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Animal cruelty generally falls into two categories: intentional cruelty and unintentional cruelty or neglect.

There are no federal cruelty laws;

Many shelters have temporary “safe haven” foster programs.

Redefining the legal definition of domestic violence to include animal cruelty can make a difference.

represent one-fifth of domestic animal cruelty cases

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That makes them more than things; it means they possess the same degree of dignity as fully functional humans.

we should treat animals decently not because they're just like human beings, but rather because they're not.

By all means, let's pass stricter regulation of factory farming and laboratory experimentation.

legal personhood of animals and grant them legal rights

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explore new approaches and adopt new and improved practices, however, the optics makes it difficult for critics to believe that animal welfare is being nurtured.

it allowed us to put animals into environments and uses that didn't impair their productivity but harmed their well-being.

The animal welfare ethic that developed in the Neolithic era is one that obligated people to consider their animals’ welfare in order to achieve their own purposes

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Projects may choose to utilise collective action to provide for their needs rather than purchasing services, or recycle and re-use rather than purchasing new product; t

he ethics of DiY culture concern taking responsibility for your life and the world around you through positive practical direct action. Do It Yourself culture is the reason that Permanent Culture Now exists.

The counter culture is often a place where progressive ideas originate and develop, before they enter mainstream consciousness.

There has been many countercultural movements throughout history, yet it is since the 1960’s that many of these ideas really took hold as counterculture develops out of the 1960’s counter culture movements of the United States and DiY culture is a more UK-based movement centred around punk, rave culture, new age travellers movements and anti-roads protests, amongst other things.

Katz (2008) describes how cloud computing might revolutionize educational and research practices as students, researchers, and professors at different institutions can share access to specialized software, such as 3-D modeling programs, and tap into supercomputing power over the Internet.

notes; and through courses.Web 2.0 has also expanded the academic’s ability to cultivate social and professional connections and to potentially build and maintain larger networks for catalyzing interdisciplinary collabo-rations, multisite research, and interinstitutional partnerships.

Another aspect of Web 2.0 is its capacity for content creation and “remixing” practices, in which a range of found or original online materials are cut, spliced, edited, reworked, and mixed into new creations

The notion of a learning ecology stipulates that (a) individuals are simultaneously involved in many settings, (b) individuals cre-ate learning contexts for themselves within and across settings, (c) the boundaries among settings can be permeable, and (d) interest-driven activities can span contextual boundaries and be self-sustaining given adequate time, freedom, and resources (Barron, 2006, pp. 199–201).

Yet Levin et al. (2002), in surveying 3,000 public school stu-dents, identified a “digital disconnect” (p. v) between students and their schools, with students claiming their teachers had not yet shifted their teaching to respond to the new ways students communicate and use the Web beyond their classrooms.

eb 2.0 facilitates “participa-tory,” “collaborative,” and “distributed” practices within Web 2.0–enabled formal and nonformal spheres of everyday activitie

Individuals with programming expertise in hypertext markup language (HTML) could post content, but Web 1.0 accommodated only modest individual knowledge creation and sharing, mostly through pri-marily text-based online forums and archived listservs

nce the mid-1990s, the percentage of public schools connected to the Internet exploded from 35% to 100%. Public instructional classrooms with Internet access grew to 94%, up from 14% a decade earlier, and the ratio of students per Internet-connected instructional computer decreased from 12:1 to 3.8:1

using the Web for student inquiry, studying student communication via the Web, and invoking qualitative research methods to illuminate Web-based learning.

A stronger research focus on students’ everyday use of Web 2.0 technologies and their learning with Web 2.0 both in and outside of classrooms is needed.

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Yet at its core, a DSC is an inquiry-based group activity, and the first step in the inquiry process is to ask questions, either about the narrative or about the subject matter of the central text.

As an alternative, at the conclusion of a literature lesson, students can create video adaptions of the works they have read in class, showcasing their comprehension and interpretation of the text

hich posits that students who partici-pate in meaning-centered and socially centered activities are more successful at learning.

s benefit from interacting with technology in the areas of motivation and en-gagement