achievements, were demarcated with and by the publication of different documents: advisors, curricular, and legislatures. No rights were won without the need for the movement of several groups of society (TELES, 2018). However, one of the most evident movements was that of scholars and researchers in the area of Early Childhood Education who defended/advocated the break with educational care practices and preparation for elementary school, and who discussed the historical dichotomy between daycare centers and kindergartens. With the defense of the dissociability of education and care, it began to understand that Early Childhood Education is a place of care and education and that it aimed/aims at the integral development of children from zero to five years and 11 months, complementing the action of the family and the community (LDB, 1996), being also a place between children's knowledge and knowledge historically constructed by humanity. In this wake, when proposing such a breakup, questions were raised about the ways of organizing curricula for Early Childhood Education, based on a curriculum that holds as centrality the children, their social markers, and their multiple ways of living childhood. These curricula also set the scene for play, social interactions, and languages as axes that structure pedagogical proposals in Early Childhood Education (BRASIL, 2009). To achieve their objectives, the pedagogical proposals of early childhood education institutions must provide conditions for collective work and the organization of materials, spaces, and times In line with the narratives put here, the materialities, which were and are in circulation in the educational units (PERES and SILVA, 2011) enabled/enabled possibilities of representations (CHARTIER, 1991, 1992) on the history of Early Childhood Education in Brazil, through the struggles of representations throughout history. These materialities are capable of being sources and objects of research, from the defenses of cultural history (BURKE, 1991; PESAVENTO, 2003), who maintain that there is a much wider range of sources and objects, moving from the idea that only large "events" would be research objects. It is defended in this summary, that the possibility of taking school culture as a historical object (JULIA, 2001), allowed to outline the circulation, in educational institutions, of material elements (VIÑAO FRAGO, 2008), expanding the circumscription of which there is a school material culture. By marking curricula, objectives, and specific practices for Early Childhood Education, attention is made to the existence of material culture of/for Early Childhood Education, since the break with the school and the schooling conceptions grant us to delimit the material culture that "echoes" aspects of Early Childhood Education, whether analyzed through architecture, toys, of objects, utensils, or even elements of nature.
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Cicoria, Massimiliano. "Legal Subjectivity and Absolute Rights of Nature." In The 8th International Scientific Conference of the Faculty of Law of the University of Latvia. University of Latvia Press, 2022. http://dx.doi.org/10.22364/iscflul.8.2.06.
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The anthropocentric approach that characterizes all human knowledge has led to a distortion of the relationship with Nature and a view of it as a mere object of law. This approach, presumably originating with Socrates, had solid support in Plato, Aristotle, Ptolemy, and finally, in Catholic patristics, hinging on all disciplines starting from philosophy, psychology, economics, up to law. Dwelling on the latter, examples of legislation that qualify Nature as an object of law are, increasingly over time, the Forest Charter of 1217, the Italian Law No. 1766 of 1927 on civic uses, and furthermore – Art. 812 of the Italian Civil Code, and finally – the cd. Consolidated Environmental Law. This view is, however, changing in some states such as Bolivia, New Zealand, India, Ecuador, Uganda, – the states that through either legislative acts or rulings of supreme courts have begun the process of granting both to Mother Earth in general, and rivers in particular, the status of juridical persons which are endowed with series of very personal rights, which are recognized. This is not the case in Europe, where the relevant legislation continues to consider Nature (or, better, the Environment) as an object of law, therefore as a “thing” from which to draw, albeit within certain limits, utilities of all kinds. By analysing legal instruments potentially useful for a Copernican revolution on this point – in particular, the Kelsenian concept of “legal person”, the meaning of “company” and the European provisions on Artificial Intelligence – the first conclusion is reached: in a relationship that is not only theoretical, but also practical and utilitarian, it would be opportune to start considering, also through acknowledgments in constitutional sources, the Nature as a subject and no longer an object of rights. In this regard, following the general theories of people’s rights, it could be granted certain absolute rights, of which the right to water, restoration and biodiversity are examined in the current article. Hence, we come to the second conclusion, namely, the contrasts that, in Western law, such an approach could suffer, analysing in particular the problems of neo-naturalism and representation.
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Hellen dos Santos Clemente Damascen, Cláudia, Indiara Viana Ribeiro Ajame, Lara Rodrigues dos Santos Cesário, Shirles Bernardo Gome, and Bianca Gomes da Silva Muylaert Monteiro de Castro. "Human Rights Education: raising awareness of rights as a prevention of bullying in schools." In 7th International Congress on Scientific Knowledge. Perspectivas Online: Humanas e Sociais Aplicadas, 2021. http://dx.doi.org/10.25242/8876113220212371.
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Educational institutions consist of spaces for interaction and sociability, therefore, these spaces are composed of a multiplicity of people, each with their individualities, being, therefore, a locus of coexistence with diversity and of creating access opportunities for the equalization of opportunities. From this perspective, research on Human Rights Education means directing citizens in the fight for their rights and for a fairer society, as a form of full realization of citizenship. This research, at first, discusses the various forms of violence that occur in youth, especially those that occur in the school space, highlighting the causes and consequences of physical, psychological, symbolic violence and one of the most worrying in the world scenario: the " bullying". The general objective is to verify the existence and manifestations of violence in the school environment among students, teachers, managers and employees to understand the relationship that young people have with their peers, identifying the forms of violence called "bullying" that occur in the environment in an attempt to reflect on how such practices can be fought through Human Rights Education. Therefore, the methodology used will be qualiquantitative and will consist of a literature review, which will aim to situate human rights and bullying as objects in the field of socio-legal studies. Documentary analysis of laws dealing with human rights and education will be carried out, as well as field research, through which the questionnaire will be used as a data collection instrument to understand the perception of high school students about bullying and the disrespect for differences. The work will also involve quantitative analysis in the analysis of data to verify the incidence of bullying, its modalities and how Human Rights Education can contribute to respecting and valuing differences. With the completion of this research, it is expected to provide educators and students of educational institutions, an analysis of the importance of forming a culture of respect for human dignity, diversity, multiplying information and experiences that contribute to participatory awareness, rethinking the citizen reality of the population involved and reinforcing the socio-political-cultural identity of social segments and groups, based on the school reality and on Human Rights Education
Reports on the topic "Rights and knowledge about nature"
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Pollitt, Christopher. Public Management Reform: Reliable Knowledge and International Experience. Inter-American Development Bank, December 2003. http://dx.doi.org/10.18235/0012253.
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This paper addresses some fundamental questions concerning the nature of knowledge about public management reform, and particularly its transferability between countries and contexts. It's main point will be that knowledge of what works and what does not tends to be heavily context-dependent.
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Georgalakis, James, Saira Ahmed, Vaqar Ahmed, Marjorie Alain, Karine Gatellier, Ricardo Fort, Abid Suleri, et al. Stories of Change: Covid-19 Responses for Equity. Institute of Development Studies, December 2023. http://dx.doi.org/10.19088/core.2023.018.
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Covid-19 Responses for Equity (CORE) was a three-year, CA$25m rapid research initiative that brought together 20 research projects to understand the socioeconomic impacts of the pandemic, improve existing responses, and generate better policy options for recovery. The research, funded by the Canadian International Development Research Centre (IDRC), took place across 42 countries in Africa, Asia, Latin America and the Middle East. The Institute of Development Studies (IDS) supported CORE to maximise the learning generated across the research portfolio and deepen engagement with governments, civil society, and the scientific community. This publication celebrates the impact of that research, and highlights Stories of Change from seven of the CORE projects that successfully influenced policy, practice, and understandings of the crisis. Collectively, these individual case studies provide a narrative about the nature of research impact in emergencies and the implications for the design and delivery of future rapid response research initiatives. There are clear lessons around the importance of organisational reputation, and the value of co-designing research with decision makers whilst simultaneously taking a critical position. Every story here emphasises the need to understand political context and to explore the trade-offs between research rigour and the timeliness of evidence. Above all, they illustrate the value of flexible funding arrangements that enable local teams to respond to fast-moving crises. These stories demonstrate unequivocally the value of locally led research responses to emergencies with the right international flow of resources and support. CORE’s research teams were well-placed to bring together communities, civil society organisations, and governments to create a space for vulnerable and marginalised groups to discuss their lived experiences of the pandemic and bring these perspectives into policy conversations. Their success hinged on their hyper-local knowledge and their unswerving focus on providing real-time evidence to advocate for the wellbeing of affected communities.
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Brophy, Kenny, and Alison Sheridan, eds. Neolithic Scotland: ScARF Panel Report. Society of Antiquaries of Scotland, June 2012. http://dx.doi.org/10.9750/scarf.06.2012.196.
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The main recommendations of the Panel report can be summarised as follows: The Overall Picture: more needs to be understood about the process of acculturation of indigenous communities; about the Atlantic, Breton strand of Neolithisation; about the ‘how and why’ of the spread of Grooved Ware use and its associated practices and traditions; and about reactions to Continental Beaker novelties which appeared from the 25th century. The Detailed Picture: Our understanding of developments in different parts of Scotland is very uneven, with Shetland and the north-west mainland being in particular need of targeted research. Also, here and elsewhere in Scotland, the chronology of developments needs to be clarified, especially as regards developments in the Hebrides. Lifeways and Lifestyles: Research needs to be directed towards filling the substantial gaps in our understanding of: i) subsistence strategies; ii) landscape use (including issues of population size and distribution); iii) environmental change and its consequences – and in particular issues of sea level rise, peat formation and woodland regeneration; and iv) the nature and organisation of the places where people lived; and to track changes over time in all of these. Material Culture and Use of Resources: In addition to fine-tuning our characterisation of material culture and resource use (and its changes over the course of the Neolithic), we need to apply a wider range of analytical approaches in order to discover more about manufacture and use.Some basic questions still need to be addressed (e.g. the chronology of felsite use in Shetland; what kind of pottery was in use, c 3000–2500, in areas where Grooved Ware was not used, etc.) and are outlined in the relevant section of the document. Our knowledge of organic artefacts is very limited, so research in waterlogged contexts is desirable. Identity, Society, Belief Systems: Basic questions about the organisation of society need to be addressed: are we dealing with communities that started out as egalitarian, but (in some regions) became socially differentiated? Can we identify acculturated indigenous people? How much mobility, and what kind of mobility, was there at different times during the Neolithic? And our chronology of certain monument types and key sites (including the Ring of Brodgar, despite its recent excavation) requires to be clarified, especially since we now know that certain types of monument (including Clava cairns) were not built during the Neolithic. The way in which certain types of site (e.g. large palisaded enclosures) were used remains to be clarified. Research and methodological issues: There is still much ignorance of the results of past and current research, so more effective means of dissemination are required. Basic inventory information (e.g. the Scottish Human Remains Database) needs to be compiled, and Canmore and museum database information needs to be updated and expanded – and, where not already available online, placed online, preferably with a Scottish Neolithic e-hub that directs the enquirer to all the available sources of information. The Historic Scotland on-line radiocarbon date inventory needs to be resurrected and kept up to date. Under-used resources, including the rich aerial photography archive in the NMRS, need to have their potential fully exploited. Multi-disciplinary, collaborative research (and the application of GIS modelling to spatial data in order to process the results) is vital if we are to escape from the current ‘silo’ approach and address key research questions from a range of perspectives; and awareness of relevant research outside Scotland is essential if we are to avoid reinventing the wheel. Our perspective needs to encompass multi-scale approaches, so that ScARF Neolithic Panel Report iv developments within Scotland can be understood at a local, regional and wider level. Most importantly, the right questions need to be framed, and the right research strategies need to be developed, in order to extract the maximum amount of information about the Scottish Neolithic.
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Dhaliwal, Sukhwant. Child Sexual Abuse of African, Asian and Caribbean Heritage Children: A Knowledge Review. Centre of expertise on child sexual abuse, July 2024. http://dx.doi.org/10.47117/axxz8961.
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Commissioned by the CSA Centre and Barnardo’s SEEN, this is the first overview of research in relation to the sexual abuse of African, Asian and Caribbean heritage children. It draws on 79 publications based on 59 separate research projects, in addition to four focus groups with academics, professionals and experts by experience of African, Asian and Caribbean heritage. The review explores the nature of sexual abuse, its impacts, the barriers that prevent children talking about it, and how concerns about it are identified and responded to, both within communities and by services. It brings into focus the need for further research to inform and drive improvements.
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Lutz, Carsten. NExpTime-complete Description Logics with Concrete Domains. Aachen University of Technology, 1999. http://dx.doi.org/10.25368/2022.104.
Full textAbstract:
Aus der Einleitung: Description logics (DLs) are a family of logical formalisms well-suited for the representation of and reasoning about conceptual knowledge on an abstract logical level. However, for many knowledge representation applications, it is essential to integrate the abstract logical knowledge with knowledge of a more concrete nature. As an example, consider the modeling of manufacturing processes, where it is necessary to represent 'abstract' entities like subprocesses and workpieces and also 'concrete' knowledge, e.g., about the duration of processes and physical dimensions of the manufactured objects [2; 25].
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Barquet, Karina, Elin Leander, Jonathan Green, Heidi Tuhkanen, Vincent Omondi Odongo, Michael Boyland, Elizabeth Katja Fiertz, Maria Escobar, Mónica Trujillo, and Philip Osano. Spotlight on social equity, finance and scale: Promises and pitfalls of nature-based solutions. Stockholm Environment Institute, June 2021. http://dx.doi.org/10.51414/sei2021.011.
Full textAbstract:
Human activity has modified and deteriorated natural ecosystems in ways that reduce resilience and exacerbate environmental and climate problems. Physical measures to protect, manage and restore these ecosystems that also address societal challenges in sustainable ways and bring biodiversity benefits are sometimes referred to as “nature-based solutions” (NBS). For example, reducing deforestation and restoring forests is a major opportunity for climate mitigation, while protecting or restoring coastal habitats can mitigate damage to coastal areas from natural hazard events, in addition to potentially providing co-benefits related to livelihood, recreation, and biodiversity. There is now an impetus to shift towards greater deployment of nature-based solutions. Not only do they offer an alternative to conventional fossil fuel-based or hard infrastructure solutions but, if implemented correctly, they also hold great promise for achieving multiple goals, benefits and synergies. These include climate mitigation and resilience; nature and biodiversity protection; and economic and social gains. 2020 saw an explosion in publications about NBS, which have contributed to filling many of the knowledge gaps that existed around their effectiveness and factors for their success. These publications have also highlighted the knowledge gaps that remain and have revealed a lack of critical reflection on the social and economic sustainability aspects of NBS. Building on these gaps, we decided to launch this mini-series of four briefs to provoke a more nuanced discussion that highlights not only the potential benefits, but also the potential risks and trade-offs of NBS. The purpose is not to downplay the importance of NBS for biodiversity, ecosystems, and coastal mitigation and adaptation, but to ensure that we establish a dialogue about ways to overcome these challenges while leaving no one behind.
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Toivonen, Tuuli, Aina Brias Guinart, Johanna Eklund, Hästbacka Matti, Leppämäki Tatu, and Torkko Jussi. Potential of mobile big data for visitor monitoring : Report of the MOBICON workshop held in Helsinki 28.9.2023. Digital Geography Lab, University of Helsinki, 2023. http://dx.doi.org/10.31885/2024.030501.
Full textAbstract:
The Changes in Nature Visitation and the Potential of Mobile Big Data for Visitor Monitoring workshop was held in Helsinki on 28.9.2023. We organized the workshop as part of the five-year MOBICON research project (Mobile Big Data for Understanding People in Nature - Detecting short- and long-term changes and their implications for biodiversity conservation) funded by Kone Foundation. The aim of the workshop was to collect expert opinions related to the changes in the recreational use of nature, the monitoring needs related to the changing visitations, and to discuss the possibilities of various new data sources to meet managerial information needs. Eight experts from different organisations (Metsähallitus, City of Helsinki, Uusimaa Recreation Area Association Uuvi and Suomen Latu r.y.) participated in the event. Prior to the workshop, the participants had answered a survey about their experiences and information needs related to the changing visitations. The discussion progressed from the results of the survey to more in-depth discussions. Below we summarize the key results from the discussions. The recreational use of nature was seen to be changing. Recreational use is increasing and its temporal rhythms are changing. At the same time, the visitor base becomes more diverse because of the general diversification of society and the fact that new user-groups have started to explore nature. Activities and ways of being in nature are also diversifying. Approaching the changes through four megatrends (social, environmental, political and technological changes). The social and environmental drivers of change were seen as the most important. social changes were identified to be related to the ageing of the population and the diversification of nature visitors. Climate change, as an environmental factor, was identified as the most important driver of change, impacting both nature but also human behaviour. Among the political drivers of change, particularly the increasing polarisation of society emerged in the discussion. In addition, political decisions relating to everyone's rights, biodiversity protection and resources directed for the management of recreational areas were seen as important. Technological changes were identified as important and this change taking place as part of the broader technologization of society. On the one hand, this general technologization increases the opportunities for access to and sharing of information. On the other hand, the increased ‘measurement culture’ also affects the amounts of recreational use, as people are aiming to reach their kilometer or step targets. The information needs of organisations were recognized to include 1) planning of management actions, 2) justifying one's own activities for securing funding and 3) informing visitors. Information is needed on visitor flows and their spatial and temporal distribution. In addition, information about the visitors themselves was considered necessary, especially as the visitor base is becoming more diverse. The workshop participants also expressed concern about those who do not visit recreational areas: how get more information about them and the factors that limit nature visits. Collecting visitor data was seen as expensive and time-consuming, which is why finding new kinds of data sources has potential. Mobile data was evaluated as an interesting source of information and its various aspects were discussed through a SWOT analysis. However, it was clear that in operational use, information must be reliable and easily accessible and some doubts were raised on the potential of mobile big data from this aspect. The event was organised by Aina Brias Guinart, Matti Hästbacka, Tatu Leppämäki, Jussi Torkko and Tuuli Toivonen. Johanna Eklund participated in the workshop from maternity leave. More information about the event or research can be found on the project's website or by e-mail to the project's researchers: mobicon-project@helsinki.fi. The MOBICON project will operate from 2022 to 2026 and it is funded by Kone Foundation. Website: https://www.helsinki.fi/en/researchgroups/digital-geography-lab/projects/mobicon.
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Kalaidjian, Ellis, Margaret Kurth, Bari Greenfeld, and Matthew Smith. Financing natural infrastructure : the Elizabeth River Project, Chesapeake Bay, VA. Engineer Research and Development Center (U.S.), April 2024. http://dx.doi.org/10.21079/11681/48413.
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Knowledge gaps surrounding natural infrastructure (NI) life cycles and performance thwart widespread implementation of NI in civil works projects. In particular, information about funding or financing the scoping, design, construction, monitoring, and adaptive management of NI projects constitutes a key need as there is no standard process for securing funds. This technical note is part of a series documenting successful examples of funding NI projects and sharing lessons learned about a variety of funding and financing methods to increase the implementation of NI projects. The research effort is a collaboration between the Engineering With Nature® (EWN®) and Systems Approach to Geomorphic Engineering (SAGE) programs of the US Army Corps of Engineers (USACE). This technical note explores how the Elizabeth River Project (ERP), a nonprofit organization based in Norfolk, Virginia, developed a homeowner cost-sharing program to fund NI projects—living shorelines, rain gardens, and riparian buffers—within an urban watershed.
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Rudman, Debbie Laliberte, and Rebecca M. Aldrich. Social Isolation, Third Places, and Precarious Employment Circumstances: A Scoping Review. University of Western Ontario, 2022. http://dx.doi.org/10.5206/otpub.2022.54.
Full textAbstract:
Rising rates of social isolation in Canada and other middle- and high-income countries have turned scholarly attention to the kinds of places that facilitate social connections. “Third places” - physical and virtual places beyond home (first places) and work (second places) - are thought to foster social interaction, connection, belonging, and support. This evidence brief reports on a SSHRC funded knowledge synthesis that linked understandings about “third places” with situations of precarious employment, given that people facing precarious employment circumstances often lack the social opportunities and resources associated with stable workplaces. This scoping review assessed what is known about the types and characteristics of “third places” that help maintain social connectedness and address social isolation for adults experiencing precarious employment circumstances. The project examined English-language research articles published in multidisciplinary academic journals between 2012 and 2022. The review captured diverse forms of employment (i.e., gig work, involuntary part-time work, seasonal work, temporary migrant work) characterized as transient, non-permanent, unpredictable, having few worker protections or rights, and associated with low or unpredictable remuneration, as well as cyclical and long-term unemployment. In addition to synthesizing study results, findings attend to how studies addressed diverse social positions and studies’ geographic locations, methodologies, methods, and quality. The goal of the project was to understand the current state of knowledge on this topic; create dialogue about how social isolation can be addressed through precarious workers’ engagement with “third places”; and identify opportunities for stakeholders to partner on place-based interventions with people experiencing precarious employment circumstances.
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Biesecker, Barbara, Melissa Raspa, Douglas Rupert, Rebecca Moultrie, Robert Furberg, and Lauren A. McCormack. Making Clinical Trials More Patient-Centered Using Digital Interactive E-Consent Tools. RTI Press, October 2019. http://dx.doi.org/10.3768/rtipress.2019.op.0063.1910.
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Research participants are required to give their consent to participate in clinical trials and nonexempt government-funded studies. The goal is to facilitate participant understanding of the intent of the research, its voluntary nature, and the potential benefits and harms. Ideally, participants make an informed choice whether to participate; one that is based on having sufficient relevant knowledge and that is consistent with their values and preferences. Achieving this objective can be challenging, and as such, many scholars have declared the consent process flawed or “broken.” Moreover, clinical trials are complex studies, and compelling evidence suggests that current consent processes are inadequate in achieving informed choice. E-consent offers a dynamic, engaging consent delivery mode that can effectively support making informed decisions about whether to participate in a trial.