(English below)
你吃的是海「鮮」還是「屍food」?
魚類是地球上因「物種主義」,其中最大的一群、卻嚴重被遺忘的受害者。2019年3月30日是【國際結束捕魚日】,我誠邀您觀看這影片,了解魚兒和其他海洋動物的故事。(此影片有性暴力及血腥鏡頭。)
想知道更多關於【國際結束捕魚日】,請瀏覽
https://www.end-of-fishing.org/zh-hans/
🌊
This will change the way you SEA food.
Fish are one of the largest yet most forgotten group of victims under speciesism. March 30, 2019 is the World Day for the End of Fishing (WoDEF). I invite you to watch this video, and discover the truth behind the fishing industry. (This video contains sexual violence and graphic footage.)
To learn more about WoDEF, visit https://www.end-of-fishing.org/en/
#WoDEF #WorldDayfortheEndofFishing #國際結束捕魚日
End of Fishing - World campaign for aquatic animals
// Why not eat marine animals? 為何不吃海洋動物?
Animal rights 動物權利: 01:04
Environment 環境: 09:48
Health 健康: 13:13
// References 參考:
Seafood consumption of HK 香港海鮮消耗量:
https://d3q9070b7kewus.cloudfront.net/…/wwf_seafood_industr…
Number of marine animals killed 海洋動物被殺數字:
http://fishcount.org.uk/stud…/…/fishcount_estimates_list.php
Truth behind 真相:
- meat industry 肉類:
https://www.youtube.com/watch?v=3btNmWvOBkg
- dairy industry 奶製品業:
https://www.youtube.com/watch?v=QA9WOUJXRXE&t=2s
- egg industry 蛋業:
https://www.youtube.com/watch?v=JGqoBB8vmXk
Female fish being turned into male 雌性魚被變成雄性:
http://www.fao.org/3/x5742e/x5742e0e.htm…
Triploid fish suffer from deformities 基因改造的魚容易畸形:
https://www.sciencedirect.com/…/arti…/pii/S0044848609004104…
Norwegian Directorate of Fisheries regulations 挪威漁業規矩:
http://extwprlegs1.fao.org/docs/pdf/nor13807E.pdf
1980 Medway Report 1980專家小組報告:
http://www.fishpain.com/rspca-medway-report-enquiry-into-an…
2004 Opinion of Scientific Panel on Animal Health and Welfare 2004 動物健康和福利科學小組意見:
https://www.efsa.europa.eu/en/efsajournal/pub/45
2016 Paper by Dr. Donald Broom Donald Broom博士的文章:
https://animalstudiesrepository.org/animsent/vol1/iss3/4/
2018 Commentary 2018 評論:
https://animalstudiesrepository.org/animsent/vol3/iss21/17/
Review on fish sentience and pain 關於魚類感知和痛覺的綜述文章:
https://pdfs.semanticscholar.org/…/e2a2640c187cc955b6e8aac2…
Book (Do Fish Feel Pain?) 書 (Do Fish Feel Pain?):
https://www.amazon.co.uk/Fish-Feel-Pain-Victor…/…/0199551200
What is speciesism? 物種歧視是甚麼?:
https://www.youtube.com/watch?v=7UlcZX5muSs
Evidence for pain in decapods 十足目動物也會痛:
http://fishcount.org.uk/…/evidence-for-pain-in-decapod-crus…
2017 Report on Thai fishing industry 2017泰國漁業報告:
https://www.ijm.org/studies/not-in-the-same-boat
News story of first Thai worker 第一個泰國漁業工人的故事:
https://www.scmp.com/…/tackling-slavery-thai-fishing-indust…
News story of second Thai worker 第二個泰國漁業工人的故事:
https://www.aljazeera.com/…/thailand-slave-fishermen-needed…
The Global Slavery Index 全球奴役指數:
https://www.globalslaveryindex.org/…/importing-risk/fishing/
No more fish by 2048!? 2048 魚會消失!?:
http://science.sciencemag.org/content/314/5800/787
76% of global fisheries are exploited 76%漁場被開發:
http://www.fao.org/…/publi…/details-publication/en/c/338362/
Questions surrounding sustainable fisheries 可持續漁業的可行性問題:
https://www.amazon.co.uk/Governing-Marine-Prot…/…/1844076636
// Connect with me! 🌱 與我聯絡:
YouTube: https://www.youtube.com/c…/UCZWlgUKN8YjE-5akiflwI0A/featured
Instagram: https://www.instagram.com/angellauwm/
Facebook: https://www.facebook.com/angellauwm/
// Artwork at 14:51 繪畫來自:
#45: Humaning by Barbara Daniels Art
// Music 音樂:
"Dreams" from
www.bensound.com
同時也有1部Youtube影片,追蹤數超過138萬的網紅Sean Buranahiran - ฌอน บูรณะหิรัญ,也在其Youtube影片中提到,Facebook Fanpage: www.facebook.com/SeanBuranahiran Instagram: @Sean_Buranahiran 0:01 Introduce Today’s Guest: Ninoy Ratthee Mungkalarungsi 07:44 Lea...
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a report of work in Africa by my former mentor. https://www.facebook.com/permalink.php?story_fbid=905699476163673&id=115346961865599
Teaching in foreign situations is exciting in several ways, but there are always challenges. The excitement includes visiting new places and being exposed to new cultures and languages. Of course going to Eastern Europe or the Middle East involves teaching through a translator which always provides some level of challenge. Over the past decade I have had translators that were utterly amazing (I had a couple who could hold three or four minutes of my lecturing in mind before tapping me and saying “it’s my turn now.” :-) On the other hand one time in Bulgaria I had a substitute translator for couple of hours who had to keep pulling out her cell phone and calling someone to help her translate phrases that I had given her. On the whole most translators have been pretty good.
The other situation, which I really prefer, is to be my own translator. That is to be in a situation where the students have a workable knowledge of English. That was the case last week in Ghana. But being my own translator does present its own challenges. Last week I had students from seven different countries in West Africa, Ghana, Nigeria, Cote d’lvoire, Niger, Burkina Faso, Liberia and Gambia. In all of these countries except one, English is the official language. But the native language of each of the students was their own tribal language. In Ghana, it was Kri. This presents a double challenge. The language we communicated in was a second language for them, and the English they speak is British English rather than American English. I had a consistent challenge in trying to understand what was being asked in questions or just being able to carry on a conversation. The students also had a similar difficulty, but the fact that I brought my projector and computer and used PowerPoint slides enabled them to more easily understand what I was talking about, even when I “got on a roll” and talked too fast.
The dedication of the students is amazing. Some of them must take a 4 day bus ride over unpaved rutted roads to get from their home country to Accra, Ghana. In fact a couple of the students were delayed and didn’t start the class until Wednesday morning. That brought the full contingent up to 35 students. The largest class I have ever had in my overseas teaching.
We spent the first couple of days surveying the major time divisions of Church History, the next couple of days focused on the early church up through about A.D. 500. We spent a fair amount of time on the persecutions. This opened up questions that have direct relevance to their situation. One of the students from Nigeria brought up questions about how Christians should respond to persecution today. He told about Muslims coming and killing Christians and then Christians taking up arms and killing Muslims. The questions arose whether we should defend ourselves or if it was ever legitimate to kill someone especially someone who is attacking you or your family, or if it is okay to defend yourself.
The topic of Islam raised many questions. I was amazed that at common misunderstanding that Islam is older than Christianity. The students were stunned when they learned that Christianity had been around for about 600 years before Mohammed was even born. Likewise, there was no understanding of how Protestantism relates to Catholicism. Most viewed Catholicism as either a cult or as a separate religion, different from Christianity (which they identified as Protestantism). As a result we spent quite a bit of time on the Reformation and the relationship of Protestantism to Catholicism and looked at the underlying theology of both which is grounded in the ancient creeds of the church. One student said that he had been taught that the passages in the New Testament that speak of the Trinity had been added by the Catholic Church. Others had questions that reflected the generally abysmal level of historical understanding that characterizes the Protestant church in West Africa (and I would presume throughout the whole continent).
By all accounts the condition of Christianity in Africa is amazing. At the beginning of the past century the continent was less than 3% Christian. Today it is more than 46% Christian. The Lord is doing an amazing work there. But the challenges are overwhelming. There is little pastoral education and training. Even at the pastors’ college where I was, although they have qualified teachers, there is no library, and there are no textbooks. It was for that reason that I took two suitcases full of textbooks on Church History so as to give each student his own book to study and use for future reference.
The comment of one student sums up the reason for my going to Ghana. After going through the timeline of Church History, she said with excitement in her entire being, “So I am a part of the story God is writing!” Exactly! That is why this ministry is named “Sacred Saga”… We are a part of the story God is writing, the Sacred Saga.
english story book report 在 Sean Buranahiran - ฌอน บูรณะหิรัญ Youtube 的最佳貼文
Facebook Fanpage: www.facebook.com/SeanBuranahiran
Instagram: @Sean_Buranahiran
0:01 Introduce Today’s Guest: Ninoy Ratthee Mungkalarungsi
07:44 Leadership in Ninoy's Opinion
13:33 Ninoy's Marathon Experience
39:12 How to Handle with Negative People
49:45 The 4 Sources of Happiness
1:03:16 Report Card Question
1:16:20 Creative Imagination and Synthesized Imagination
1:36:01 Recommend "How to Play the Game of Life" Book
1:48:10 How to Tackle with Down Feeling by Ninoy
1:50:21 3 Wishes from Genie
2:03:57 Feroz Hussain's Story
2:19:01 The Best Life Advice which Sean and Ninoy have ever been given
2:30:56 Giving Out "51 Weapons of The Wise" book by Answering Questions
2:36:41 Q&A to Know More About Sean and Ninoy
english story book report 在 book report template first grade - Google Search - Pinterest 的美食出口停車場
These easy-to-follow book reports can be used in reading/listening centers, as a guided reading extensions, or to assist students in retelling a story. ... <看更多>