During the mid-19th century, teaching it in American public schools was popular but optional. In 1886, humane education became mandatory in Massachusetts public schools, and by 1920, it was mandatory in 20 other states as well.
Author: Julie Urbanik
An engaging and at times sobering look at the coexistence of humans and animals in the 21st century and how their sometimes disparate needs affect environments, politics, economies, and culture worldwide. • Includes excerpts from 20 primary source documents related to animals • Offers a comprehensive look at a variety of aspects of human-animal relationships • Discusses how human actions affect the survival of other species, such as the northern spotted owl and bluefin tuna
From the very first, humans had trouble with the (b) Prometheus had defamed Zeus. (c) Greek Gods. Most Gods thought of humans as toys. But Gods made friends with the humans. One of Prometheus detested Zeus for his attitude.
In developing methods in which schools can become mote amicable places fot students and patents, a look into the social ... These fout facets of the psychosocial sub-system place sttong emphasis on the school as a human setvice agency.
Author: Robert F. Kronick
First Published in 1997. Routledge is an imprint of Taylor & Francis, an informa company.
What this means is that while improvements in AI and technology might well be exponential, the human dimension in all of this is likely to be lumpy, pattern-less, and unpredictable. In other words, the antithesis of the algorithm.
Author: Michael Jenkins
Publisher: Emerald Group Publishing
Category: Business & Economics
Expert Humans: Critical Leadership Skills for a Disrupted World examines the critical leadership concepts of Altruism, Compassion and Empathy (ACE) and their application to the great disruptors of today.
Without exception, every single one of the zombies from the shipping container headed toward the school. Is it my imagination, Svetlana thought, or does it seem that some of them are ignoring the Humans and actually going toward Nathan?
Author: W. J. Onufer
Publisher: Lulu Press, Inc
Fierce and fabulous. The fiery 400-year-old Vampire Hadley Price lives a very privet and passionate personal life with her lover, Nathan and adopted daughter, Svetlana, 200 years in the future on the planet New Melbourne. Her world is ruled by a few simple things: family, good manners, a protective blood lust for her victims, and her innate sense of justice. When the delicate balance of that world is challenged by an invasion of zombies from another part of her universe, Hadley responds with a fierceness few have seen before. In an epic battle, Svetlana emerges as a force for good, with Nathan leading the charge to save the innocents – with disastrous results. That battle also reveals Hadley’s unique gift -- one even she was not aware of.
Human and Canine June 2001. Four patients attended the same school . Three Pulmonary Blastomycosis , diagnosed for at least 2 years before 2002 North Carolina , 2001-2002 tomycosis . Clinical laboratories and infection control procases ...
My conclusion is that it all starts with School leaders. Transformation of Education relies on the capacity of lead such a transformation. Agora Schools which are focused on personal development are organized like a mini society, ...
Second, schools need to realize that humans have a definite spiritual component. The wickedness prevalent among many minority males is spiritual in nature and must be abolished using spiritual principals. Relationship with a higher ...
Author: William Jeynes
Publisher: John Wiley & Sons
A comprehensive source that demonstrates how 21st century Christianity can interrelate with current educational trends and aspirations The Wiley Handbook of Christianity and Education provides a resource for students and scholars interested in the most important issues, trends, and developments in the relationship between Christianity and education. It offers a historical understanding of these two intertwined subjects with a view to creating a context for the myriad issues that characterize—and challenge—the relationship between Christianity and education today. Presented in three parts, the book starts with thought-provoking essays covering major issues in Christian education such as the movement away from God in American education; the Christian paradigm based on love and character vs. academic industrial models of American education; why religion is good for society, offenders, and prisons; the resurgence of vocational exploration and its integrative potential for higher education; and more. It then looks at Christianity and education around the globe—faith-based schooling in a pluralistic democracy; religious expectations in the Latino home; church-based and community-centered higher education; etc. The third part examines how humanity is determining the relationship between Christianity and education with chapters covering the use of Christian paradigm of living and learning; enrollment, student demographic, and capacity trends in Christian schools after the introduction of private schools; empirical studies on the perceptions of intellectual diversity at elite universities in the US; and more. Provides the breadth and depth of knowledge necessary to gain a sophisticated and nuanced understanding of the complex relationship between Christianity and education and its place in contemporary society A long overdue assessment of the subject, one that takes into account the enormous changes in Christian education Presents a global consideration of the subject Examines Christian education across elementary, secondary, and post-secondary levels The Wiley Handbook of Christianity and Education will be of great interest to Christian educators in the academic world, the teaching profession, the ministry, and the college and graduate level student body.
Bruce Jennings, Vanderbilt University School of Medicine, Adjunct Associate Professor, Department of Health Policy and Center for Biomedical Ethics and Society, is also Senior Fellow at the Center for Humans and Nature and Senior ...
Author: Erik Parens
Publisher: Oxford University Press
International uproar followed the recent announcement of the birth of twin girls whose genomes had been edited with a breakthrough DNA editing-technology. This technology, called clustered regularly interspaced short palindrome repeats or CRISPR-Cas9, can alter any DNA, including DNA in embryos, meaning that changes can be passed to the offspring of the person that embryo becomes. Should we use gene editing technologies to change ourselves, our children, and future generations to come? The potential uses of CRISPR-Cas9 and other gene editing technologies are unprecedented in human history. By using these technologies, we eradicate certain dreadful diseases. Altering human DNA, however, raises enormously difficult questions. Some of these questions are about safety: Can these technologies be deployed without posing an unreasonable risk of physical harm to current and future generations? Can all physical risks be adequately assessed, and responsibly managed? But gene editing technologies also raise other moral questions, which touch on deeply held, personal, cultural, and societal values: Might such technologies redefine what it means to be healthy, or normal, or cherished? Might they undermine relationships between parents and children, or exacerbate the gap between the haves and have-nots? The broadest form of this second kind of question is the focus of this book: What might gene editing--and related technologies--mean for human flourishing? In the new essays collected here, an interdisciplinary group of scholars asks age--old questions about the nature and well-being of humans in the context of a revolutionary new biotechnology--one that has the potential to change the genetic make-up of both existing people and future generations. Welcoming readers who study related issues and those not yet familiar with the formal study of bioethics, the authors of these essays open up a conversation about the ethics of gene editing. It is through this conversation that citizens can influence laws and the distribution of funding for science and medicine, that professional leaders can shape understanding and use of gene editing and related technologies by scientists, patients, and practitioners, and that individuals can make decisions about their own lives and the lives of their families.