How Would You Define Diversity? Open-Ended Responses from Student-Conducted Survey, 28 April 2010
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The Science of Diversity and the Impact of Implicit Bias
The Science of Diversity and the Impact of Implicit Bias Hannah Valantine, MD NIH Chief Officer for Scientific Workforce Diversity ~ National Institutes of Health ~ / Office of the Director Scientific Workforce Diversity Use of This Module • This presentation presents information about scientific workforce diversity and factors that contribute to limiting diversity, including implicit bias • Viewing this presentation is not a substitute for broader efforts to reduce implicit bias and its negative outcomes on scientific career advancement • Please contact us with questions: [email protected] Presentation Outline • Why diversity? – Diverse is a driving force for excellence and innovation – Defining diversity – Lack of diversity in science: the evidence • Hurdles to diversity: Implicit bias – Pervasiveness of implicit bias – Evidence – Strategies for overcoming bias Why Diversity Matters Capitalizing on the Opportunity • Excellence, creativity, innovation • Broadening scope of inquiry - solutions to complex problems of health and disease • Impact of workforce diversity on health disparities • Ensuring fairness – Changing demographics – Leveraging the entire U.S. intellectual capital Capturing the Benefits of Diversity Identity is a Proxy for Cognitive Diversity *Underrepresented Thinking Populations in U.S. Language Ethnicity*Ethnicity Religion Style Biomedical, Clinical, Behavioral and Social Science Research Perspectives ExperiencesNationality* Nationality GeographyGender* Physical RaceRace* Culture Skills SocioeconomicGender Status* -
A World Beyond the Nation-State Luca Deangelis SIT Study Abroad
SIT Graduate Institute/SIT Study Abroad SIT Digital Collections Independent Study Project (ISP) Collection SIT Study Abroad Fall 2018 A World Beyond the Nation-State Luca DeAngelis SIT Study Abroad Follow this and additional works at: https://digitalcollections.sit.edu/isp_collection Part of the Other Political Science Commons, and the Political Theory Commons Recommended Citation DeAngelis, Luca, "A World Beyond the Nation-State" (2018). Independent Study Project (ISP) Collection. 2965. https://digitalcollections.sit.edu/isp_collection/2965 This Unpublished Paper is brought to you for free and open access by the SIT Study Abroad at SIT Digital Collections. It has been accepted for inclusion in Independent Study Project (ISP) Collection by an authorized administrator of SIT Digital Collections. For more information, please contact [email protected]. 1 A World Beyond the Nation-State By Luca DeAngelis Fall 2018 SIT Geneva: International Studies & Multilateral Diplomacy Dr. Gyula Csurgai Bowdoin College Philosophy, Government & Legal Studies 2 Abstract The once monolithic nation-state is in danger. Forces of modernity like globalization are causing the nation-state to recede. While the nation-state is not likely to vanish, a decline in the nation-states power is mightily consequential to the world order that is built around this central political unit. A decline in the nation-state will lead to chaos and uncertainty in the near future. In theory, this decline could be good because the nation-state is a flawed political unit. Thorough research on a world beyond the nation-state is necessary in order to adequately prepare and sculpt our future world. Ultimately, an analysis of possible futures where the nation-state is less prominent reveals that the most likely future consists of the mass privatization and the rise of corporate governance that could be worse for freedom and democracy. -
CRIME and CRIMINAL JUSTICE in NEW YORK STATE: a Survey of Public Opinion
OFFICE OF JUSTICE SYSTEMS ANALYSIS CRIME AND CRIMINAL JUSTICE IN NEW YORK STATE: A Survey of Public Opinion Volume I: Crime, Neighborhood Safety and Responses to Crime DIVISION OF CRIMINAL JUSTICE SERVICES ••••••••r ....... ., . •••••••IP ..........--- .. ' ~~ NEWYORK STATE --c-~~~~-----..---.~- l;1g50S NEW YORK STAlE MARIO M. CUOMO, GOVERNOR CRIME AND CRIMINAL JUSTICE IN NEW YORK STATE: A Survey of Public Opinion Volume I: Crime, Neighborhood Safety and Responses to Crime DIVISION OF CRIMINAL JUSTICE SERVICES John J. Poklemba Director of Criminal Justice and Commissoner OFFICE OF JUSTICE SYSTEMS ANALYSIS Barry C. Sample, Executive Deputy Commissioner BUREAU OF STATISTICAL SERVICES Richard A. Rosen, Chief 128505 U.S. Department of Justice National Institute of Justice by: Prepared This document has been reproduced exactly .as recei~e? from the Sharon E. Lansing person or organization originating it. Points of view or OPIniOnS stat7d in this document are those of the authors and do. not nec~ssafilY represent the official position or policies of the National Institute of Justice. Permission to reproduce this copyrighted material in mi crofiche only has been granted by December 1988 New York State/Division of Criminal Justice Services to the National Criminal Justice Reference Service (NCJRS). Further reproduction outside of the NCJRS system requires permis· sion of the copyright owner. ACKNOWLEDGMENTS This is the first time a public opinion survey has been undertaken by a State criminal justice agency. While the Division of Criminal Justice Services was responsible for the preparation of the survey instrument and the data analysis, Fact Finders, Inc. adapted the instrument for use in a telephone survey and conducted the actual survey. -
The Issue of Diversity and Multiculturalism in Japan
Jie Qi & Sheng Ping Zhang The Issue of Diversity and Multiculturalism in Japan THE ISSUE OF DIVERSITY AND MULTICULTURALISM IN JAPAN Jie Qi Utsunomiya University, Japan Sheng Ping Zhang Meijo University, Japan Paper presented at the Annual Meeting of the American Educational Research Association March 24-29, 2008 New York In Session: Internationalization and Globalization in the Curriculum 1 Jie Qi & Sheng Ping Zhang The Issue of Diversity and Multiculturalism in Japan THE ISSUE OF DIVERSITY AND MULTICULTYRALISM IN JAPAN The purpose of this paper is to problematize that which has been taken for granted about the notion of multiculturalism in Japan. Multiculturalism is a novel issue in Japan. As the Japanese government started to promote “internationalization” since 1980’s, slogans such as “international exchange,” “cultural exchange,” “understanding of other cultures,” etc, have become the most popular hackneyed expressions among policy maker and educators. This paper demonstrates that the notion of multiculturalism in Japan is intricately and deeply embedded in Japanese society, Japanese culture and the Japanese educational system and that this type of multiculturalism excludes ethnic groups which have lived in Japan since old times. Firstly, the intention in this study is to interrupt the assumptions about homogeneous nation in Japanese educational discourse as have been accepted since the end of World War II. I assert that Japan is not homogeneous nation rather a society with diverse cultural groups. Secondly, this paper traces the path of the past notion of multiculturalism as embodied in the Japanese political, social and cultural conditions. In undertaking this I first look at the way cultural studies emerged in the 1980’s which created a new image of cultural studies. -
China (People's Republic
PDF generated: 26 Aug 2021, 16:23 constituteproject.org China (People’s Republic of)'s Constitution of 1982 with Amendments through 2018 Translation of 2018 amendments provided by the NPC Observer This complete constitution has been generated from excerpts of texts from the repository of the Comparative Constitutions Project, and distributed on constituteproject.org. constituteproject.org PDF generated: 26 Aug 2021, 16:23 Table of contents Preamble . 3 CHAPTER I: GENERAL PRINCIPLES . 5 CHAPTER II: THE FUNDAMENTAL RIGHTS AND DUTIES OF CITIZENS . 11 CHAPTER III: THE STRUCTURE OF THE STATE . 15 Section 1: The National People's Congress . 15 Section 2: The President of the People's Republic of China . 21 Section 3: The State Council . 22 Section 4: The Central Military Commission . 25 Section 5: The Local People's Congress and the Local People's Governments at Different Levels . 26 Section 6: The Organs of Self-Government of National Autonomous Areas . 29 Section 8: The People's Courts and the People's Procuratorates . 32 CHAPTER IV: THE NATIONAL FLAG, THE NATIONAL ANTHEM, THE NATIONAL EMBLEM AND THE CAPITAL . 34 China (People’s Republic of) 1982 (rev. 2018) Page 2 constituteproject.org PDF generated: 26 Aug 2021, 16:23 • Political theorists/figures • Preamble Preamble • Reference to country's history • Mentions of social class China is one of the countries with the longest histories in the world. The people of all nationalities in China have jointly created a splendid culture and have a glorious revolutionary tradition. Feudal China was gradually reduced after 1840 to a semi-colonial and semi-feudal country. -
The State of Racial Diversity in the Educator Workforce 2016
THE STATE OF RACIAL DIVERSITY IN THE EDUCATOR WORKFORCE 2016 THE STATE OF RACIAL DIVERSITY IN THE EDUCATOR WORKFORCE JULY 2016 POLICY AND PROGRAM STUDIES SERVICE OFFICE OF PLANNING, EVALUATION AND POLICY DEVELOPMENT U.S. DEPARTMENT OF EDUCATION i U.S. Department of Education John B. King, Jr. Secretary Office of Planning, Evaluation and Policy Development Amy McIntosh Delegated Duties of Assistant Secretary Policy and Program Studies Service Jennifer Bell-Ellwanger Director July 2016 This report is in the public domain. Authorization to reproduce it in whole or in part is granted. While permission to reprint this publication is not necessary, the citation should be U.S. Department of Education, Office of Planning, Evaluation and Policy Development, Policy and Program Studies Service, The State of Racial Diversity in the Educator Workforce, Washington, D.C. 2016. This report is available on the Department’s website at http://www2.ed.gov/rschstat/eval/highered/racial-diversity/state-racial-diversity- workforce.pdf. Availability of Alternate Formats Requests for documents in alternate formats such as Braille or large print should be submitted to the Alternate Format Center by calling 202-260-0852, or by contacting the 504 coordinator via e-mail at [email protected]. Notice to Limited English Proficient Persons If you have difficulty understanding English you may request language assistance services for Department information that is available to the public. These services are available free of charge. If you need more information about interpretation or translation services, please call 1-800-USA-LEARN (1-800-872-5327) (TTY: 1-800-437-0833), or e-mail us at [email protected]. -
Population Projections for 2020 to 2060 Population Estimates and Projections Current Population Reports
Demographic Turning Points for the United States: Population Projections for 2020 to 2060 Population Estimates and Projections Current Population Reports By Jonathan Vespa, Lauren Medina, and David M. Armstrong P25-1144 Issued March 2018 Revised February 2020 INTRODUCTION Figure The year 2030 marks a demographic Projections of the Older Adult Population to turning point for the United States. By nearly one in four Americans is projected to Beginning that year, all baby boomers be an older adult will be older than 65. This will expand Millions of people years and older Percent of population the size of the older population so that one in every five Americans is projected to be retirement age (Figure 1). Later that decade, by 2034, we project that older adults will outnumber children for the first time in U.S. history. The year 2030 marks another demographic first for the United States. Beginning that year, because of population aging, immigration is projected to overtake natural increase (the excess of births over deaths) as the primary driver of population growth for the country. As the population ages, the number of deaths is projected to rise sub- Source US Census Bureau National Population Projections stantially, which will slow the coun- try’s natural growth. As a result, net is still expected to grow by 79 million people by 2060, international migration is projected to overtake natural crossing the 400-million threshold in 2058. This con- increase, even as levels of migration are projected to tinued growth sets the United States apart from other remain relatively flat. These three demographic mile- developed countries, whose populations are expected stones are expected to make the 2030s a transforma- to barely increase or actually contract in coming tive decade for the U.S. -
Issues of Racial, Ethnic, and Gender Diversity in Preparing School Administrators Carolyn Ridenour University of Dayton, [email protected]
University of Dayton eCommons Educational Leadership Faculty Publications Department of Educational Leadership 2001 Issues of Racial, Ethnic, and Gender Diversity in Preparing School Administrators Carolyn Ridenour University of Dayton, [email protected] Patricia F. First University of Dayton Angela Lydon University of Dayton Michelle C. Partlow University of Dayton Follow this and additional works at: http://ecommons.udayton.edu/eda_fac_pub Part of the Educational Leadership Commons, Gender and Sexuality Commons, Gender Equity in Education Commons, Higher Education Commons, and the Race and Ethnicity Commons eCommons Citation Ridenour, Carolyn; First, Patricia F.; Lydon, Angela; and Partlow, Michelle C., "Issues of Racial, Ethnic, and Gender Diversity in Preparing School Administrators" (2001). Educational Leadership Faculty Publications. 83. http://ecommons.udayton.edu/eda_fac_pub/83 This Book Chapter is brought to you for free and open access by the Department of Educational Leadership at eCommons. It has been accepted for inclusion in Educational Leadership Faculty Publications by an authorized administrator of eCommons. For more information, please contact [email protected], [email protected]. Issues of Racial, Ethnic, and Gender Diversity in Preparing School Administrators Carolyn S. Ridenour, Patricia F. First Angela Lydon, and Michelle C. Partlow There are very real differences between us of race, age, and sex. But it is not those differences between us that are separating us . It is rather our refusal to recognize those differences, and to examine the distortions that result from our misnaming them and their effects upon human behavior and expectations. -Audra Lorde (1995, p. 285) The four of us teach in the Department of Educational Leadership at the Uni versity of Dayton. -
The Constitutional Right to "Conservative" Revolution
Maurer School of Law: Indiana University Digital Repository @ Maurer Law Articles by Maurer Faculty Faculty Scholarship 1997 The Constitutional Right to "Conservative" Revolution David C. Williams Indiana University Maurer School of Law, [email protected] Follow this and additional works at: https://www.repository.law.indiana.edu/facpub Part of the Constitutional Law Commons, and the Political Theory Commons Recommended Citation Williams, David C., "The Constitutional Right to "Conservative" Revolution" (1997). Articles by Maurer Faculty. 674. https://www.repository.law.indiana.edu/facpub/674 This Article is brought to you for free and open access by the Faculty Scholarship at Digital Repository @ Maurer Law. It has been accepted for inclusion in Articles by Maurer Faculty by an authorized administrator of Digital Repository @ Maurer Law. For more information, please contact [email protected]. THE CONSTITUTIONAL RIGHT TO "CONSERVATIVE" REVOLUTION David C. Williams* Introduction The American political tradition has generally recognized that the people have a moral right to revolution: when a government becomes tyrannical, the citizenry may, by force of arms, overthrow it and institute a new, more acceptable one. The constitutional status of this right is, however, the subject of considerable doubt. It is commonly argued that the moral rigfit to revolution cannot be a constitutionalright because the concepts of revolution and constitution are, at a deep level, in conflict.1 A revolution, by definition, attempts to change the fundamental politico- legal order. A constitution, by definition, attempts to entrench that order. In other words, the purposes of a constitution and a revolution are deeply different: a constitution seeks to create order, a revolution to undo order. -
Major Human Races in the World (Classification of Human Races ) Dr
GEOG- CC-13 M.A. Semester III ©Dr. Supriya e-text Paper-CC12 (U-III) Human and Social Geography Major Human races in The World (Classification of Human Races ) Dr. Supriya Assistant Professor (Guest) Ph. D: Geography; M.A. in Geography Post Doc. Fellow (ICSSR), UGC- NET-JRF Department of Geography Patna University, Patna Mob: 9006640841 Email: [email protected] Content Writer & Affiliation Dr Supriya, Asst. Professor (Guest), Patna University Subject Name Geography Paper Code CC-12 Paper Name Human and Social Geography Title of Topic Classification of Human Races Objectives To understand the concept of race and Examined the different views about classification of human races in the World Keywords Races, Caucasoid, Mongoloid, Negroid GEOG- CC-13 M.A. Semester III ©Dr. Supriya Classification of Human Races Dr. Supriya Concept of Race: A Race may be defined as division of mankind into classes of individuals possessing common physical characteristics, traits, appearance that is transmissible by descents & sufficient to characterize it as a distinct human type. Race is a biological grouping within human species distinguished or classified according to genetically transmitted differences. Anthropologists define race as a principal division of mankind, marked by physical characteristics that breed. According to Vidal de la Blache: “A race is great divisions of mankind, the members of which though individually vary, are characterized as a group by certain body characteristics as a group by certain body characteristics which are transmitted by nature & retained from one generation to another”. Race is a biological concept. The term race should not be used in connection with those grouping of mankind such as nation, religion, community & language which depends on feelings, ideas or habits of people and can be changes by the conscious wishes of the individual. -
Diversity at Work: MAKING the MOST out of INCREASINGLY DIVERSE SOCIETIES 1
FOCUS ON Diversity at work: MAKING THE MOST OUT OF INCREASINGLY DIVERSE SOCIETIES 1 September 2020 http://www.oecd.org OECD societies and workforces are becoming more and more diverse. Over the past two decades, the labour market participation of women has increased strongly; the population shares of migrants and their children are growing in almost all OECD countries; and more LGBTI people are open about their sexual orientation. Ensuring that groups that historically have been under-represented or disadvantaged in the labour market and society can participate fully is now more essential than ever. Preliminary evidence suggests that the COVID-19 crisis has had a disproportionate impact on some diverse groups, especially migrants and ethnic minorities. The death of George Floyd and the global “Black Lives Matter” movement have placed at the centre of the policy debate long-standing issues of discrimination and disadvantage against ethnic minorities. Full participation of diverse groups is not only an ethical imperative, it makes great sense also from an economic and social cohesion perspective. The economic case to justify measures promoting diversity and inclusion thus supplements the social justice obligation to promote inclusion and equal opportunity. There is a clear need to better understand under what conditions governments and employers can ensure inclusion, thereby harnessing the potential of a diverse populations more effectively. This policy brief assesses how OECD countries can be equipped to make the most out of diversity and ensure equality of opportunity. Key findings OECD societies and workforces have become increasingly diverse over the past decades; women’s participation in the labour market has increased significantly, the numbers of immigrants and people from ethnic minorities have increased virtually everywhere and more LGBTI people are open about their sexual orientation. -
Approaches to Racial and Ethnic Classification
ETHNIC CLASSIFICATION IN GLOBAL PERSPECTIVE: A CROSS-NATIONAL SURVEY OF THE 2000 CENSUS ROUND Ann Morning, Ph.D. Assistant Professor Department of Sociology New York University August 10, 2005 Author Contact Information: Department of Sociology Tel: (212) 992-9569 New York University Fax: (212) 995-4140 269 Mercer St., Rm. 445 Email: [email protected] New York, NY 10003-6687 This article is currently under review for journal publication. The author warmly thanks the following people and institutions for their contributions: Kevin Deardorff (U.S. Census Bureau); United Nations Statistical Division (Department of Economic and Social Affairs), Demographic and Social Statistics Branch (particularly Mary Chamie, Jeremiah Banda, Yacob Zewoldi, Margaret Mbogoni, Lisa Morrison-Puckett and intern Julia Alemany); International Programs Center, U.S. Census Bureau; Caroline Persell and Sylvia Simson (New York University); Leslie Stone (Inter-American Development Bank); Gerald Haberkorn (Secretariat of the Pacific Community); and Patrick Corr (Australian Bureau of Statistics). I also wish to thank the attendees at the following presentations of this research: U.S. Census Bureau Migration Speaker Series; Population Association of America; International Union for the Scientific Study of Population; and the Demographic and Social Statistics Branch (United Nations) Speaker Series. The initial version of this research was funded by the U.S. Census Bureau Immigration Statistics Branch. However, the conclusions—and the shortcomings—are solely those of the author. ETHNIC CLASSIFICATION IN GLOBAL PERSPECTIVE: A CROSS-NATIONAL SURVEY OF THE 2000 CENSUS ROUND Ann Morning Department of Sociology New York University ABSTRACT Academic interest in official systems of racial and ethnic classification has grown in recent years, but most research on such census categories has been limited to small case studies or regional surveys.