Migrant farm workers
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Migrant farm workers move around to different areas based on crop seasons and have very difficult living and working conditions. They often live in poor housing without basic amenities and work long hours in unsafe conditions for low pay. Cesar Chavez, who grew up in a farm working family, fought to organize farm workers and advocate for their rights and better treatment through nonviolent protests and unionization efforts. Over time, conditions have improved with programs and laws supporting things like safe drinking water, bathroom access, higher wages, and shorter work days.
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The document summarizes FDR's New Deal programs and policies during the 1930s to address the Great Depression. It details FDR's election in 1932 and his "Hundred Days" of legislation passing major programs to provide relief, reform, and recovery. This included the AAA to boost agriculture, the CCC to employ young men, the WPA and PWA to fund public works projects, and the Social Security Act. The New Deal expanded the role of government and marked a shift toward more liberal policies. By the late 1930s, the economy had improved but unemployment remained high, leading FDR to launch a Second New Deal with additional relief programs.
Migrant Farmworkers & Mental Health Access
Migrant farmworkers face numerous barriers to accessing mental healthcare. They experience high rates of depression, stress, and other mental health issues due to factors like isolation, dangerous working conditions, discrimination, and separation from family. However, less than 25% of migrant farmworkers utilize health centers that provide services tailored to their needs. Best practices to improve mental healthcare for this population include expanding counseling programs, promoting advocacy for safer working conditions, offering language classes, and establishing Spanish-language hotlines. Overcoming barriers like cost, lack of transportation, and cultural beliefs will be important for improving mental health outcomes for migrant farmworkers.
The Great Depression
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Migrant Worker_Writing Sample
This document summarizes the inequalities faced by migrant farm workers in the United States, with a focus on vulnerabilities experienced by female workers. It discusses the physical risks of farm work, lack of benefits and protections for injured undocumented workers, themes revealed through the Tomasita Project on the global food system including increasing distances and feminization of labor. It highlights how women, who make up 22% of farm workers, face greater exploitation through lower wages, sexual harassment and inability to report abuse due to fear of deportation. Female workers often serve as primary caregivers yet endure discrimination, unsafe conditions and being silenced from standing up for their rights.
Brown - International Labor - Anny, Erika, Jennifer
The document discusses issues facing migrant workers in Shanghai, China. It notes that there are over 20 million migrant workers in China who lost their jobs last year, and that 30% of Shanghai's population is made up of migrant workers. These workers often labor for long hours in difficult conditions for low pay. Various organizations, like the International Labor Organization, are working to improve conditions and advocate for migrant worker rights.
Of Mice and Men Context
The document summarizes key events in the late 1920s and 1930s in the United States, including the stock market crash that led to the Great Depression, the Dust Bowl drought and dust storms that ravaged the Midwest, and President Franklin D. Roosevelt's proposal to enlarge the Supreme Court. It also mentions the American Dream of prosperity, success, and upward mobility through hard work.
The Great Depression Migrant Farm Workers And
The document discusses the Great Depression and migrant farm workers in the 1930s. It summarizes how drought and economic hardship led many to leave the Midwest for work in California agriculture. Migrant workers followed the harvests and lived in poor conditions, though they were essential to the farm system. John Steinbeck captured their struggles in his novel Of Mice and Men.
Remittances as a Catalyst for Financial Inclusion 19 Apr 2016- FINAL2
Juanita Woodward presented on how remittances can act as a catalyst for financial inclusion for migrant workers. She outlines three key opportunities: 1) Linking financial products like savings, credit, and insurance to remittances can increase access to services for migrant workers and their families. 2) Financial literacy training is important so migrant workers understand how to manage money. 3) Microinsurance products are growing and can help migrant workers mitigate financial risks. Remittances present an opportunity to improve financial inclusion if the right products and education are developed with migrant workers and their transnational families in mind.
Migrant Workers' Act and Amendments
This document contains the amendments of the law as provided in RA 10022 and RA 9422. The Sameer doctrine in 2014 deleting a portion of Section 10 is incorporated here as well.
Migrant workers in malaysia & protection under domestic law
The document discusses migrant worker rights and protections under Malaysian domestic law. It makes three key points:
1) Malaysian laws like the Constitution and Employment Act provide protections for both documented and undocumented migrant workers, guaranteeing them equal treatment and non-discrimination. However, in practice migrant workers face barriers in accessing justice systems.
2) While migrant workers have the legal right to join unions, some laws discriminate by prohibiting them from holding union leadership roles. Several laws also permit the "Foreign Workers First Out" discriminatory retrenchment policy.
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Cesar Chavez
Cesar Chavez was a Mexican American civil rights and labor leader who fought for better working conditions for migrant farm workers. He organized the United Farm Workers union and led a nationwide grape boycott and strikes that lasted for years. Though the workers faced hardships and oppression, their efforts improved wages and rights for migrant laborers. Chavez became a prominent advocate for social justice and remained dedicated to the farm worker cause until his death in 1993, where over 40,000 people mourned the loss of his leadership.
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Cesar Chavez was a Mexican American civil rights leader who co-founded the United Farm Workers union in 1962. He was born in 1927 in Yuma, Arizona and grew up in a small adobe home with his family working as migrant farm workers, facing many hardships. As a child, he experienced injustice when his family lost their land and home. Chavez left school in the 8th grade to work and support his family. As the leader of the UFW, he helped secure protections for farm workers, such as rest periods and access to clean water. He received many honors for his work, including the Presidential Medal of Freedom. Chavez is remembered today for his leadership in advocating for workers' rights and social
All for profit
This document discusses children's rights and how they are sometimes abused. It provides examples of how children historically worked in dangerous conditions in mines and mills from a young age. Now, children have rights to education and play, but these rights are not always fulfilled as over 150 million children engage in child labor. Specific examples are given of children being exploited and abused through practices like slavery, trafficking, and unsafe working conditions. It discusses the physical and psychological harm this causes as well as efforts by organizations to help protect children's rights.
Progressive era
During the Progressive Era from 1890-1920, rapid industrialization, immigration, and urbanization led to problems like monopolies exploiting workers and consumers. Journalists called "muckrakers" exposed these issues, fueling reforms. Progressives successfully advocated for laws protecting workers and consumers from abuses, such as banning child labor, regulating wages and hours, and breaking up monopolies. They also passed amendments allowing income tax and direct election of Senators. The era brought significant reforms to address problems created by unfettered industrialization.
1PAPER1–EDUCATIONANDNATIVEAMERICANASSIMILATION.docx
1
PAPER 1 – EDUCATION AND NATIVE AMERICAN ASSIMILATION
PRIMARY SOURCES
In 1906, Helen Sekaquaptewa “awoke to find [her] camp surrounded
by troops.” She later recalled that a government official “called the men together,
ordering the women and children to remain in their separate family groups. He told the
men . . . that the government had reached the limit of its patience; that the children would
have to go to school.” Helen went on to relate how “All children of school age were lined
up to be registered and taken away to school. 82 children, including [Helen], were taken
to the schoolhouse ...with military escort.”
Helen Sekaquaptewa, a Hopi girl from Oraibi, was just one of many American Indian
children who, from the 1880s up to the 1930s, were forced by U.S. government agents to
attend school against the wishes of their parents and community.
A BATTLE FOR THE CHILDREN: American Indian Child Removal
in Arizona in the Era of Assimilation, Margaret D. Jacobs, University of Nevada, March 2004
A. VIEWPOINT OF THE AMERICAN GOVERNMENT, AND CONCERNED
CITIZENS:
Many people had different viewpoints on what to do with the “Indian problem,” though
most agreed that education was fundamental to solving this issue.
DOCUMENT1: George Grant, Presbyterian minister, 1872
As the Indian has no chance of existence except by conforming to civilized ways,
the sooner that the Government or Christian people awake to the necessity of
establishing schools among every tribe the better. Little can be done with the old,
and it may be two, three or more generations before the old habits of a people are
changed; but by always taking hold of the young, the work can be done.
https://scholarworks.montana.edu/xmlui/bitstream/handle/1/958/BowkerK1207.pdf?sequence=1
DOCUMENT 2: Report of the Commissioner of Indian Affairs in 1903:
To educate the Indian in the ways of civilized life, therefore is to preserve him
from extinction, not as an Indian, but as a human being. As a separate entity, he
cannot exist [enclosed], as it were, in the body of this great nation.
The pressure for land must diminish his reservations to areas within which he can
utilize the acres allotted to him, so that the balance may become homes for the
white farmers who require them.
To educate the Indian is to prepare him for the abolishment of tribal relations, to
take his land in severalty, and in the seat of his brow and the toil of his hands to
carry out, as his white brother has done, a home for himself and family.
DOCUMENT 3: Excerpts from “Kill the Indian, and Save the Man,” 1892,
presented by Richard Henry Pratt.
Captain Richard Henry Pratt fought for the United States against Native
American Tribes including the Comanche, Cheyenne, Arapaho, and Kiowa. After
the U.S. won the “Indian Wars,” Pratt founded the Carlisle Indian Industrial
School in Carlisle, Pennsylvania. He presented his thoughts at the Nineteenth
Annual Conference of Chariti ...
The Shame of Child Labour – 2 - through the lens of Lewis Wickes Hine 1908-1924
In 1908 Hine left his teaching position at the progressive Ethical Culture School in New York to become a staff photographer for the National Child Labor Committee. The same year, he described his pictures in a reform journal as "graphic representation of conditions and methods of work, through pictures for exhibits, reports, folders, magazine and newspaper articles, and lantern slides." Over the next decade Hine made thousands of negatives-often undercover-of children working in mills, sweatshops, factories, and various street trades, such as the delivery boy pictured here. Through a steady accumulation of specific, idiosyncratic facts, the photographer hoped to reveal the larger, hidden patterns of exploitation upon which the American city was rapidly expanding. More important, his reports and slide lectures were not meant solely as tools for labor reform but as ways of triggering a more profound, empathetic response in the viewer, one that would cause him to reconsider his relationship to society.
NOTE:
There is a Number 2 as well: The Shame of Child Labour – 1 - through the lens of Lewis Wickes Hine 1908-1924
at the following URL in Slideshare:https://www.slideshare.net/yaryalitsa/the-shame-of-child-labour-1-through-the-lens-of-lewis-wickes-hine-19081924
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Cesar Chavez was born on March 31, 1927 in Yuma, Arizona. He grew up in a small adobe home but his family lost their land during the Great Depression and had to work as migrant farm workers in California. Chavez experienced a difficult childhood, attending many schools and facing discrimination for speaking Spanish. As a young man, he left school to help support his family by working as a migrant farm worker. Later, he co-founded the United Farm Workers union in 1962 to advocate for better working conditions and rights for farm workers. Chavez led many non-violent protests and strikes that helped secure protections like rest breaks and access to clean water for those working in agriculture. He received many honors for his work
Child labor reform
The document provides a history of child labor reform efforts in the United States from the late 1700s through the 1930s. It describes how child labor became widespread during the Industrial Revolution as families struggled financially and children worked in mills and factories. Over time, reformers observed the harmful physical, emotional and social effects on children. Organizations like the National Child Labor Committee campaigned against child labor and helped pass legislation like the Fair Labor Standards Act of 1938, which established the first federal standards regulating child employment. The document outlines the gradual process of reform efforts and setbacks over decades to curb child labor.
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SoUTHErN STorM
A hUrriCAne’s LeGACY:
“We’LL BUiLD BACK Better”
MARCH/APRIL 2006
A GroWING TrENd
FArMinG Moves
to the BiG CitY
h o r i z o n s | J O U R N E Y T O G R E E N E R B E G I N N I N G S
Dear
Friends …
By Jo Luck
President and CEO
inspire other organizations to build green-
er futures too. As citizens of the Earth,
we must be purposeful in our efforts to
conserve natural resources. At Heifer, we
are proud to be a leader in environmen-
tal preservation and restoration, at home
and especially in our project work.
Many people are familiar with Heifer’s
livestock projects, but some are unaware
of our work in agroecology, which is just as
important to help families lift themselves
from poverty to self-reliance.
Heifer project participants learn which
crops grow best in their environment,
how to use natural fertilizers, and
how to conserve and improve soil and
water conditions.
In Peru, for example, families in the
dry tropical forest receive seeds, tree
saplings and training on managing
natural resources. Project participants in
the Andean mountain communities learn
how to reforest their lands and how to
use terracing to grow crops on the steep
hillsides of their villages.
I have no doubt that Heifer’s
agroecology initiatives in the field and
our commitment to conserve, recycle
and educate in our own backyards
will make an enormous difference
by making the world a better place.
Thank you for supporting Heifer in our
collective journey to greener beginnings
for future generations.
S
pring is the season of hope,
when the bareness of winter
gives way to the wonderment of
new beginnings. In March, as
nature unfolds her colorful blossoms
and awakened trees, Heifer will unveil
a “greener” beginning at the dedication
of the new Heifer International World
Headquarters. This dedication marks the
tremendous progress of our work to end
hunger and poverty and our efforts to
heal and replenish the environment.
Heifer’s new headquarters is no
ordinary building—it’s a “green” building,
showcasing many environmentally friendly
features. Caring for the environment is a
journey, not a destination—and it plays a
pivotal role in Heifer’s ongoing mission.
We are practicing what we preach by
building a headquarters that conserves
water through a tower that collects and
uses rain for flushing toilets. We also
save energy because the sun is the main
source of interior lighting, thanks to the
building’s narrow width.
Walkways, countertops and tile floors
are made of recycled materials, includ-
ing tires, bricks from abandoned ware-
houses and glass from discarded soda
bottles. The location is a living exam-
ple of sustainable development—the
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industrial brownfield, land that was
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Adjacent to the Clinton Presidential
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How To Write An Introduction - Site. Online assignment writing service.
This document provides instructions for creating an account and submitting an assignment request on the HelpWriting.net website. It outlines a 5-step process: 1) Create an account with an email and password. 2) Complete a 10-minute order form providing instructions, sources, and deadline. 3) Review bids from writers and choose one based on qualifications. 4) Review the completed paper and authorize payment. 5) Request revisions to ensure satisfaction, with a full refund option for plagiarized work. The goal is to provide original, high-quality content and meet all customer needs.
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Syllabus
Chapter-1
Introduction to objective, scope and outcome the subject
Chapter 2
Introduction: Scope and Specialization of Civil Engineering, Role of civil Engineer in Society, Impact of infrastructural development on economy of country.
Chapter 3
Surveying: Object Principles & Types of Surveying; Site Plans, Plans & Maps; Scales & Unit of different Measurements.
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Levelling: Instrument used Object of levelling, Methods of levelling in brief, and Contour maps.
Chapter 4
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Water Pollution: Water Quality standards, Introduction to Treatment & Disposal of Waste Water. Reuse and Saving of Water, Rain Water Harvesting. Solid Waste Management: Classification of Solid Waste, Collection, Transportation and Disposal of Solid. Recycling of Solid Waste: Energy Recovery, Sanitary Landfill, On-Site Sanitation. Air & Noise Pollution: Primary and Secondary air pollutants, Harmful effects of Air Pollution, Control of Air Pollution. . Noise Pollution Harmful Effects of noise pollution, control of noise pollution, Global warming & Climate Change, Ozone depletion, Greenhouse effect
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1. Palancharmy, Basic Civil Engineering, McGraw Hill publishers.
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3. Ketki Rangwala Dalal, Essentials of Civil Engineering, Charotar Publishing House.
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Date: May 29, 2024
Tags: Information Security, ISO/IEC 27001, ISO/IEC 42001, Artificial Intelligence, GDPR
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