Equal Opportunities and Entry to Physiotherapy Education

Gender Equality as EU Strategy

JULY 2014 PLACEMENT ADS

The role of formal education in the reduction of prejudice of, and intolerance toward, members of a different race, ethnicity or national origin, religion, gender, social status and sexual orientation has long been recognized by social and political psychologists. Higher education, i.e., college education, for example exposes students to diversity of political and religious beliefs and people of different national origin, race or ethnicity, which they often have not encountered in their life previously. The college campus then is an important training ground for one critical component of democratic citizenship – civic enlightenment. Tolerance – the willingness to extend civil liberties and equal opportunities to those you dislike because of their ideology, religion, ethnicity, etc. is at the very core of enlightenment. Looking at a diverse set of undergraduate students across majors enrolled in an introductory course to American Government, our research attempts to make a contribution to the study of civic education and tolerance. First, early in the semester, we assessed students‟ general understanding of tolerance and equality. Students then viewed an hour long documentary on the history of racial, ethnic and religious intolerance in the United States produced by the Southern Poverty Law Center (SPLC). In an assignment following the documentary students were asked to describe their emotional and cognitive reactions to the film; we also asked them about their previous knowledge of the described incidents of intolerance. Throughout the remainder of the semester students were asked to discuss in writing and in groups a variety of controversial political and social issues. During the last day of class we finally administered a questionnaire asking students to assess the impact of this introductory class on their tolerance toward people of different religion, race, etc. Our findings show that students – regardless of their race - have very little historic knowledge of intolerance or prejudice in the U.S., largely confined to the case of African Americans (but not Chinese Americans, Japanese Americans, Jews, etc.). A majority of students experiences strong negative emotional reactions to the video. Some white students report feelings of shame and guilt (about being white) after being confronted with the breadth of intolerance historically. We further find that while completion of the course did very little in changing students‟ self-reported political beliefs or values, a majority believes that they have become more tolerant, interestingly particularly regarding religious diversity. We conclude the paper with a discussion of the larger implications of our study.

The EU was a late bloomer where antidiscrimination legislation was con cerned. The development of Community law regarding non-discrimination and equal opportunities came as a side-effect to the expansion of the Common Market and thus as part of an essentially economic agenda to eradicate different discriminatory practices limiting fair competition among the member states. Initially, much of this legislation focussed on gender discrimination. Only in the mid-1990s did a movement take shape in the EU — largely pushed by the European Parliament and NGOs — to expand EU competences into other areas of discrimination. The result was the inclusion of Article 13 in the 1997 Amsterdam Treaty, providing a legal basis for antidiscrimination legislation in a range of areas, including racial or ethnic origin, religion or belief, age, disability, and sexual orientation. Since 2000, equal treatment has been an integral part of the Charter of Fundamental Rights of the European Union, which led to the adoption of two far-reaching antidiscrimination directives: Directive 2000/43/EC prohibits discrimination on the basis of ethnic and racial origin, while Directive 2000/78/EC is a framework directive for equal treatment in employment and occupation (see also Lombardo and Bustelo’s Chapter 6). Both are important steps towards the common space with common rights that was envisioned in the EU’s Lisbon agenda (Bell, 2008).

Discrimination is considered any unjustifiable difference or non-equal treatment - exclusion, limitation or advantage directed against certain individuals or groups, as well as family members or other persons closely related to them, whether openly or covertly, on the basis gender, skin color, nationality, ancestry, national or ethnic origin, language, religious or political beliefs, sex, gender identity, sexual orientation, property status or other factors. The purpose of non-discrimination legislation is to give everyone an equitable chance to take advantage of opportunities that are available in a society. This paper aims to explore the application of non-discrimination in international law within the context of the Republic of North Macedonia. The Republic of North Macedonia (RNM) is discussed in the paper as an example of how the idea has been used domestically. The purpose of this study is to construct a framework for the idea of non-discrimination and to bridge disparate conceptions of it to establish a range of contexts. The principles of equality and non-discrimination as part of rule of law and the paper's specific objectives include identifying non-discrimination law organizations, the background of various statutes, and other facets of this law like The Republic of North Macedonia's legal system and policy. The purpose of this study will be to examine the non-discrimination in international law, specifically within the context of North Macedonia, which serves the broader purpose of promoting human rights, equality, and social justice within the country and providing valuable insights for similar efforts globally. It helps assess the state's commitment to upholding non-discrimination principles and identifies areas for improvement to ensure that the rights of all individuals are protected and respected. As a conclusion, we will reaffirm a few of the recommendations given in order to encourage the Republic of North Macedonia's dedication to equality and non-discrimination.

Conscientious Objection Based on Patient Identity

September 2020 Placement Ads

FEMINISM AND THE CHANGING STATE

March 2022 Placement Ads

Advances in technology, business mix, globalization, sluggish oil price and high staff turnover combined with the benefits of diverse workforce has provided the solid basis for the worldwide oil and gas industry to recruit and retain a multicultural workforce made up of the best and most qualified talents to remain competitive and increase their overall effectiveness irrespective of the size of their organizations. To achieve their bottom line, oil and gas industry need to embrace diversity as a workforce strategy and promote social inclusion and equal opportunities amongst all their workers. Organizations that adopt diversity as a workforce strategy are committed to fair treatment of all regardless of their ethnic origin, race, marital status, disability, colour, social class, trade union membership, nationality, sexual identity, religious beliefs, age and any other discriminatory factors. In spite of the direct effect of workforce diversity on company performance based on plethora of research, there is a gap in knowledge on the barriers to smooth implementation of diversity as a workforce strategy by the worldwide Oil and Gas Industry. It is also worrisome that only limited research exist that have evaluated the barriers to effective implementation of diversity as a workforce strategy by the worldwide Oil and Gas Industry. The need to do this constitutes the focus of this study and the findings of this research work will be useful to all stakeholders in the worldwide oil and gas Industry. This give rise to the purpose of this research work which is to examine the barriers to smooth Implementation of diversity as a workforce strategy by the worldwide oil and gas Industry. This paper presents the findings on the barriers to smooth implementation of diversity as a workforce strategy by the worldwide oil and gas Industry. This study will be underpinned by relevant literatures and views of some practitioners in the Industry.

Although most liberal democracies have abandoned preferences for national origins in immigrant selection policies, large segments of the local populations continue to prefer immigrants that they perceive to be of similar cultural, religious, and ethnic backgrounds as them. What remains unknown is whether governments can count on the promotion of successful economic integration to ensure acceptance of the greater ethnocultural and religious diversity of immigrants that now settles in host-countries through what has been identified as building a middle-class nation. Relying on an original survey experiment of 2400 respondents in Quebec, we compare reactions to immigrants of different professional status and two national origins (France and Algeria) to investigate if certain types of economic immigration can reduce origin-based preferences. Our results show that origin-based preferences shared by majority group members can be attenuated, but not eliminated by selection based on social class. That said, expectations that immigrants will contribute to Quebec's economy translate into greater acceptance of immigrants of all national origins and social classes.

Neo-Nazism, Holocaust Denial and UK Law

In Ecuador, since 2012, the admission process to public third level education has been regulated through an admission test called “Ser Bachiller”. Starting on 2019, the National Leveling and Admission System (SNNA), through an update of its policies allowed public universities to create their own complementary admission processes. Therefore, the evaluation’s grade stopped being the only resource to apply to an undergraduate program at a public Ecuadorian university. Under this frame, Universidad Nacional de Chimborazo (UNACH), implemented the “UNACH Complementary Admission Process”, which exhaustively assesses the academic record of students’ secondary education as well as the affirmative actions reported on their application. Through the use of knowledge discovery in databases (KDD), Unach generated an improved methodology that specifies the Educational Data Mining (EMD) in one of its sub-processes, establishing the Educational KDD methodology. As a result, once the student data was collected, a data warehouse (DW) was obtained. Additionally, through EDM and Bayesian networks, patterns and trends were identified in order to provide information and knowledge of the relationship between the admission process and the socio-economic and vulnerability conditions of the applicants, their ethnicity, disabilities and academic performance. In parallel, pertinent and valuable information was generated through business intelligence reports so that UNACH can make decisions that guarantee equal opportunities in the access to its undergraduate programs.

La educación es uno de los elementos más importantes para el desarrollo de la sociedad. En México y Centroamérica, de donde proviene la gran mayoría de los inmigrantes no autorizados en EEUU, la igualdad de oportunidades en el acceso al sistema educativo y su permanencia sigue siendo una asignatura pendiente. Por ello, el logro educativo, al igual que la mejora material, son aspectos muy importantes del “sueño americano” de la población que desea alcanzar ese país, y particularmente de las mujeres migrantes de nuestro estudio.En el siguiente artículo presentamos los resultados de una investigación desarrollada en la frontera norte de México con EEUU, en la cual analizamos las expectativas educativas de las mujeres migrantes en tránsito en su proyecto migratorio y cómo la educación es una variable importante en la preparación de su viaje, y en la minimización de los riesgos. A través de entrevistas en profundidad se realiza un análisis cualitativo de las motivaciones que llevan a estas mujeres a iniciar su viaje y los recursos con los que cuentan para hacer frente a los riesgos, estando la educación presente en ambos casos.Entre los resultados obtenidos, podemos establecer que la educación formal recibida en sus lugares de origen condiciona el proyecto migratorio de mujeres migrantes viajando a EEUU en condición indocumentada, su alcance, estrategia de viaje, así como las respuestas ante los peligros. Y de la misma manera, el logro educativo, de sí mismas o de sus dependientes, es parte de su proyecto migratorio. Donde, por otra parte, la noción del retorno en ellas no les permite, en algunos casos, ver cumplidas sus expectativas del “sueño americano”.

Diversity Matters