Suchergebnisse

1. Protecting natural capital and biodiversity in agricultural supply chains: introductionJill Atkins and John Peirce, Cardiff Business School - Cardiff University, UKPart 1 The impact of agriculture on natural capital and biodiversity: international case studies2. Factoring biodiversity into the agri-food sector: international best practices and experiences from South AfricaYvette Lange and Warren Maroun, University of the Witwatersrand, South Africa3. Avocado cultivation and biodiversity challengesYvette Lange and Warren Maroun, University of the Witwatersrand, South Africa4. The circular economy and sustainable soybean farming in Brazil: an integrated approachWayne van Zijl, University of the Witwatersrand, South Africa5. Biodiversity considerations in the marine aquaculture and fisheries industriesDusan Ecim and Warren Maroun, University of the Witwatersrand, South Africa6. Assessing the impact of pesticides on natural capital and biodiversityMira Lieberman, University of Sheffield, UKPart 2: Protecting biodiversity and natural capital in agri-food supply chains: the role of accounting and finance7. Advances in corporate natural capital accountingJoël Houdet, The Biodiversity Footprint Company and University of Pretoria, South Africa8. Natural capital and biodiversity accounting in the Swedish agri-food sectorKristina Jonäll, University of Gothenburg, Sweden9. Biodiversity reporting in the fast-food industryDusan Ecim and Warren Maroun, University of the Witwatersrand, South Africa10. Natural capital and biodiversity accounting in the dairy industry: the case of Valio GroupHannu Schadewitz, Turku School of Economics at the University of Turku, Finland11. Natural capital and biodiversity accounting in palm-oil productionGunnar Rimmel, Aalborg University Business School, Denmark; and Maizatulakma Abdullah, The National University of Malaysia, Malaysia12. Natural capital accounting and biodiversity in the Italian winemaking industryFederica Doni, University of Milano-Bicocca, Italy; Antonio Corvino, University of Foggia, Italy; and Silvio Bianchi Martini, University of Pisa, Italy13. The role of global investors in protecting natural capital and delivering ecosystem services within agriculture, food and other land use value chainsMartina Macpherson, Henley Business School, UK/University of Zurich, Switzerland/Future of Sustainable Data Alliance, UK/All-Party-Parliamentary-Group (APPG) on ESG - Houses of Parliament, UK14. Exploring corporate weather accounting by the UK food retail industryElisabetta A. V. Barone, Northeastern University London and University of Galway, UK; Jill Atkins, Cardiff Business School - Cardiff University, UK; and Warren Maroun, University of the Witwatersrand, South AfricaPart 3: Protecting pollinators and insect biodiversity in agri-food supply chains15. Using data to assess the impact of agriculture on pollinators and pollinator servicesNoa Simón Delso, BeeLife European Beekeeping Coordination, Belgium; and Walter Haefeker, European Professional Beekeepers Association, Germany16. Developing and implementing plans to conserve insect biodiversity in agricultural landscapesScott Longing, Texas Tech University, USA; and Brendan Kelly, Texas Tech University/ Texas A&M AgriLife Research, USA

Intro -- Cover -- Title -- Copyright -- Contents -- Fabric of the Country -- Constitutional Convention -- Working for Approval -- A List of Rights -- An Incomplete List -- Powers Divided -- Similarities -- Interpretations -- The Part of the Courts -- The Ninth in the Courts -- Roe v Wade -- A Guideline -- A Change from the Articles -- Early Cases -- A Civil War -- The 20th Century -- The Darby Case -- After Darby -- Into the 1990s -- The Commerce Clause -- The Future -- Glossary -- Index -- Back cover.

Intro -- Cover -- Title -- Copyright -- Contents -- Freedom of Speech and More -- The Bill of Rights -- Key Changes -- Origins -- Five Freedoms -- No State Religion -- The Free Exercise Thereof -- Speaking Freely -- Sorts of Speech -- Limits -- Consequences -- Powers of the Press -- The Best Defense -- Prior Restraint -- Student Journalists -- Peaceably to Assemble -- Freedom of Association -- Right to Petition -- Social Media -- Your Rights -- Glossary -- Index -- Back Cover.

Intro -- Title Page -- Dedication -- Introduction: The Five Eras of Celesbianism -- Chapter 1. Memeing with the FBI -- Chapter 2. I'm a Famous Actress, MOM! -- Chapter 3. One Day, You'll All Be Gay -- Chapter 4. The Ten Most Important Sapphic Paparazzi Photos in Modern History -- Chapter 5. A Supercut of Lesbian Yearning -- Chapter 6. Kill the Creator of 'Entourage' in Your Head -- Chapter 7. A Britney Spears 'Blackout'-No, Not That One -- Chapter 8. Crush Me at the Forum -- Chapter 9. Step on Me, Julianne Moore -- Chapter 10. I Know This Now -- Chapter 11. Kiss Me, Murder Me in the Woods -- Chapter 12. The Current Lesbian Canon, as It Stands -- Chapter 13. Clueless at Chateau Marmont -- Chapter 14. The Beast -- Acknowledgments -- About the Author -- Copyright.

Two Very Different People -- Teacher and Inventor -- A Girl Who Wanted to Learn -- First Meeting -- Connections -- Learning and Traveling -- The World's Fair -- Heading to College -- Visiting Cape Breton -- A Dedication -- The Day the Phones Were Silent.

This book considers the many ways autistic lives have been dominantly storied historically, politically, socially, and culturally. Using a range of transdisciplinary theory, the author develops a theoretically rich approach termed dis/orientation, which breaks new ground for autism researchs understanding of everyday life, and everyday childhoods. The book uses stories of everyday life to provoke new analyses of what it means to talk about, live with, and become, an autistic child: these stories of schooling and education highlight what is done to autistic bodies, what is done by these bodies, and what becomes between them. This offers a way in to the theoretical work of dis/orientation; a practice and an ethic, that means remaining ever watchful for single orientations towards (and away from) autism and childhood, and the children living those childhoods. This leads to new disciplinary grounds, a reconceptualisation of the terrains of research and practice, not of the disordered and disembodied autistic mind, but of the embodied, lived, and everyday. Jill Pluquailec is Senior Lecturer in Autism at Sheffield Hallam University, UK. Her research involves work with disabled children and their families. Her work sits within social justice, the social, cultural and political constructions of autism, and the development of more diverse ways we can move towards honouring difference in all aspects of life. Although situated within Education, much of her work is transdisciplinary drawing heavily on Sociology and Critical Disability Studies.

"Why Play Works provides a road map for schools in leveraging play as a tool for ensuring that access to social connection is prioritized in this process of adaptation. Aimed at educators, school administrators and parents, Why Play Work's aspiration is to promote the idea that play's future is deeply rooted in its past: a risky behavior that has nonetheless survived eons of evolution precisely because it teaches us to navigate the demands of social connection. Why Play Works will feature sections on: Why Play: The importance of intentionally integrating play in day-to-day school operations-especially in this moment- because of its unique ability to mitigate the impacts of trauma and adverse childhood experiences. Intentionally Designing the School Day: Looking at how incorporating play into the various design levers- space, scheduling and staffing- contributes to creating a responsive and flexible structure that puts students and educators at the center. Youth Leadership: Explore real examples of schools leveraging play to promote youth leadership and student agency through new behaviors that this moment requires- from physical distancing to wearing masks, and from handwashing to new procedures for eating lunch and cleaning up. In addition, learn how a focus on youth leadership can create an opening for adults to support student engagements while managing their own stress. Virtual learning: How to infuse play into remote learning and create rituals that help students transition between and among different learning settings. The author will gather stories around how play can help with transitions, and how it promotes a recognition of the different strengths that different learning environments possess - illustrated by calling out different games and styles of play that schools have found best suited for the different learning environments and scheduling configurations. Why Play Works will offer specific guidance around recess and outside activities along with a library of games that can be played both as schools re-open and experiment with the needs for physical distancing, as well as activities should reclosing be required. Supported by interviews with experts on play and school design, Why Play Works will stand out as a concrete guide for supporting the learning and well-being of our students in each context by leveraging the power of play."--