Principles Of Diversity Research Articles

Supporting social justice through equity-based actions for a sustainable future in animal genetics (at the 39th International Society for Animal Genetics Conference).

The 39th International Society for Animal Genetics conference (ISAG) was held for the first time in Africa under the theme 'Animal genetics for a sustainable future' in 2023. The conference convened scientists, policy makers, industry professionals, and students from interdisciplinary fields to share and discuss the latest developments in the space of animal genetics. Since its inception as a society, ISAG has sought to provide a platform advocating for a just and equitable future in animal genetics. At the 39th ISAG conference, this commitment towards furthering inclusion in animal genetic science was progressed with two new offerings to attendees. The first session guided discussions on the political, ethical, legal, socioeconomic, and cultural dynamics that present barriers to participating in and benefitting from the genomic and genetic science fraternity. This session also included principles of social justice, specifically equity, diversity, and inclusion, towards enacting fairness in an unfair world, and focused on constraints related to sustainability in animal genetics. The second session used the important tradition of storytelling to transfer knowledge and wisdom from experienced scientists to upcoming researchers. Experienced scientists shared lived experiences on educational and career paths, challenges, and opportunities, providing networking and opportunities for further mentoring. Here, we report on these equity-based actions and their relevance to address the urgent continent-specific and global disparities in animal genetics to move towards a sustainable future.

Are Women Physicians Underrecognized for National Awards in Neuromuscular and Electrodiagnostic Medicine? An Observational Study.

Institutions and organizations, including the American Association of Neuromuscular and Electrodiagnostic Medicine (AANEM), have committed to embracing principles of equity, diversity, and inclusion. Notwithstanding this commitment, studies repeatedly demonstrate that women physicians are less likely to receive awards in medicine and research compared to their male counterparts. Whether women physicians are less likely to be recognized with AANEM awards is unknown. The objective of this study was to evaluate whether there is a gender disparity in the AANEM's annual awards. In this retrospective observational study, lists of award winners were obtained from the AANEM website. Award winners' gender was assigned by three independent reviewers based on searches of public professional websites according to established methodology. Data were analyzed using descriptive statistics. Of 154 physician awards from 1957 to 2023, 24 (15.6%) were awarded to women and 135 (84.4%) to men. The first woman to win an AANEM award was in 2003. As the number of award categories increased over time (from 1 pre-1994 to 9 as of 2019), so too did the proportion of women winners. From 1994 to 2003, 3.4% of AANEM awardees were women compared to 17.1% from 2004 to 2013 and 18% from 2014 to 2023. Even over time, the greatest disparities existed for the Distinguished Physician/Researcher and Lifetime Achievement awards. For the AANEM, there is a notable gender gap in physician awards, but this gap has narrowed over time. Further efforts to address systemic barriers contributing to this disparity are warranted.

Evaluasi Rapor Pendidikan Di SMP Progressive Bumi Shalawat

The purpose of this study is to evaluate the education report card at Progressive Bumi Shalawat Junior High School, emphasizing the importance of education in encouraging the nation's intellectual growth. Through the implementation of the National Assessment, this school obtained report cards that reflect performance in various aspects, including literacy ability, numeracy, character, and safety conditions, diversity and quality of learning. The results of the evaluation showed that the students' literacy ability was above the minimum competency, with the majority of students reaching the advanced level. However, challenges remain, especially in the psychological well-being of students and the application of diversity principles, which require further attention. This study uses a qualitative-descriptive approach, analyzes data from interviews and documents, and provides recommendations for continuous improvement in the education system in schools. Thus, SMP Progressive Bumi Shalawat is committed to improving the quality of education and providing a better learning experience for all students.

Anatomy of a mass resignation: moral entrepreneurship and academic outsiders within

PurposeThe purpose of this viewpoint is to examine the claims made in the resignation letter and global petition surrounding the mass resignation of editorial members from the journal Gender, Work and Organization. It aims to shed light on the overlooked voices that criticized the boycott and to reflect on how the protest, while addressing legitimate concerns, inadvertently marginalized early-career and minoritized scholars, undermining principles of Equality, Diversity and Inclusion (EDI).Design/methodology/approachThe authors adopted a reflexive methodology, engaging with a globally diverse set of junior, mid-career and senior scholars to gather their insights on the unfolding events. By intentionally seeking out those critical of the resignation, the authors emphasized their positionality as scholars committed to fostering inclusivity and fairness. They positioned themselves against the instrumentalization of social justice rhetoric, critiquing how it disproportionately impacted vulnerable academic communities.FindingsThe viewpoint highlights how the mass resignation and academic boycott of Gender, Work and Organization failed to account for its adverse effects on early-career and marginalized scholars, missing opportunities for feminist care and solidarity. It argues that the boycott, while signalling virtue, had a polarizing impact and overlooked key principles of EDI, leading to unintended negative consequences.Originality/valueThe originality of this viewpoint lies in its focus on the often-unheard voices of scholars who opposed the mass resignation and academic boycott of Gender, Work and Organization, offering a counter-narrative to the widely publicized protest. Its value comes from critically examining how actions intended to promote social justice and equality can inadvertently harm early-career and marginalized scholars. By spotlighting these complexities and challenging the virtue signalling behind the boycott, the critique contributes to ongoing discussions on the ethical responsibilities of academic activism, solidarity and inclusivity in feminist scholarship.

Moving on to a 'new normal': Teacher educators' concerns about blended learning in the post-COVID-19 Era

This research delves into the apprehensions of teacher educators (referred to as TEs) concerning Blended Learning (hereafter BL) in higher education during pedagogical evolution, particularly in the post-COVID-19 era. Qualitative analysis of open-ended questionnaires and focus group interviews revealed insights into TEs' concerns. The primary findings illuminate four contexts of concern: discipline, pedagogical methods, socio-emotional aspects, and curricular considerations. The TEs voiced concerns regarding disciplinary positioning, apprehensions about potential compromises to professional autonomy if flexibility and diversity principles are not upheld, comfort in engaging with the emotional facets of their students within the digital environment, and a desire to explore unfamiliar terrains, highlighting the significance of the curricular component to their professional identity.

Addressing the diversity principle–practice gap in Western higher education institutions: A systematic review on intersectionality

AbstractExtant research has focused on the barriers faced by minority faculty in academia. Despite outward notions of commitment to diversity, higher education institutions remain largely exclusive to anyone who does not prescribe to the ‘ideal’ faculty. Recently, more attention has been given to minority faculty who possess intersectional identities, highlighting their increased marginalisation. Equality, diversity and inclusivity (EDI) initiatives have been identified as a primary enabler of supporting minority groups, yet research on intersectionality and its operationalisation into practice is relatively scattered across disciplines. To provide an evidence‐based analysis and integration, this article systematically reviews the literature on intersectionality in the context of higher education using common intersectional categories. We systematically reviewed and thematically summarised key findings of 38 empirical studies conducted from 1990 to 2022, in which key recommendations related to EDI were identified. Recommendations were categorised into three levels based on where the onus for action lay: individual, organisational and institutional. Through an intersectional lens, our paper provides theoretical insights into the problematic nature of power and critiques of EDI initiatives. While we provide practitioners with tangible recommendations to redress intersectional inequality in academia, we heed caution on being overly reductionist and contend there is no single solution, delineating the importance of context in applying recommendations. Future research is needed to empirically evaluate the operationalisation of intersectionality vis‐à‐vis adopting a praxis lens.

Diversity, inclusion, and equity in Qatar’s K-12 schools: exploring strategic approaches for recruitment, development, and retention

This critical review study aimed to thoroughly evaluate methods for fostering principles of diversity, inclusion, and equity in the hiring, training, and retention processes of educators in Qatar’s schools. It incorporated the analysis of existing policies and practices, and the identification of gaps to propose evidence-based methods that likely enhance the three principles among educators. It also sought to provide additional knowledge and potential solutions that may significantly improve them. Further, I studied effective methods for enlisting educators from varied backgrounds, considering cultural, linguistic, and other relevant considerations, to satisfy the urgent demand for diversity among educators. Examining the importance of professional development programs in this context was crucial in encouraging inclusion and equity. Many institutional, cultural, and systemic impediments to progress have been revealed. The findings underline the significance of having a diverse educational workforce to foster inclusive and equitable educational experiences for students in schools in Qatar. They also emphasize the necessity for ongoing collaboration among stakeholders to achieve this goal. In response, legislative amendments, specialized recruitment strategies, professional development initiatives, and support systems are proposed to effectively address these challenges. Therefore, this research contributes to the scholarly discourse on diversity, inclusivity, and equity in education.

NIAAA celebrates one year anniversary of diversity initiatives

A year ago, the National Institute on Alcohol Abuse and Alcoholism (NIAAA) formalized its office advancing the principles of diversity, equity, inclusion and accessibility (DEIA) both internally and in its scientific programs.

Environmental Conservation and the Bulawayo CBD as a Linguistic Landscape Construction: An Ecolinguistics Perspective

This study deploys the ecolinguistics perspective to examine how purposively selected signs communicate environmental conservation issues in the city of Bulawayo as a linguistic landscape construction. Drawing on Haugen’s language ecology model and Halliday’s eco-discursive approach, the study reveals that the dominance of English and the invisibility of indigenous languages violate an inclusive ecosophy couched on principles of diversity and harmony, interaction and coexistence. The study also reveals an ecological orientation that is both beneficial and ambivalent. We therefore recommend the inclusion of indigenous languages and the framing of more eco-beneficial messages that foreground the benefit of positive environmental stewardship.

Cross-cutting integration of equity and diversity lens in public health: a novel approach of JACARDI

Abstract Issue/Problem Health inequities persist across European countries, impacting the distribution, prevention, and management of non-communicable diseases. With increasing population diversity and improved understanding of the intersectional nature of drivers of health inequities, narrowing inequities calls for systematic integration of diversity perspectives into equity-driven policy and practice. Description of the problem The EU-co-funded Joint Action on CVDs and diabetes (JACARDI, 11/2023-10/2027) project with 76 partners from 21 countries and 142 national-level projects (later pilots), applies a structured approach for integrating equity and diversity perspectives within all project structures. This is achieved through design of a common methodological framework and terminology glossary for all thematic work packages (WPs) and their pilots, which are further supported through capacity building sessions and consultations. Results The “4Cs” framework (Critical reflection; Context and data; Co-design; and inclusive and accessible Communications) for integrating equity and diversity principles in JACARDI was developed based on results of focus group interviews with WP leaders (n = 24) and review of previous literature. This framework was applied as a lens to be applied in the planned activities by WPs and pilots, elaborated in an equity and diversity maturity matrix aligned with the XV methodological steps for pilot implementation. Additionally, equity and diversity indicators were integrated into harmonized context analysis questionnaires for national focal points of each partner country, as well as into the methodology for pilot assessment and reporting. Lessons Equity and diversity perspectives should be integrated into the core structures of project implementation, supported by practical tools, trainings and practical consultations to improve adherence and collaborative understanding across project partners. Key messages • Equity and diversity integration into core structures are essential for tackling health inequities and the NCD-related social gradient in Europe. • Encouraging critical reflection among JACARDI partners is pivotal for initiating a paradigm shift towards equity and diversity inclusion.

Equity and diversity maturity matrix for structured diversity inclusion in the EU JACARDI project

Abstract Issue There is increasing awareness on the importance of integration of cultural and ethnic diversity perspectives to reduce prevailing health inequities effectively and sustainably. There is, however, limited experience and practical tools for systematic integration of these perspectives in public health. Description of the problem The EU Joint Action for Cardiovascular Diseases and Diabetes (JACARDI) project, conducted 11/2023-10/2027 has developed a structured and systematic approach for integrating equity and diversity perspectives in all its 142 pilots across 21 European countries. Results Equity and diversity perspectives are embedded in the harmonized stepwise methodology for pilots, supported with a practical Equity and diversity maturity matrix. The maturity matrix is based on the JACARDI 4Cs Equity and diversity explanatory framework (Critical reflection; Context and data; Co-design; inclusive and accessible Communications). The content of the matrix is divided into concrete steps related to pilot’s planning and implementation, each with three levels of maturity that aim at gauging how equity and diversity perspectives are applied in practice: Approaching, Meeting, Exceeding. Pilots are encouraged to strive for any of these three levels, considering their available resources and previous experiences in diversity inclusion. Lessons Effective and sustainable change toward more equitable and diversity inclusive practice requires seamless integration of these perspectives in other routine activities. Training and continued practical and motivational support are key for adherence to novel approaches. In addition to being a practical tool, the Equity and diversity matrix acts as a structured self-evaluation tool to monitor how equity and diversity principles are translated into practice.

Training for outbreak response through the Global Outbreak Alert and Response Network

Abstract The WHO designated the Information Centre for International Health Protection (INIG/ZIG 1) at the Robert Koch Institute as the first WHO Collaborating Centre for Global Outbreak Alert and Response (WHO CC GOARN). Its mandate is to aid WHO’s efforts in improving the detection of public health events and enhancing preparedness, readiness, and capabilities for alerts and rapid responses. The main focus of WHO CC GOARN at RKI include supporting WHO in the development and implementation of the GOARN training programme on international outbreak alert and response, as well as facilitating knowledge exchange and information dissemination. GOARN’s extensive engagement in international public health response underscores the need to complement technical expertise with human-centred competencies like effective communication and teamwork, while respecting diversity. On 18 -22 September 2023, WHO CC GOARN at RKI hosted the first “GOARN Outbreak Response Leadership Training Programme”, inviting 24 public health leaders plus highly experienced mentors from all WHO. The training was designed to enhance leadership mind-sets and practices, including advanced interpersonal and situational awareness, managing polarised tension, establishing trusted relationships with stakeholders, and influencing collective decision-making. Alongside expert facilitators and experienced mentors from various fields, participants engaged in open discussion, shared experiences and reflected on lessons from the COVID-19 pandemic and other recent outbreaks. This course provided an opportunity to engage with diverse, experienced and highly regarded leaders, sharing their views and personal experiences on what it means to practise leadership in health emergency response. This training also aimed to build a network of diverse, well-trained and interconnected public health leaders, upholding the principles of diversity, equity and inclusion to ensure that our response efforts resonate with the communities we serve.

Co-creation of the Digital Democracy and Data Commons Manifesto: alternative sociotechnical visions of data

Amid public concern surrounding the proprietary and exploitative use of personal data by corporations and public institutions, and its consequences from a sociotechnical perspective, narratives around digital commons have recently emerged, framing potential alternatives. This paper presents the co-creation of the Digital Democracy and Data Commons Manifesto through a collaborative writing sprint, drawing on principles of openness, diversity, and inclusivity. The manifesto articulates a technopolitical vision for data governance that prioritizes community control over data. We analyze the manifesto's evolution throughout the process, demonstrating its capacity to address contemporary concerns such as data extractivism and algorithmic governance. Our approach is based on participatory design methods, more concretely on a collaborative writing sprint, to co-create a manifesto on alternatives to current datafication, digital inequalities, and lack of citizen control over personal data. On the one hand, we describe the process of implementing a sprint approach for collaboratively writing a topic-specific manifesto, in the context of the broader EU project DECODE (Decentralised Citizen Owned Data Ecosystems). On the other hand, we present and analyse the main results from the content structure of the manifesto over its initial and final versions, which moved progressively as a cohesive text away from a scholarly and policy-oriented tone.

Analysis of Multi-Dimensional Layers in Historic Districts Based on Theory of the Historic Urban Landscape: Taking Shenyang Fangcheng as an Example

The accelerated process of urbanisation in China is resulting in a decline in and threat to the historic landscape of historic districts. This study is based on the theory of historic urban landscapes and employs a multi-dimensional layers research framework for historic districts. It adopts a single case study and a research method that combines quantitative and qualitative methods. The stratification elements of Fangcheng in Shenyang are identified and summarised, the process of stratification is analysed, and the stratification patterns and laws are summarised through the acquisition and collection of multivariate data. The findings of this study indicate that the stratification elements of the Fangcheng Historic District have undergone five distinct phases of stratification evolution. The resulting stratification pattern can be summarised as follows: newborn, preserve, override, juxtaposition and decession. The spatial elements are layered in the following pattern: The historic landscape can be conceptualised as comprising four layers: (1) the layering of the historic landscape with large public buildings as the anchor point; (2) the layering of the historic landscape with the spatial pattern as the skeleton; (3) the layering of the historic landscape with the iconic buildings as the nodes; and (4) the layering of the historic landscape with the correlative elements as the substrate. The law of value element layering primarily reflects the principles of concentration, diversity and adaptation. In light of the urban historic landscape theory, the reconstruction and restoration strategies, integration of old and new and adaptive conservation of historic landscapes are proposed to offer novel insights and guidance for the conservation of the historic landscape in the Fangcheng Historic District.

CURRENT SITUATION AND CHALLENGES IN EFL TEACHER EDUCATION IN THE EUROPEAN UNION WITH RESPECT TO GENDER AND SEXUAL-AFFECTIVE DIVERSITY

Gender identity and sexual diversity remain significant sources of discrimination in the 21st century, exacerbated by pervasive androcentrism, cisnormativity, and heteronormativity. In the context of the European Union (EU), education is critical for fostering social cohesion among an increasingly multicultural population due to migration and mobility. Initial Language Teacher Education (ILTE) plays a pivotal role in preparing future educators to instill values of diversity, inclusion, and interculturality. Despite the EU's efforts to unify educational frameworks through programs like Erasmus+ and initiatives such as the European Language Portfolio, discrepancies persist across member states regarding language teacher training curricula. These variations hinder the broader aim of creating an inclusive, cohesive educational system grounded in human rights and equality, particularly concerning gender and sexual diversity. This paper explores the challenges and proposes the need for a unified ILTE training that integrates the principles of inclusivity, social diversity, and respect for all identities.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/soc/0706/a.php" alt="Hit counter" /></p>

Diversity, equity, and inclusion in gastrointestinal endoscopy: European Society of Gastrointestinal Endoscopy Position Statement.

1: The European Society of Gastrointestinal Endoscopy (ESGE) adheres to the overarching principles of equality of opportunity, fair treatment, nondiscrimination, and diversity of health care professionals. 2: ESGE strongly supports the creation of collaborations within and between national and international endoscopy societies to disseminate the principles of diversity, equality, and inclusion (DEI) in the field of gastrointestinal (GI) endoscopy. 3: ESGE aims to reflect the diversity of its membership in all its scientific and educational activities. 4: ESGE supports the fostering of collaborative work settings that empower all members of the endoscopy team to reach their full potential. 5: ESGE supports international and national endoscopy societies in promoting equitable access to high quality endoscopy training. 6: ESGE recommends the implementation of ergonomic principles in endoscopy units to prevent injuries and to provide adapted workplace conditions for personnel with disabilities and/or special needs. 7: ESGE recommends comprehensive mentorship, that includes diverse backgrounds, and equitable sponsorship for professional development, training, and academic excellence. 8: ESGE recommends that endoscopists actively identify, discuss, and attempt to accommodate reasonable patient preferences and expectations regarding endoscopy procedures. 9: ESGE advocates for educational and awareness campaigns targeting both health care professionals and patients, as well as the adoption of cost-effective health care strategies to address disparities and enhance equity in endoscopy care. 10: ESGE is committed to increasing support for underrepresented scholars and minorities pursuing research in endoscopy. 11: ESGE identifies mentorship and sponsorship as factors that may mitigate the barriers to academic careers for underrepresented endoscopy scholars. 12: ESGE recognizes the need to increase awareness of diversity, equity, and inclusion (DEI) in the field of endoscopy and supports publications on these topics.

Co-creating a Data Asset Inventory for Equity-Oriented Research

BackgroundData asset inventories (DAI) are invaluable resources providing high-level information about datasets, including name, region, purpose, scope, and contents. An effective DAI improves understanding about what data exists, how they can be used, and where they may be limited. Strategies for integrating principles of inclusion, diversity, equity, and accessibility (IDEA) into DAIs are not widely available, which inhibits efforts to improve existing data infrastructure’s capacity for equity-oriented research. ApproachHealth Data Research Network Canada (HDRN) is a pan-Canadian network that works collaboratively to enable innovative multi-regional research that can improve health and health equity. Central to HDRN’s mandate is strengthening researcher capacity to apply IDEA principles within their research. Within this scope of work, we convened a multi-disciplinary team of computer scientists, data experts, and IDEA specialists to build a DAI of Canadian health and social data using de-stigmatizing language. Through discussion the team identified key data categories and co-created definitions. Data sets were annotated accordingly. ResultsDiscussions highlighted disciplinary differences in understandings of IDEA and its relevance to DAIs. Overcoming these differences required IDEA specialists to be both subject matter experts and advocates. Project delays occurred due to the additional time needed for education. Productive conflict resulted in consensus-building to establish respectful and inclusive terms to describe data. DiscussionEmbedding IDEA within health data infrastructure requires a lens that may not be associated with one’s training. Developing that lens within a project is possible but requires additional time and effort. These components must be factored into project planning.

Understanding obesity among young adults in India: A focus group study

IntroductionThe study aims to understand the knowledge and awareness about risk factors and consequences of obesity, barriers and motivators to weight loss, and potential solutions for weight management among young adults (YAs) in India. MethodSix focus group discussions were conducted with an inductive approach among obese YAs (18–30 years) recruited through snowball and purposive sampling. The principle of maximum diversity was used to build a pool of varied and extensive information regarding obesity in YAs. The discussions were audio-recorded and transcribed verbatim using NVivo 1.0 by QSR International to generate codes, subthemes, and themes from the discussions. ResultAmong the thirty recruited YAs (mean age 24.7 ± 2.84 years), nearly half were from a high-income group (56.6 %) and had postgraduate education (53.3 %). Key themes included the need for increased awareness about obesity risk factors and consequences across different societal levels. Physical appearance was the primary motivator for weight loss, followed by physical endurance and social support. Major barriers included lack of energy, time, motivation, lifestyle changes, easy access to unhealthy foods, work commitments, and workplace culture. A holistic approach involving dietary changes, physical activity, and educational and policy reforms was suggested as potential solutions. ConclusionThe challenges faced by YAs in developing countries regarding different aspects of the development and management of obesity are unique and different from the other population groups. Individualized weight management modules may be useful for managing obesity in this group.

Benefits and Challenges of Addressing Cultural Intersectionality for Program Development and Evaluation.

Program development and evaluation that promote health equity are driven by community-based participatory research and led by people from select communities to adhere to the principles of diversity, equity, inclusion, and accessibility (DEIA). This process is enriched when these communities represent intersections within DEIA, such as, for example, Korean American women with depression. Research shows that culture-specific adaptations of services are significantly more effective for these communities than is the standard of care for the broader population. However, cultural specificity decreases generalizability of findings and scalability of interventions. Decisions about intersectionality are affected by implications for science as well as real-world benefits for individuals participating in this process.

Solid-State Lithium-Ion Superionic Electrolytes with Reduced Moisture Sensitivity

The remarkable safety and high energy density of solid-state batteries (SSBs) created significant advantages in the development of next-generation energy storage. The properties of these batteries are highly dependent on the characteristics of solid-state electrolytes (SSEs), making them a crucial material in the development of such batteries. Following diverse principles of material design, lithium halide SSEs, particularly Li3InCl6, open new opportunities in the development of SSBs due to their unique properties including broad electrochemical stability window, high lithium-ion conductivity, and excellent deformability. Through a mechano-thermal synthesis approach, Li3InCl6 demonstrates substantial ionic conductivity at room temperature. We studied the temperature-dependent behavior of Li3InCl6 by using in-situ/operando techniques such as XRD and XPS. However, its susceptibility to moisture poses a significant challenge for practical implementation in SSBs. To overcome this limitation, this research is focused on a novel solution: hafnium doping of Li3InCl6. Integrating hafnium into the Li3InCl6 structure results in a substantial improvement in electrochemical performance. The Li2.6In0.6Hf0.4Cl6 solid-state electrolyte not only showcases heightened ionic conductivity but also demonstrates improved resistance to moisture. The achieved ionic conductivity reaches approximately 1 mS cm-1, marking a significant 3.5-fold increase compared to Li3InCl6. Noteworthy is the fact that, after 5 hours of exposure to air with 15% humidity, the observed reduction in ionic conductivity for Li2.6In0.6Hf0.4Cl6 is 37%, a notably lower decrease compared to the 57% reduction seen in Li3InCl6.The efficacy of hafnium doping provides a crucial advancement in the field of solid-state electrolytes, promising a transformative impact on next-generation energy storage systems.