...Education, other national NGOs and 19 Community Support Groups (made up of volunteer parents and volunteer organisations), amongst other partners, the program involves creating awareness among stakeholders; improving access to Inclusive Education in schools and communities through providing accessible features, equipment and appropriate teacher training; adopting an holistic approach to address the needs of CWDs through comprehensive health management and rehabilitation interventions (including a program developed by one of our CHIIPS Interns – ICARE) and research and data gathering. In addition the Inclusive Education in collaboration with the Economic Empowerment programme aims to create economic opportunities for the parents and families of disabled children. http://lcdphilippinesfoundation.org/our-programs/inclusive-education/ Useful Links World Bank Leonard Cheshire Disability Inclusive Education project Inclusive Education Programme Top of Form Bottom of Form Inclusive Education * Back to inclusive education * View summary report...
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...EMBEDDING EQUAL OPPORTUNITIES IN THE CURRICULUM 1 Rights and Responsibilities Curriculum of Inclusion Inclusive Learning Responding To Diversity Discrimination, Harassment and Bullying Celebrating the diversity of achievement Learning Support Needs and interests of communities Respecting Diversity Beyond Europe – Encompassing World knowledge in Teaching & Learning Learner Support Skills and Knowledge for Work in the Multicultural World Differentiation of Teaching and Learning Citizenship Legal Compliance Ofsted Inspection EQUAL OPPORTUNITIES IN THE VOCATIONAL CURRICULUM ©Gordon Ffrench Associates Depending on the nature of the subject and the learners, it includes some or all of the following ingredients: Inclusive teaching which takes account of the diverse learning needs, styles and preferences of learners. Responsive teaching which aims to manage the learning experience in a way which empowers and validates the diverse perspectives of learners. ©Gordon Ffrench Associates 3 Anti-discriminatory teaching which teaches learners about their rights and responsibilities to each other in the classroom, the workplace and the wider society. Attitudinal teaching which fosters understanding of how stereotyped attitudes and prejudiced thinking damage relationships, hinder communication and are therefore bad for education and bad for business. Diversity teaching which acknowledges and celebrates the contributions of men and women of all backgrounds, ages...
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...supported by a grant from the Investment Climate and Business Environment (ICBE) Research Fund, a collaborative initiative of TrustAfrica and IDRC. It’s a working paper circulated for discussion and comments. The findings and recommendations are those of the author(s), and do not necessarily reflect the views of the ICBE-RF Secretariat, TrustAfrica or IDRC Executive Summary This report addresses entrepreneurship activity among Persons with Disability in Uganda and their potential to contribute to economic development. Data was collected from Entrepreneurs with Disabilities (EWDs) in Kampala using mixed methods research. In the study we sought to answer questions about the environment, business activities EWDs are involved in, attitudes towards business, their motivations, challenges and growth aspirations. Key findings were that the majority of the EWDs are involved in retail trade. Most of them had started their own businesses using their own savings and had previously closed a business because it wasn’t profitable. Most of their businesses weren’t registered because they said they didn’t need to yet the majority of those whose businesses were registered said registration was easy and beneficial to the running of their businesses. The results also show that two thirds of the EWDs did not have any business skills training with the majority that received training saying that it was through apprenticeship. Two thirds of the EWDs claimed not to belong to any association thus starving...
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...Attitudes and Perceptions of Inclusion Model: A Comparison Including Students with Mild, Moderate, and Severe Disabilities Concept Paper Submitted to Northcentral University Graduate Faculty of the School of Education in Partial Fulfillment of the Requirements for the Degree of DOCTOR OF EDUCATION by Teriann S. Nash Prescott Valley, Arizona May- June 2014 Table of Contents Introduction 1 Statement of the Problem 1 Purpose of the Study 2 Research Questions 3 Hypotheses 4 Definition of Key Terms 5 Brief Review of the Literature 5 Summary 7 Research Method 7 Operational Definition of Variables 9 Measurement 10 Summary 11 References 12 Appendix A: Annotated Bibliography 13 Introduction Inclusion is the current terminology (replacing mainstreaming and integration) that is used to describe a classroom where students with and without disabilities learn together. According to Georgiadi, Kalyva, Koukoutas, and Tsakiris (2012), “Inclusion is defined as access to mainstream settings, where children with special educational needs are educated together with their typically developing classmates through an array of useful and appropriate activities” (p. 531). The belief is that students with an identified disability should be educated and integrated...
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...Jump to: navigation, search Bullying is detrimental to students’ well-being and development.[1] Bullying is a form of aggressive behavior manifested by the use of force or coercion to affect others, particularly when the behavior is habitual and involves an imbalance of power. It can include verbal harassment, physical assault or coercion and may be directed repeatedly towards particular victims, perhaps on grounds of race, religion, gender, sexuality, or ability.[2][3] The "imbalance of power" may be social power and/or physical power. The victim of bullying is sometimes referred to as a "target". Bullying consists of three basic types of abuse – emotional, verbal, and physical. It typically involves subtle methods of coercion such as intimidation. Bullying can be defined in many different ways. The UK currently has no legal definition of bullying,[4] while some U.S. states have laws against it.[5] Bullying ranges from simple one-on-one bullying to more complex bullying in which the bully may have one or more 'lieutenants' who may seem to be willing to assist the primary bully in his or her bullying activities. Bullying in school and the workplace is also referred to as peer abuse.[6] Robert W. Fuller has analyzed bullying in the context of rankism. Bullying can occur in any context in which human beings interact with each other. This includes school, church, family, the workplace, home, and neighborhoods. It is even a common push factor in migration. Bullying can exist...
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...An outsider’s understanding of Mao requires a feat of imagination, first to recognize the nature of his supremacy. Mao had two careers, one as rebel leader, one as an updated emperor. He had gained the power of the latter but evidently retained the self-image of the former. Because authority in China came form the top down, as was recognized even in the mass line, once the CCP had taken power its leader became sacrosanct, above all the rest of mankind, not only the object of a cult of veneration but also the acknowledge superior of everyone in the organization. Such of the CCP had been put together by Mao that it could be regarded as his creation, and if he wanted to reform it, that was his privilege. Only if we regard him as a monarch in succession to scores of emperors can we imagine why the leadership of the CPP, trained to be loyal, went along with his piecemeal assault on and destruction of them. Mao also seems to have had in mind the idea that student youth could be mobilized to attack the evils in the establishment and purge China revisionism. It would be a form to manipulate mass movement, which his experience told him, was the engine of social change. (387) The Cultural Revolution, like the Hundred Flowers Campaign and the Great Leap Forward, turned out to be something he had not envisioned. Allowing for many variations, the purge rate among party officials was somewhere around 60 percent. It has been estimated that 400,000 people died as a result of maltreatment...
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...Demographic Factors Research Char Dauo MMPBL/560 January 09, 2012 Introduction In any aspiring organization, enhancing organizational core competency and strengthening comparative advantage tends to be tremendously contingent on establishing staffing policy and recruitment procedures that create the right balance between the different demographic factors that make up the organization and those that it serves. More so, planning and implementing organizational objectives and strategic goals cannot be successfully concluded if a comprehensive market research that is designed to examine the different demographics that make up the consumer base, their shopping trends, and economic activities is thoroughly carried out. Further, given the diverse nature of socio-economic variables ranging from age, sex, education and income level, to mention a few, it is equally important that specifics demographics factors that are applicable to the unique aspects of the organization are exclusively examined as the organization lays out its objectives, strategies, and operational procedures. In this paper, based on a benchmark research, we will describe the effect of demographic factors on organizational planning, analyze the role that they play in organizational conflicts, and examine their influence on individual rewards and recognitions. Various companies utilize demographics to establish organizational cultures, while minimizing the conflicts that accompany each unique demographic factor...
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...Chapter 1 Management and Organizations 1) A great manager makes a job more enjoyable and productive. 2) Managers play an important role in dealing with various challenges being faced by organizations today. 3) Today's managers are just as likely to be women as they are men. 4) A manager must coordinate and oversee the work of other people so that organizational goals can be accomplished. 5) A manager's job is all about personal achievement. 6) In traditionally structured organizations managers can be classified as first-line managers, middle managers, or top managers. 7) Middle managers are responsible for making organization-wide decisions and establishing the plans and goals that affect the entire organization. 8) Effectiveness refers to getting the most output from the least amount of input. 9) Efficiency is described as "doing things right." 10) The four contemporary functions of management are planning, organizing, leading, and controlling. 11) Determining who reports to whom is part of the controlling function of management. 12) Directing and motivating are part of the controlling function of management. 13) When a manager performs the controlling function of management, he must monitor and evaluate performance. 14) Figurehead, leader, and liaison are all interpersonal managerial roles according to Mintzberg. 15) Disturbance handler is one of Mintzberg's interpersonal roles. 16) According to Robert L. Katz, managers...
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...The current issue and full text archive of this journal is available at www.emeraldinsight.com/2040-8005.htm JCHRM 3,1 Managing diversity in Chinese and Indian organizations: a qualitative study Fang Lee Cooke Department of Management, Monash University, Melbourne, Australia, and 16 Debi S. Saini Management Development Institute, Gurgaon, India Abstract Purpose – This paper aims to investigate diversity management (DM) practices in China and India by analyzing formal DM policy (if one exists) adopted by the company and informal DM practices adopted by managers. It also aims to discuss the appropriateness of the US-originated notion of, and approach to, managing diversity in the Indian and Chinese contexts by exploring how local managers make sense of diversity and manage it in a pragmatic way. Design/methodology/approach – The authors adopted a qualitative approach. In particular, through a semi-structured interview design, qualitative data were collected from 16 Chinese and Indian middle and senior managers and four human resources (HR) director of regional headquarters of foreign multinational firms. The data were supplemented by secondary data from a wide range of sources, including government reports and media coverage to extend contextual understanding. Findings – The paper reveals that most Chinese organizations do not see DM as an issue. Where exists, its focus is on conflict avoidance rather than value-addition to the business. In contrast, managing diversity...
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...pair of renowned architects— successful people all. the common denominator in the five profiles here was a study abroad experience that opened these individuals up to a wider world and new perspectives. 44 rN3DArTS/ ShuTTerSToCk Destinations where are the other wheelchairs? susan sygall, Founder, Mobility International I n 1 975 , Susan Sygall was a student at the University of California, Berkeley, reading the school newspaper, with no idea her life was about to change. “I was reading the paper and saw an ad that said I could study abroad with all expenses paid, to be an ambassador of goodwill for the rotary club,” she says. “I thought that sounded exciting, so I applied and got the award, and studied for a year at the University of Queensland in Australia.” She came home after that year with all the typical stories of hitchhiking to other areas of the country and traveling across boarders aboard boats and planes to see the world, but also with a burning question. Why had she been one of only three students with wheelchairs at the entire university? “The other two wheelchair riders were Australian students,” she says today. “I asked myself the question—where are the other people with disabilities, and why aren’t more people with disabilities able to have this type of study experience?” Her time in Australia, she says, was life-changing. “In between semesters, a friend and I got to hitchhike through New Zealand for six weeks,” she says. “We took overland buses to...
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...WOULD LIKE TO RECOGNIZE THE FOLLOWING CONTRIBUTORS OF THIS CURRICULUM GUIDE. WITHOUT THEIR DEDICATION, HARD WORK AND PERSONAL COMMITMENT TO THE ISSUES THAT EMANATE FROM THE FILM, THIS GUIDE WOULD NOT HAVE BEEN POSSIBLE. WRITERS CLARE GARVIE SHEETAL KHEMCHANDANI HEATHER SHPIRO EDITORS CLARE GARVIE SHEETAL KHEMCHANDANI MELISSA ROBINSON CONTRIBUTORS KIM ALLEN MARY ARCHER ADDIE BOSTON REBECCA CATRON SAMANTHA LEE SONAM DOLKER EMILY LESSER KAREN ROBINSON MELISSA ROBINSON 2 ACKNOWLEDGEMENTS TABLE OF CONTENTS INTRODUCTION FROM THE FILMMAKER | 4 FROM THE EDITORS | 5 MOVIE DISCUSSION GUIDE | 7 LESSON 1 PERSONAL AND COLLECTIVE RESPONSIBILITY | 9 APPENDIX 1 – Handouts | 18 THE TRANSORMATIVE POWER OF ART | 23 APPENDIX 2 – Handouts | 32 DISCRIMINATION AND THE RIGHT TO EDUCATION | 49 APPENDIX 3 – Handouts | 54 FILM CLIPS | 61 GLOSSARY OF TERMS | 63 OPTIONAL TEACHER RESOURCE 1 – Red Light Districts around the World | 65 OPTIONAL TEACHER RESOURCE 2 – Q&A about the Calcutta Red Light District | 68 OPTIONAL TEACHER RESOURCE 3 – Fact Sheet on Internally Displaced Peoples and Refugees | 70 OPTIONAL TEACHER RESOURCE 4 – Timeline of Conflict in Bosnia/Herzegovina | 72 LESSON 2 LESSON 3 ADDITIONAL RESOURCES RESOURCE STRENGTHENING FEEDBACK FORM | 74 3 TABLE OF CONTENTS FROM THE FILMMAKER ZANA BRISKI When I first went to the brothels of Calcutta I had no idea what I was doing. Circumstances had led me there and I had a deep visceral reaction to the place. It was as if I recognized it on...
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...CORPORATE SOCIAL RESPONSIBILITY SUMMARY REPORT 2010 1 2 UMW HOLDINGS BERHAD CORPORATE SOCIAL RESPONSIBILITY SUMMARY REPORT 2010 3 CONTENT 02 04 - 05 06 - 07 08 09 - 11 12 - 14 15 - 18 19 - 21 22 - 23 24 - 26 27 - 31 32 RATIONALE PRESIDENT'S STATEMENT UMW STRUCTURE OUR ECONOMIC FOOTPRINT AWARDS RECEIVED WORKPLACE MARKETPLACE ENVIRONMENT COMMUNITY PERFORMANCE DATA PROFILE DISCLOSURE FEEDBACK AND COMMENTS ABOUT THIS REPORT UMW’s Corporate Social Responsibility Report supplements our other publications, including the Group Annual Report, our internal staff magazine “U”, regular media releases and investor updates, as well as our Group and divisional websites. This report is also a follow-up to the Group’s maiden CSR report, launched in 2008. The report brings together the Group’s economic, social and environmental performance from 2007 to 2009. We have also included some information for 2010 which was available before the collection deadline. The report covers the entire UMW Group, and those subsidiaries that are included in Group consolidated financial statements. In the Environment section of this report, we have particularly concentrated on our Automotive Division, as it is the Group’s largest profit contributor and accounts for around 60% of our physical assets and 70% of our workforce. We have also included relevant environmental data from our other divisions, to provide a more complete picture of the Group’s environmental initiatives and performance. "Corporate Responsibility...
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...Enriching Life Through Communication Huawei Investment & Holding Co., Ltd. Corporate Sustainability Report 2011 Report Profile Reporting Period: January 1 to December 31, 2011 Date of Most Recent Previous Report: June 2011 Reporting Cycle: Annual Defining Report Content Global Reporting Initiative (GRI) principles such as materiality, stakeholder inclusiveness, sustainability context, and completeness, were used in this report to analyze key sustainability-related issues in business operations and identify major stakeholders. Huawei Investment & Holding Co., Ltd. (hereinafter referred to as “the company” or “Huawei”) hired a third-party organization to survey stakeholders and collect information on stakeholder expectations and requirements. Huawei’s CSR Committee studied, assessed, and selected the key items and indicators disclosed in this report. The performance indicators and management approaches discussed in this report cover all entities that Huawei either has control of or a significant influence over in terms of financial and operational policies and measures. These same performance indicators and management approaches are also consistent with the scope of Huawei’s annual financial report. Report Assurance Method Core indicators and additional indicators from the GRI G3.0 Guidelines were applied to compile the report and the application level is B+. To ensure the reliability, fairness, and transparency of this report, Huawei engaged TÜV Rheinland to verify...
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...In particular, the case describes the company’s response to criticism regarding its current business policies and practices. Table of Contents Introduction………………………………………………………………3 1. Company History……………………………………………………..5 1.1 Wal-Mart’s Early History: 1960s to 1970s…………………………….5 1.2 Wal-Mart Expands and Goes International: 1980s to 1990s…………...6 1.3 Attack of the Advocacy Groups: 2000 to present……………………....7 1.4 Repercussions…………………………………………………………...8 2. The Issue: Employee Relations and Workers’ Rights…………………9 3. Opposition…………………………………………………………….10 3.1 Labor Union-Funded Groups…………………………………………...11 3.2 Gender Discrimination………………………………………………….12 3.3 Wal-Mart: The High Cost of Low Price……………………………………..13 4. Wal-Mart’s Response……………………………………………………15 4.1 Response to Labor Union-Backer Groups………………………………...16 4.2 Response to Gender Discrimination Lawsuit……………………………..17 4.3 Response to Greenwald’s Film……………………………………………18 4.4 Wal-Marting Across America: Jim and Laura’s Blog…………………….18 4.5 Corporate Social Responsibility…………………………………………..20 5. Did Wal-Mart Wake Up?..........................................................................21 2 Introduction Starting off with Sam Walton’s idea of low prices in the 1940s, Wal-Mart has since then become the world’s largest public corporation, topping the list of Fortune’s Global 500 for...
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...In particular, the case describes the company’s response to criticism regarding its current business policies and practices. Table of Contents Introduction………………………………………………………………3 1. Company History……………………………………………………..5 1.1 Wal-Mart’s Early History: 1960s to 1970s…………………………….5 1.2 Wal-Mart Expands and Goes International: 1980s to 1990s…………...6 1.3 Attack of the Advocacy Groups: 2000 to present……………………....7 1.4 Repercussions…………………………………………………………...8 2. The Issue: Employee Relations and Workers’ Rights…………………9 3. Opposition…………………………………………………………….10 3.1 Labor Union-Funded Groups…………………………………………...11 3.2 Gender Discrimination………………………………………………….12 3.3 Wal-Mart: The High Cost of Low Price……………………………………..13 4. Wal-Mart’s Response……………………………………………………15 4.1 Response to Labor Union-Backer Groups………………………………...16 4.2 Response to Gender Discrimination Lawsuit……………………………..17 4.3 Response to Greenwald’s Film……………………………………………18 4.4 Wal-Marting Across America: Jim and Laura’s Blog…………………….18 4.5 Corporate Social Responsibility…………………………………………..20 5. Did Wal-Mart Wake Up?..........................................................................21 2 Introduction Starting off with Sam Walton’s idea of low prices in the 1940s, Wal-Mart has since then become the world’s largest public corporation, topping the list of Fortune’s Global 500 for...
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