Power point presentation by Bishop Emmanuel Lafont, Diocese of Cayenne, French Guiana and AEC Chairman of the Justice and Peace(J&P) Commission at the Seminar at the St John Vianney Seminary, Tunapuna Trinidad on 12 and 13 September.
Quest for Prosperity: Culture and EconomyAsad Zaman
Quaide-Azam Lecture at 33rd AGM & PSDE Conference. Prosperity has been misunderstood as wealth, whereas it should refer to human development. Dramatic changes in worldviews and policies would result from re-defining prosperity correctly
The Needs of Our Age: Chinese and Baha'i Viewpoints Joe Carter
This presentation explores and compares the Chinese and Baha'i viewpoints on the needs of our age: in particular the need to enlarge our consciousness and our allegiance to include the whole planet; and the need to build a global community that is both materially and spiritually advanced, and that draws on all of our collective heritage.
Your path in life. Your passion. Your purpose. What it is you are here on earth to do. What it is you would do with your life even if you weren't paid.
The Welfare Space: Looking at Homelessness from the Human NeedsFEANTSA
Presentation given by Guillem Fernàndez, Associacio ProHabitatge and Universitat Autonoma de Barcelona, Spain at a FEANTSA Research Conference on "Homelessness and Poverty", Paris, France, 2009
Using technologies to develop capabilities with people living with intellectu...Ann Davidson
Project Capabilities enables adults with intellectual disabilities (ID) to produce self-advocacy videos about their capabilities. The project is built on the capabilities approach developed by Sen (1992) and Nussbaum (2000), which focuses on what people are effectively able to do (Robeyns, 2005), rather than emphasizing limitations or locating disability exclusively in the social environment (Terzi, 2005).
We interviewed eight adults with ID in a process of community integration
using action research methodologies to engage participants to identify capabilities. We filmed the participants speaking about and demonstrating their capabilities. The videos were made publicly available on a moderated forum, and we analyzed participant reactions to the study through a structured interview process. Preliminary results show that self-advocacy videos have the potential to generate feelings of self-efficacy among adults with ID. By celebrating what adults with ID can do, the study encourages community integration. Making the videos available to the public further reduces community stigma.
Power point presentation by Bishop Emmanuel Lafont, Diocese of Cayenne, French Guiana and AEC Chairman of the Justice and Peace(J&P) Commission at the Seminar at the St John Vianney Seminary, Tunapuna Trinidad on 12 and 13 September.
Quest for Prosperity: Culture and EconomyAsad Zaman
Quaide-Azam Lecture at 33rd AGM & PSDE Conference. Prosperity has been misunderstood as wealth, whereas it should refer to human development. Dramatic changes in worldviews and policies would result from re-defining prosperity correctly
The Needs of Our Age: Chinese and Baha'i Viewpoints Joe Carter
This presentation explores and compares the Chinese and Baha'i viewpoints on the needs of our age: in particular the need to enlarge our consciousness and our allegiance to include the whole planet; and the need to build a global community that is both materially and spiritually advanced, and that draws on all of our collective heritage.
Your path in life. Your passion. Your purpose. What it is you are here on earth to do. What it is you would do with your life even if you weren't paid.
The Welfare Space: Looking at Homelessness from the Human NeedsFEANTSA
Presentation given by Guillem Fernàndez, Associacio ProHabitatge and Universitat Autonoma de Barcelona, Spain at a FEANTSA Research Conference on "Homelessness and Poverty", Paris, France, 2009
Using technologies to develop capabilities with people living with intellectu...Ann Davidson
Project Capabilities enables adults with intellectual disabilities (ID) to produce self-advocacy videos about their capabilities. The project is built on the capabilities approach developed by Sen (1992) and Nussbaum (2000), which focuses on what people are effectively able to do (Robeyns, 2005), rather than emphasizing limitations or locating disability exclusively in the social environment (Terzi, 2005).
We interviewed eight adults with ID in a process of community integration
using action research methodologies to engage participants to identify capabilities. We filmed the participants speaking about and demonstrating their capabilities. The videos were made publicly available on a moderated forum, and we analyzed participant reactions to the study through a structured interview process. Preliminary results show that self-advocacy videos have the potential to generate feelings of self-efficacy among adults with ID. By celebrating what adults with ID can do, the study encourages community integration. Making the videos available to the public further reduces community stigma.
A presentation delivered by Graham Jones from ScHaRR: The School of Health and Related Research at the University of Sheffield that discussed the theory of 'capabilities' and how this relates to Inquiry-based learning.
This is a presentation that introduces how the capabilities approach of Amartya Sen is grounded in the analysis of famines, and its close affinity to understanding the social determinants of health & ill health.
Presentation on Dependency Theory for PS 212 Culture and Politics in the Third World at the University of Kentucky, Summer 2007. Dr. Christopher S. Rice, Instructor.
Catholic Social Teaching and Media Literacy Education: a Call to HopeRose Pacatte, D. Min.
This presentation explores the intersection of Catholic Social Teaching and Media Literacy Education in Faith Formation. Includes suggestions for film trailers or clips to reinforce themes, references to Pope Francis teachings. Updated 2021
Power point slide of Dr.Moojan Momen presentation in New Zealand - December 2009 (Auckland).
http://www.youtube.com/watch?v=gKl8YEjVZVg
http://www.ustream.tv/channel/two-baha-i-presentations
Simon Duffy explores how the concept of citizenship can provide a valuable framework for understanding the meaning of deinstitutionalisation, self-directed support and welfare reform.
Slideshows about nonviolence and nonviolent resolution of conflicts, economic alternatives, ecology, social change, spirituality : www.irnc.org , Slideshows in english
Human condition; improve personnal live; working on me; dooing my share; group cooperation; skills; well-being; spirituality.
file:///Users/shibinsun/Downloads/rc_pc_justpeace_doc_20060526_compendio-dott-soc_en.html
This is our primary source for Catholic Social Teaching. You will use CST in
conjunction with the textbook for your final paper. You will find relevant material in
chapters 4, 6, and 7, though you certainly need not read the entirety of each
section.
Key Principles of Catholic Social Teaching
Link to the Compendium of the Social Doctrine of the Church
Link to the Compendium of the Social Doctrine of the Church: http://www.vatican.va/roman_curia/pontifical_councils/justpeace/documents/rc_pc_justpeace_doc_20060526_compendio-dott-soc_en.html
1
Four Permanent Principles
Constitute the central character of CST
Dignity of the human person
Foundation of all other principles and entire content of CST
Common Good
Subsidiarity
Solidarity
Reciprocal, complimentary, and interrelated
There are four “permanent principles,” or foundational principles which constitute the central character of Catholic Social Teaching. First is the dignity of the human person. This first principle serves as the foundation of all other principles as well as the entire content of CST. The other three principles are the common good, subsidiarity, and solidarity.
It is important to note that the four permanent principles exist in a unity. We are morally compelled to appreciate the importance of these principles and to articulate them in such a way that we recognize the reciprocity, interrelatedness, and complementarities inherent to their structure. In other words, remove one of these four and you no longer have CST.
2
Human Dignity
Foundation of Catholic Social Teaching
Human life is sacred; made in the image of God; inherent dignity of the person
A just society cannot be achieved without respect for the dignity of the human person
See Compendium, Chapter 3
The concept of human dignity is the foundation of Catholic Social Teaching, and its basis is the idea that humans are created in the image and likeness of god. Human dignity is inherent and immeasurable regardless of any contingent factor we can think of, meaning that each and every human life is considered sacred. This includes a radical equality before god regardless of who you are, where you come from, and any other considerations.
The concept of human dignity is similar to the UN’s Declaration of Human Rights. The main difference is in the justification or foundation of the principles. Whereas the UN Declaration attempts to build upon the work of John Locke and Immanuel Kant, Catholic Social Teaching is based on Catholic doctrine and dogma. The question could be raised, does it matter what the foundation is? Michael Ignatieff argues in “Reimagining a global ethic” that we need not necessarily agree on the metaphysical underpinnings of a moral code in order to agree on what practical action is required.
3
The Common Good, Community, and Participation
Humans are social
We have responsibilities to contribute to ...
Faithful Citizenship - Catholic Social Teaching and Political Responsibilitycarol_st_pats
A reminder of the importance of living out our faith in the public arena, and a helpful explanation on the opportunities for independents to participate in the primary as Pope Francis and our Bishops call us to.
DD Network convened an important event in Madison, Wisconsin to explore the relationship between the learning from advocates of inclusion and the wider world of advocates for democracy and social justice. In this talk Dr Simon Duffy of the Centre for Welfare Reform argues that the experience of people with disabilities offers powerful lessons for the kind of social change we need and the limitations of working in narrow silos. He provides evidence of the extreme targeting of people with disabilities in the UK's austerity programme and the dangers of scapegoating and meritocracy. He proposes that we need to take the necessity of the welfare state much more seriously and integrate it into our thinking about constitutional reform.
Current Trends and Prospects & Their Implications to Healthcare EducationJeanette C. Patindol
A briefing on current global, regional, Philippine and Negros Occidental trends and prospects and their implications to healthcare education -- presentation delivered to a healthcare educational institution on April 28, 2014
Consciousness, spirit, energy and how these translate to how we run our economy, the content in media -- a presentation delivered to The Philippine Buddhist Youth Camp 2012
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
Macroeconomics- Movie Location
This will be used as part of your Personal Professional Portfolio once graded.
Objective:
Prepare a presentation or a paper using research, basic comparative analysis, data organization and application of economic information. You will make an informed assessment of an economic climate outside of the United States to accomplish an entertainment industry objective.
2. AUTHENTIC HUMAN
DEVELOPMENT
1. The Catholic Church’s
http://www.vatican.va/holy_father/paul_vi/encyclicals/documents/hf_p-vi_enc_26031967_populorum_en.html
Jean Lee C. Patindol
3. “The Development of Peoples”
• Populorum progressio is the encyclical
written by Pope Paul VI on the topic of "the
development of peoples" and that the
economy of the world should serve mankind
and not just the few. It was released on
March 26, 1967
Jean Lee C. Patindol
4. • 14. “The development We speak of here cannot be
restricted to economic growth alone. To be
authentic, it must be well rounded; it must foster the
development of each man and of the whole man. As
an eminent specialist on this question has rightly
said: "We cannot allow economics to be separated
from human realities, nor development from the
civilization in which it takes place. What counts for
us is man—each individual man, each human group,
and humanity as a whole.''
Jean Lee C. Patindol
5. • 19. Neither individuals nor nations should regard the possession of
more and more goods as the ultimate objective. Every kind of
progress is a two-edged sword. It is necessary if man is to grow as a
human being; yet it can also enslave him, if he comes to regard it as
the supreme good and cannot look beyond it. When this happens,
men harden their hearts, shut out others from their minds and gather
together solely for reasons of self-interest rather than out of
friendship; dissension and disunity follow soon after.
• Thus the exclusive pursuit of material possessions prevents man's
growth as a human being and stands in opposition to his true
grandeur. Avarice, in individuals and in nations, is the most obvious
form of stultified moral development.
Jean Lee C. Patindol
6. • 20. “If development calls for an ever-growing
number of technical experts, even more necessary
still is the deep thought and reflection of wise men in
search of a new humanism, one which will enable
our contemporaries to enjoy the higher values of
love and friendship, of prayer and contemplation,
(17) and thus find themselves. This is what will
guarantee man's authentic development—his
transition from less than human conditions to truly
human ones.”
Jean Lee C. Patindol
7. LESS THAN HUMAN
CONDITIONS
• 21. “What are less than human conditions?
– The material poverty of those who lack the bare
necessities of life, and
– the moral poverty of those who are crushed under
the weight of their own self-love;
– oppressive political structures resulting from the
abuse of ownership or the improper exercise of
power, from the exploitation of the worker or
unjust transactions.”
Jean Lee C. Patindol
8. TRULY HUMAN CONDITIONS
• “What are truly human conditions?
The rise from poverty to the acquisition of life's necessities;
the elimination of social ills;
broadening the horizons of knowledge;
acquiring refinement and culture.
From there one can go on to
acquire a growing awareness of other people's dignity,
a taste for the spirit of poverty,
(l8) an active interest in the common good, and
a desire for peace.
Then man can acknowledge the highest values and God Himself, their
author and end.
Finally and above all, there is faith—God's gift to men of good will—and our
loving unity in Christ, who calls all men to share God's life as sons of the
living God, the Father of all men.”
Jean Lee C. Patindol
10. Sustainable Development
• "development that meets the needs of the present without
compromising the ability of future generations to meet their
own needs."
• Must be conceived of as a multidimensional process involving
major changes in social structures, popular attitudes and
national institutions, as well as the acceleration of economic
growth, the reduction of inequality, and the eradication of
poverty.
• Must represent the whole gamut of change by which an entire
social system, tuned to the diverse basic needs and desires of
individuals and social groups within that system, moves away
from a condition of life widely perceived as unsatisfactory
toward a situation or condition of life regarded as materially
and spiritually better.
Jean Lee C. Patindol
11. Amartya Sen’s “Capabilities” Approach
“The capability to function is what really matters for status as
a poor or nonpoor person. Economic growth cannot be
sensibly treated as an end in itself. Development has to be
more concerned with enhancing the lives we lead and the
freedoms we enjoy.” – Amartya Sen, 1998 Nobel laureate in
Economics
Poverty cannot be properly measured by income or even by
utility as conventionally understood; what matters is not the
things a person has or the feelings these provide—but what a
person is, or can be, and does, or can do.
To make any sense of the concept of human well-being in
general, and poverty in particular, we need to think beyond
the availability of commodities and consider their use or
“functionalities”.
“Capabilities” – the freedom that a person has in terms of the
choice of functionings, given his/her personal features
(conversion of characteristics into functionings) and his/her
command over commodities.
Jean Lee C. Patindol
12. 3 Core Values of Development
• Sustenance – the ability to meet basic needs; “to have enough in order to be more”
• Self-esteem – to be a person; a sense of worth and self-respect, of not being used
as a tool by others for their own ends
– the nature and form of this self-esteem may vary from society to society and from
culture to culture. However, with the proliferation of the “modernizing values” of
developed nations, many societies in developing countries that have a profound
sense of their own worth suffer from serious cultural confusion when they come in
contact with economically and technologically advanced societies.
• Freedom from servitude – to be able to choose; emancipation from alienating
material conditions in life and from social servitude to nature, ignorance, other
people, misery, institutions, and dogmatic beliefs, especially the belief that one’s
poverty is one’s predestination.
Jean Lee C. Patindol
15. Global Peace*
• “A culture of peace is a set of values,
attitudes and forms of behavior that reflect
respect for life and for human dignity, the
rejection of violence in all its forms and
commitment to the principles of freedom,
justice, solidarity and tolerance.”
* From the UNESCO/UN “Declaration on a Culture of Peace”, 1998
Jean Lee C. Patindol
16. National Peace*
• True peace is the fruit of justice and love,
concern, care
• Solidarity is the unity of heart among peoples
of different cultures, classes and beliefs,
generations and genders
• Vision of peace: “Peace by ways of Peace” –
grounded on justice, enlivened by love and
solidarity
*National Peace Conference, 1990
Jean Lee C. Patindol
17. Cultural-religious Concepts of Peace
• Pax (Latin) – a pact, a contract; an absence of war through the
imposition of order by a dominant power
• Sala’m (Arabic) – peace with justice/order/following the right
path of God
• Shalom (Hebrew) – wholeness, integrity, harmony; co-
existence of opposites through acceptance of differences;
continuous growth of all creative human powers
• Shanti (Sanskrit) – equananimity, spiritual peace, oneness with
the Divine, non-attachment, self-realization
• Heping (Chinese) – harmony within and without, stability and
order
• Filipino?
Jean Lee C. Patindol
18. Key Elements of Peace
• Absence of war and physical violence
• Conditions necessary for human fulfillment and
the growth of our creative powers
• Conditions necessary for human harmony
• Conditions necessary for oneness with all
creation, inner peace
• Upholding basic human rights:
– Respect
– Truth
– Justice
– Freedom
– Compassion
Jean Lee C. Patindol
19. Total Peace
(Johan Galtung, 1964)
Total Peace
Integrated Peace:
Absence of Indirect Violence
Direct/Symptomatic Peace:
Absence of Direct Physical Violence
“Negative” Peace “Positive” Peace
Jean Lee C. Patindol
20. Violence: Inflicting Harm, Damage
• Direct Violence
-usually physically
manifested (hitting,
beating, shooting,
bombing, raping,
kicking, etc.)
• Indirect Violence – usually
insidiously/subtly
manifested; “killing people
without using guns”
– Cultural Violence: hate speech,
gossip, xenophobia, discrimination
in any form, gender violence,
“chosen-ness”, etc.
– Structural Violence: poverty,
slavery, apartheid, colonialism,
corruption, excessive material
inequality
– Ecological Violence:
overconsumption, pollution,
environmental harm and damage
Jean Lee C. Patindol
21. When there is violence, is there
necessarily conflict?
Jean Lee C. Patindol
22. What is Conflict?
Conflict is a process through which two or
more actors try to pursue incompatible
goals while trying the undermine the goal-
seeking potential of the others.
It may also arise when two or more actors
pursue compatible goals with
incompatible methods.
Conflict basically arises because of unmet
needs or changes in needs.
Jean Lee C. Patindol
23. Sources of Conflict
• Scarce resources (economy)
• Uneven distribution of power (polity)
• Poor or no communication between parties
(media, education)
• Parties have incorrect perceptions of each other
(media, education)
• There is a lack or very low level of trust (media,
education)
• Unresolved grievances exist from the past (polity)
• Parties do not value the relationship between
them
Jean Lee C. Patindol
24. Conflict Escalation
9. Destruction and self-destruction
8. Destruction of the opponent
7. Limited destructive blows and sanctions
6. Threatening strategies
5. Open attack and loss of face
4. Formation of coalitions
3. Confrontation, with a “fait accompli”
2. Debate
1. Tension and Crystallization
How Conflict is Managed
And Communicated
(economy, polity, media) Quantity and
Quality of
Information
(media,
education)
Jean Lee C. Patindol
25. Sample Case: Why Are There
Armed Conflicts?
Based on the people’s perception of the
major causes of armed conflict in the
Philippines through a series of public
consultations conducted in 71 out of the
76 provinces in the country conducted
by the National Unification Commission
(NUC)
Massive poverty and economic
equity
Poor governance
Injustice and abuse of power
Control by a few of political power
Exploitation of cultural communities,
and lack of recognition of their
ancestral domain
Differences in political belief and
ideology
Scarce resources (economy)
Uneven distribution of power
(polity)
Poor or no communication
between parties (media, education)
Parties have incorrect perceptions
of each other (media, education)
There is a lack or very low level of
trust (media, education)
Unresolved grievances exist from
the past (polity)
Parties do not value the
relationship between them
Jean Lee C. Patindol
26. Conflict is not the same as Violence!
• Conflict is part of life. Life means
growth.
• Conflict is about change. Life is a
series of changes towards growth.
• Change requires adjustments and
readjustments of perceptions, attitudes,
behaviors, structures, ways of life.
• Responses to conflict can be creative
and collaborative, if change is seen as
an opportunity for new and better
possibilities rather than a threat.Jean Lee C. Patindol
27. Since wars begin in the minds of men, it is in
the minds of men that the defense of peace
must be constructed.
- UNESCO Constitution
Jean Lee C. Patindol