Diversity Tehnich

Following the 2019 Employment Equity Report provision of disaggregated representation for visible minorities, Indigenous people, and persons with disabilities, the 2019 Public Service Employee Survey (PSES) similarly lays out these breakdowns for the four employment equity categories along with LGBTQ2 persons, to assess whether or not the public service is inclusive to all groups.

With the availability of disaggregated data, we now can compare the experiences of different visible minority and Indigenous groups, using the helpful summary tables available at Open Data.

In this study, all common families, Nymphalidae(16 species), being most dominant followed by Papilionidae (7 species), Pieridae(5 species), Hespiridae (4 species), and Lycaenidae(3 species) were represented. Thirty-five species were sighted in the study areas. Family Nymphalidae was most dominant. Species richness study was done only in the Pattikkadu region and did not show many fluctuations. There were a total of 433 sightings of ten species. Species abundance showed slight fluctuations across the months. Maximum sightings were of Leptosia nina. Factors such as habitat and month of observation did not seem to have a marked difference in the distribution and abundance of the butterfly species.Each species of butterfly has its own set of clearly defined preference concerning the environment in which it lives,this was reflected in beta diversity values, which showed similarity(86%)between Peramangalam and Parappur which had similar habitats and Peechi and Pattikkadu which lay near and had similar geography and flora. Observation of biodiversity in inhabited areas will help in better understanding of biodiversity values.

This paper discusses the essential components of diverse and inclusive education. It provided some examples of the possible application of each component. The components are as follows: curriculum; quality and diverse teachers; respectful and accepting community; school policies; safe spaces or environment; accessibility; and assessment and reform. The author concluded that to achieve acknowledgment of differences and uniqueness as strengths and that education should be made equally available for all individuals’ intellectual and personal development, all the components mentioned should be considered and applied holistically.

SECłIUNEA 1 Obiect, domeniu de aplicare, prevederi generale Art.1. Prezentul normativ stabileşte condiŃiile tehnice pe care trebuie să le îndeplinească mixturile asfaltice executate la cald în etapele de proiectare, controlul calităŃii materialelor componente, preparare, transport, punere în opera, precum şi straturile rutiere executate din aceste mixturi.

This preface titled "Post-intersectional-coloniality" has been written for an edited volume titled "Colonial and Postcolonial Literature: Discourses, Disruptions, and Intersections." The edited volume consists of 29 short essays by different authors from India and abroad. With respect to diverse social, cultural, racial, gendered, communal, geographical, and topographical experiences, the authors address different issues of colonialism and postcolonialism in a disruptive and intersectional manner.

Visibilizar las (dis)capacidades. Experiencias cotidianas de trabajo con población diversa.

Luis Javier Hernández-Carmona (Coord.).

Coedición internacional:Universidad de los Andes (Venezuela), Red CoPaLa (México), revista FAIA (Colombia), Red de Pensamiento Decolonial (Chile), ARKHOS (Argentina).

1a. ed. Ciudad Autónoma de Buenos Aires: Arkho Ediciones, 2020.

ISBN: 9798674827030

Registro Editorial: RL-2017-23569986-APN-DNDA#MJ

Descargar en el siguiente enlace: https://app.box.com/s/4ig7anx20y19bc49kaue8zk2bf1l0r35

This research project proposes to bring together findings on diversity politics and public policies from both sides of the Atlantic, within a comparative framework designed to address global issues of racism, inequality, social justice, cultural recognition, and minority rights. Drawing in the first place on the study of European and French policies on antidiscrimination and diversity in the workplace, I aim to expand or test some key findings in the US and global contexts. The project builds on the hypothesis of what I term a process of diversity’s whitening, namely the unfolding of “raceless” diversity concepts that materialize into the erasure of race and ethnicity from Diversity, Equity and Inclusion (DEI) organizational procedures and spaces. Significantly, this process occurs to the advantage of other status categories, deemed more meaningful and socially relevant, such as in particular gender, disability, and age.

Contemporary music education leaders suggest ambiguous definitions of “diversity,” often assuming it both unquestionably good and compatible with equity.  The purpose of this philosophical inquiry is to explore the assumptions underlying such discourse.  First, I use the legal history of diversity in education to examine the American National Association for Music Education’s statements on equity, access, inclusivity, and diversity.  Second, drawing on Green’s educational systems framework, I analyze the political strength of arguments surrounding diversity and equity.  Third, considering instances when white parents deem diversity “best” for their children, I investigate the advantages and limitations of what Warikoo calls the “diversity bargain.”  While not condoning unbridled self-interest, I posit how music educators might use parents’ self-interest to support more ethical practices.  Designed to benefit all students, diversity initiatives conflict with efforts aimed at equity.  Music education diversity and equity rhetoric relies on either a troubling misreading of a politically strong state rationale or on the weak political positions of societal interests or educational goods valuable for their own sake.  Rather than focusing on diverse content, teachers and students might experiment with how artistic expressions enable the exchange of individuals’ stories and insights.  The music education profession might also provide attention to equity apart from diversity.

Drawing on a longitudinal qualitative approach to corporate diversity policies in France, based on more than 80 in-depth interviews (N = 86), this paper examines the paradox conveyed within these policies by the rise of 'raceless' diversity concepts. This is what I term white diversity, exploring its construction and appropriation in the light of technologies of normalisation, referred to in English as standards. Building on a Foucauldian approach to normalisation, the paper engages with the case study of the French Diversity Label. It explores the ways in which market-based mechanisms of regulation have shaped the management of race difference. It demonstrates in particular how normalising antidiscrimination through voluntary social certification has contributed to upholding whiteness in organisations.

Abstract Real economies and societies are diverse. Applied economics responds to diversity by a variety in technologies, institutions, products, policies, for meeting the demands of differentiated actors. Nevertheless, neoclassical economics states that climate change can be regulated most efficiently by installing a global uniform carbon price. This position is based on many assumptions, such as full substitutability, negligible transaction costs, and boundless scale economies. However, diversity is relevant for designing well functioning carbon pricing policies. Diversity is a gradual property for cataloging homogeneous and heterogeneous cases. When categories are incompatible, substitutability is problematic, and transaction costs are high, respecting diversity is beneficial, not costly. Negating heterogeneity (strong diversity) by applying uniform approaches triggers subsequent remedial ad-hoc policies to anyhow address relevant differences. Ex-ante consideration of diversity prevents the flaws of remedial policies. By opting for diverse, case specific financial incentives, economics would well partner with other social sciences in search for realistic, effective, efficient and just climate policies. The global uniform carbon price is a theoretical concept, unlikely to ever be realized, hence escaping decisive assessment of its actual performance. We suggest a substitute indicator for UNFCCC monitoring of countries’ efforts to financially incentivize climate actions.

El presente trabajo analiza las coordenadas de justicia imbricadas en las propuestas de educación superior inclusiva en Latinoamérica. Esta, es, en sí misma, un movimiento que trabaja a favor de la cristalización de la justicia educativa. Las soluciones afirmativas en este contexto quedan atravesadas por el significante de la pasividad, de lo acrítico y de lo compensatorio, precedido por el ideal de diversidad entendido en términos de asimilación. El carácter afirmativo de las soluciones trabaja sin alterar el sistema o el conjunto de estructuras que articulan una amplia diversidad de formas de injusticias. Por su parte, las soluciones transformadoras ofrecen respuestas creativas e intensamente alterativas del orden social, cultural y político dominante, cuyas intenciones se organizan a favor de la dislocación y de la transformación de las estructuras que componen el sistema subyacente que produce diversas formas de injusticias. Si bien, muchas propuestas y políticas institucionales e incluso, políticas públicas, sobre educación superior inclusiva cometen el error de reproducir una imagen disonante que, por un lado, coloca en primer lugar la justicia y la equidad al tiempo que reproduce un conjunto de individualismos-esencialismos, siendo incapaz de liberar las diferencias –en tanto factor restrictivo de la identidad y de las formas de adherencia de determinados grupos sociales y culturales– que portan singulares colectividades. Esta situación, propia del esencialismo liberal reafirma el problema ontológico de los grupos sociales en tanto principal ángulo de visión para sustentar cualquier ámbito de lucha por la inclusión. Se concluye observando que, la educación inclusiva es post-humanista trabaja a favor de un conjunto de identidades emergentes, se interesa por los nuevos tipos de experiencias humanas albergadas en las estructuras de la educación terciaria, instalando una compleja y singular coordenada ontoética, clave en la inauguración de debates alterativos sobre el mundo y la vida social y escolar.