Equality and Diversity

People above 65 years of age, are confronted with several issues that limit
them from fully participating in society and exercising their rights to
accessing the local environment. But older people’s ability to travel
independently and freely to participate in society is crucial for their
quality of life. The question of how to maintain mobility equity and
equality for older people is, however, a complex one. This is because
older people, especially those with disabilities, are often faced with
mobility exclusion due to physical barriers around the public
transportation and built environment. This has been further intensified
as existing mobility accessibility initiatives employed by municipalities
have not involved vulnerable groups in society such as older people.
Therefore, this study adopts a systematic literature review based on
data collected from 83 sources indexed in Scopus and Web of Science
database. The findings from this article present factors that influence
the local environment in achieving mobility equity and equality from
the perspectives of older people, living without and with disabilities.
Evidence from this study proposes guidelines grounded on a universal
design framework to help municipalities foster mobility equity and
equality for older people based on recommendations provided to
inform urban transport policies on universal accessibility.

Diversity education occurs in universities and workplaces, but research has progressed in disciplinary silos. Consequently, the field of diversity training has failed to utilize theoretical and practical advances from related fields. Our research addresses these limitations. Integrating educational and social psychology theories, we develop a relational model of training that offers perspective taking as an outcome of diversity training and cross-race friendships as a relational experience that spills over to the training environment. Our first 2 studies, conducted in organizational and academic settings, confirmed the model. Pre- and postcourse assessments revealed that while participants became more aware of the value of perspective taking and their need to improve this skill, only those with close cross-race friends improved their reported perspective taking abilities. Other forms of interracial contact and racial attitudes
had no effect. Supporting theoretical predictions, belief in a just world mediated this friendship effect. Given the influence of cross-race friendships, we conclude with a third study that, using an experimental
design, examined the effectiveness and underlying processes of a technique that increased participants’ willingness to engage in cross-race friendships and other prosocial diversity and ally behaviors at work (e.g., diversity voice). Our findings illustrate the power of relationships and offer new theoretical directions and practical applications for diversity training and education.

This conceptual review explores the full potential of mentoring
for diversity initiatives. Using a positive relationships lens, I
describe how focusing on average relationships obscures the
benefits of high-quality mentoring and how traditional views of
mentoring as hierarchical, one-way relationships limit our understanding
of its role in advancing social justice. Addressing
these limitations, I extend relational mentoring and diversified
mentoring theories to introduce the Triple A Model of Social
Justice Mentoring. This model holds that the effects of highquality
mentoring extend beyond the relationship to influence
social justice outcomes. Both members can learn about diversity
and experience relational dynamics that foster allyship,
agentic empowerment and authentic identities. Implications for
formal mentoring, diverse friendships, mentoring episodes and
high-quality connections are discussed.

Elderly age group which needs important care and attention,
Home Security Systems can help them age in place with quality and
safety by giving them further confidence in their capability to live
alone and helping families avoid the wrenching decision to move
geriatric parents into expensive supported- living installations. The
Elderly have long been considered an independent- inclined generation;
they find the home is far more comfortable than a strange healthcare
setting. But doing so can pose considerable pitfalls to health and safety
in places that all residence are not designed to accommodate some
elderlies requirements. (1)
Modern families may find it extremely difficult to provide support
and care to the elderly for ageing and fulfill their needs, as adult children
often have demanding professions or live far away. But fortunately,
Home Security Systems for the Elderly can help ensure the safety of
elderly parents. There are various Home Security Systems for the
Elderly available in the market which can assist them in their home
and make them feel safe and secure.The collected data during the study revealed that the majority of
the respondents were using Security cameras at their residence and theywere using it for more than the last three years. Again, the majority of
the respondents were highly satisfied with the various aspects of the
Automatic Pill Dispenser, Medical Security Device, Video Door Phone,
Smart Door Lock, Security Camera and Motion Sensor Lights. Whereas,
respondents were moderately satisfied with the various aspects of the
Burglar Alarm System. The collected data also shows that there existed
a significant relationship between the extent of utilization of Home
Security Systems for the Elderly with the selected personal variable
“Family Monthly Income” of the respondents as the F calculated value
was found higher than the F tabulated (Fc>Ft at 0.01 level). Therefore,
it can be concluded that the extent of utilization of Home Security
Systems for the Elderly was higher for those respondents who have
higher Family Monthly Income.

This paper summarises our pilot survey research that we carried out with the use of an on-line survey tool, on social media use in GSE. People who are involved in GSE ranging from professionals, academics to students were drawn through pre-existing links with the authors or through random searches. We wanted to find out how best to use social media for GSE. We found that most people use specific social media types and functions for high levels of communication and collaborative work, to attain specific GSE information goals. The need for the security of GSE information together with good project team management was rated well. Most people also work in smaller teams to accomplish the same GSE tasks.

Operative notes contain rich information about techniques, instruments, and materials used in procedures. To assist development of effective information extraction (IE) techniques for operative notes, we investigated the sublanguage used to describe actions within the operative report 'procedure description' section. Deep parsing results of 362,310 operative notes with an expanded Stanford parser using the SPECIALIST Lexicon resulted in 200 verbs (92% coverage) including 147 action verbs. Nominal action predicates for each action verb were gathered from WordNet, SPECIALIST Lexicon, New Oxford American Dictionary and Stedman's Medical Dictionary. Coverage gaps were seen in existing lexical, domain, and semantic resources (Unified Medical Language System (UMLS) Metathesaurus, SPECIALIST Lexicon, WordNet and FrameNet). Our findings demonstrate the need to construct surgical domain-specific semantic resources for IE from operative notes.

This handbook provides a complete guide to the New European Bauhaus self-assessment method, designed to promote sustainability, beauty, and inclusiveness in the built environment of Europe and beyond. The handbook comes together with an online tool allowing to evaluate the performance of projects and support their improvement. The online tool is seen as the basis to establish a dialogue between all involved stakeholders, and the grounds for defining minimum performance levels within the New European Bauhaus framework.

Private higher education has experienced explosive growth since the 2018 law reforming apprenticeship. Student demand for these private offerings is considered self-evident. The purpose of this study is to deconstruct this notion by showing that the demand is the result of a process of creation, and then capture once this demand is created. The demand for these programs does not pre-exist the offering to the extent that demand actors have a limited knowledge of higher education. The programs fit into these cognitive gaps as well as into the imaginaries of prospective higher education seekers by adopting an enchantment rhetoric. The 2018 apprenticeship reform leads to an opportunistic effect that accelerates the development of private schools, which monopolize the professionalization process. These schools then employ continuous marketing strategies to capture, stimulate, and retain demand, using various intermediaries. The space in which these strategies take place is profoundly marked by information asymmetries, making higher education a specific market where a fabricated framework is put in place by schools, in the absence of regulation or with the complacency of public policies.

Attempting to grasp the elusive, contextual and contested nature of ‘diversity’, this chapter traces the discursive struggle over the term within UK Jewish organisations. While the business case and the social justice case advocate for economic and moral approaches to diversity – diaspora organisations reveal how diversity discourse can echo political rationales, and reproduce nationalistic ideas. By analysing official organisational statements, the chapter explores how the construction of diversity links to questions of unity, loyalty, and belonging; how diversity travels across geographies, identities, and organisational locations; who benefits and who is being marginalised by the shrinking and bending of diversity; and what room is left for equality and inclusion debates.

These lessons utilize a flipped instruction model, with students
viewing a lecture presentation before class and engaging in active
learning experiences during class.

The sequence includes three pre-class lectures and three 30-
minute in-class learning experiences, making it possible to
incorporate this content into an existing course with minimal
disruption to the learning already taking place.

As a collective of inter-cultural women moving in but not of, and against and beyond the modern/colonial (neoliberalised) university we (t)race generative pedagogical experiences of worldmaking cosmopolitics and their (im)possibilities within the University and Politics Disciplinarity. We do this not to redeem or reimagine but to contribute to an enfleshed feminised and racialised undercommons for whom indigenist-decolonial feminist pedagogical-political praxis can never be nor desire to be obedient to the constraints, containments and violences of the settler colonial and its epistemologicalpedagogical genocidal project of the Lettered City of anti-Blackness and Indigenous disavowal. We refuse inclusion within, representation as legibility, and the making of community of and as the University. We instead foreground abolitionist categories such as enfleshment, dignity, mutual recognition as exteriority, differential responsible relationship-making, multiple temporalities and the epistemological as ontological, and we centre the knowledges of Indigenist feminised subjects from the exteriority of *They were all students at the University of Newcastle who undertook this course.

Vice President and Presidential nominee Kamala Harris’s fertility history has been the focus of much attention: #CrazyCatLady. In the mid-2010s former UK Prime Minister Theresa May’s childless status became an issue during her leadership campaign. Her husband’s childlessness was not mentioned: no #CrazyCatMan. According to ChatGPT [1] there is no equivalent to ‘crazy cat lady’ the nearest being ‘crazy cat man’ or ‘cat guy.’ ChatGPT notes that the male version does not have the same stigma or cultural recognition as #CrazyCatLady.

This presentation reports on a small-scale British Academy funded research project using Lesson Study at two universities, one in the UK and the other in Brazil. Specifically, this presentation presents findings from one aspect of the research carried out in the UK, which sought perspectives from a sample of Level 5 university students regarding their experiences of assessment. The students self-identified and willingly participated on the basis of certain characteristics: all had a cognitive or neurological disability, and all identified as being the ‘first in family’ to have attended university. Data arising out of the ‘de-briefing’ sessions with the students of three rounds of LS was analysed and various themes emerged. Many of these reflected previous findings in research literature. A closer reading of the data revealed facets that might otherwise have been ‘occluded’ from view had not such a research process occurred. A tentative framework using the notions of ‘proximity’ and ...

Reflecting changing circumstances and needs, contemporary thinking about ethno-cultural minority groups and their contribution to social change within our societies is in constant motion and evolution: as models of governmental regulation across the globe and popular mobilizations evolve, so does the discussion about what makes social change possible to improve the situation of ethno-cultural minority groups within contemporary superdiverse societies. Processes of cultural change become increasingly political, while complex socio-economic determinants reveal themselves to be essential in triggering or preventing social change from happening. Socio-legal studies lack such accounts and, in fact, lack altogether contributions that analyze social movements and their impact within minority studies. Through an examination of select cases, we aim to problematize how collective identities are not structurally guaranteed (including within legal frameworks) but rather constructed in dialectically interrelated positions and identity layers. We also want to show the kind of impact that these processes can (or fail to) have on minority norms, actors, and strategies.

In Saudi Arabia, a wedding is a significant occasion requiring extension preparation. Researchers have not yet explored how bride-to-be's consumption patterns might be shaped in a tradition-oriented culture like Saudi Arabia. Thus, the purpose of this study was to explore the Saudi woman's bridal shopping experience during her transition into marriage and the meanings reflected in the purchases made. Qualitative data were collected via in-depth interviews with 14 Saudi women who were engaged to be married. Data were analyzed using constant comparison processes. Analysis revealed three themes, including: (a) Facilitating the liminal transition to new life, (b) Resisting complete change, and (c) Complication and ambiguity of the bride-to-be's transition experience. Saudi brides-to-be engaged in complex identity construction processes to construct an appropriate new identity and appearance to embrace and project the symbolic difference between single and married life.

Este estudio analiza las experiencias, motivaciones y desafíos curriculares de estudiantes que ingresan a la educación superior a través del Programa de Acceso a la Educación Superior (PACE). Utilizando una metodología cualitativa con grupos focales y cuestionarios, se investigaron las percepciones de 40 estudiantes sobre su transición educativa. Los resultados revelan dificultades académicas y emocionales significativas, en parte debido a una preparación insuficiente y a la falta de apoyo docente. A pesar de estos desafíos, las motivaciones personales y familiares actúan como factores clave para la continuidad de sus estudios. Se concluye que es esencial implementar políticas y estrategias de apoyo más inclusivas y flexibles para mejorar la equidad y el éxito académico de estos estudiantes.

This paper draws on Friedrich Nietzsche’s work to defend the (admittedly non-Nietzschean) conclusion that a non-liberal egalitarian society is superior in two ways: first, as a moral ideal, it does not rest on questionable claims about essential human equality and, second, such a society would provide the optimal psychological and political conditions for individual wellbeing, social stability, and cultural achievement. I first explain Nietzsche’s distinction between forms of egalitarianism: noble and slavish. The slavish form promotes equality, defined negatively as the elimination of privilege. It is non-liberal in its prioritization of equality over the interests of the advantaged. Nietzsche rejects both slavish egalitarianism and liberalism for the same reasons: they questionably assume the equal value of all persons, and they harm cultural achievement, sacrificing the potential of those who are most valuable to cultural development to the interests of the majority. Noble egalitarianism, in contrast, exemplifies Nietzsche’s conception of justice as ‘equality among equals’. It demands that individuals of equal worth or power (such as members of an artistic or political elite) treat each other as what they, in fact, are: equals. It avoids asserting essential equality, demanding instead—against both slavish and liberal forms—respect on the basis of shared superiority. And it escapes the charge of harm to cultural development, commanding respect only where equality already exists. Although Nietzsche quickly assumes that ‘noble egalitarianism’ requires the rejection of all forms of universal egalitarianism, concluding that we should ‘never make equal what is unequal’, in fact it only entails the rejection of slavish methods: equalization through harm to the advantaged. However, non-liberal forms of egalitarianism can be ‘noble’, promoting equality without harm to the advantaged—through, for example, unequal distribution of resources, the equalization of economic opportunities, and economic regulation to prevent the creation of substantial wealth disparities. If egalitarianism can ‘make equal’ without slavish methods, then Nietzsche’s demand for ‘equality for equals’ applies to the newly equal, too. More importantly, his moral psychology of power—the view that our source of happiness and incentive to self-development is the feeling of power in relation to equal resistance or ‘opponents who are our equals’ —supports the superiority of a nobly-achieved, non-liberal egalitarian society. For achieved, practical equality of wealth and opportunity would optimize conditions for the feeling of power: a balance of equal, oppositional powers serving as mutual limitation and resistance. Such a society is superior in three ways. First, it maximizes social happiness by promoting and maintaining the feeling of power in all. Liberal and aristocratic societies, in contrast, allow radical inequalities that not only diminish the power of the disadvantaged, but diminish the opportunities of the advantaged to encounter equal resistance, thus undermining the happiness of all. Second, it promotes social stability by preserving a balance of powers that prevents domination and exploitation, in contrast to the inevitable class conflicts of aristocratic and liberal societies. Finally, it promotes cultural achievement, since the feeling of power in relation to proportional resistance is the psychological incentive for self-development and cultural achievement.

In this paper I argue that Nietzsche’s rejection of egalitarianism depends on equivocation between distinct conceptions of power and equality. When these distinct views are disentangled, Nietzsche’s arguments succeed only against a narrow sense of equality as qualitative similarity (die Gleichheit as die Ähnlichkeit), and not against quantitative forms that promote equality not as similarity but as multiple, proportional resistances (die Gleichheit as die Veilheit and der Widerstand). I begin by distinguishing the two conceptions of power at play in Nietzsche’s arguments, power as quantitative superiority of ability and as qualitative feeling of power (das Gefühl der Macht), an affective state that does not directly correlate with quantitative ability and, because based in resistance (der Widerstand), requires relative equality as its condition. Nietzsche presents four principal arguments against egalitarianism, each concluding that equality harms the flourishing of humanity’s highest individuals. First, equality directly promotes qualitative similarity (die Ähnlichkeit) at the expense of multiplicity (die Vielheit). Second, because material inequalities ground the ‘pathos of distance’ (the recognition of spiritual inequality), equality indirectly undermines the desire for self-development. Third, because it opposes aristocratic conditions, egalitarianism promotes a form of liberalism that removes conditions of constraint necessary to human development. Finally, equality is a less efficient means to human enhancement, which is best promoted through unequal distribution of resources to the most able individuals. I argue that in each case Nietzsche’s argument succeeds only if interpreted according to the quantitative conception of power as superiority, but fails when we also consider the qualitative conception of power as feeling. For the promotion of an individual’s qualitative power is compatible with quantitative power equality. Moreover, because power is felt only in resistance, the feeling of power requires relative equality as its precondition—an alternate sense of equality construed, not as qualitative similarity, but as quantitative resistance from proportional counter-powers. I conclude that Nietzsche’s commitment to the promotion of humanity’s highest individuals does not entail the rejection of moral egalitarianism in every form and even supports certain forms.

HAL is a multi-disciplinary open access archive for the deposit and dissemination of scientific research documents, whether they are published or not. The documents may come from teaching and research institutions in France or abroad, or from public or private research centers. L’archive ouverte pluridisciplinaire HAL, est destinée au dépôt et à la diffusion de documents scientifiques de niveau recherche, publiés ou non, émanant des établissements d’enseignement et de recherche français ou étrangers, des laboratoires publics ou privés. Relevé lasergrammétrique 3D. La Tour de Joyeuse à (Dunières) Volume 2 : planches Mélinda Bizri, Olivier Veissière

This study investigates the specific requirements for training and enhancing digital collections management for library professionals in Pakistan. The approach is centered around three primary objectives: ascertaining the professional training prerequisites for library professionals overseeing digital collections; assessing the extent of progress in digital collections within university libraries; and pinpointing the obstacles encountered by librarians and library professionals in this domain. The findings indicate a significant deficiency in resources and training for professionals, highlighting the need for specialized training in areas such as digital copyright and preservation techniques. Recommendations for enhancing digital library services encompass more financial resources and targeted training programs. This study addresses significant subjects such as misunderstandings regarding digital libraries, inadequate technological infrastructure, a shortage of skilled workers, copyright difficulties, cultural and digital obstacles, and financial constraints. Resolving these challenges not only has the potential to expedite the establishment of digital libraries in Pakistan but also has the capacity to serve as a model for other developing countries.

I. A műkincsekre vonatkozó jogi szabályozás Magyarországon
I.1. A műkincs fogalom kialakulása
I.2. A kincs
I.3. A régiség
I.4. A modern kori műkincs fogalom
II. A műkincsek forgalmára vonatkozó jogi szabályozás áttekintése
III. A műkincsek magyar polgári jog szerinti szerzésmódjai
III.1. Műkincsek eredeti szerzésmódjának jogi keretei
III.1.1. A találás
III.1.2. Gazdátlan javakon való tulajdonszerzés
III.1.3. Elbirtoklás
III.1.4 Hatósági  határozat és hatósági árverés útján történő tulajdonszerzés
III.1.5. Eredeti szerzésmódok jogszerűségének vizsgálata
III.2. Műkincsek származékos szerzésmódjának jogi keretei
III.2.1. Öröklés
III.2.2. Átruházás
IV. Nemzetközi kitekintés
IV.1. Lopott műtárgyak forgalma
IV.2. Átruházás
IV.3. Kincstalálás
IV.4. A műkincsforgalom korlátai
V. Az illegális műkincs-kereskedelem és az egyes polgári jogi intézmények kollíziója
Összefoglaló és ajánlások

Objetivo. Exponer de la valía del método comparado como elemento base para la gestación, elaboración y ejecución de políticas públicas en las diversas esferas de la acción gubernamental. Método. Detallar el significado del método comparado y su uso como principal herramienta en los trabajos académicos (o de investigación) que se adscriben en la subdisciplina de las políticas públicas. Resultado. Se desataca que en los diferentes ámbitos de las políticas públicas no es limitativo el uso del método comparado. Conclusión. Se observa que el estudio de casos —una de las vertientes del método comparado— tiene mayor uso en los trabajos académicos (o de investigación); contrario, a lo que acontece en la formación de los educandos en donde el método comparado en sus vertientes (el estudio de casos y el estudio de caso) cobran relevancia en el proceso de enseñanza-aprendizaje.