Spelling suggestions: "subject:"affirmation""
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The relationship between organizational structure and procedural fairness perceptions the positioning of the Equal Employment Opportunity compliance function in organizations /Williams, Charlie M., January 2009 (has links)
Thesis (Ph. D.)--Rutgers University, 2009. / "Graduate Program in Public Administration." Includes bibliographical references (p. 120-127).
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The politics of meritocracy in Malaysia /Ali, Hamzah Bin. January 2003 (has links) (PDF)
Thesis (M.A. in Security Studies)--Naval Postgraduate School, December 2003. / Thesis advisor(s): Robert M. McNab, Karen Guttieri. Includes bibliographical references (p. 103-108). Also available online.
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Creating inclusive institutions : race-based affirmative action policies in higher education in the United States and Brazil / Race-based affirmative action policies in higher education in the United States and BrazilWeninger, Priscilla E. 20 August 2012 (has links)
"Creating Inclusive Institutions: Race-based Affirmative Action Policies in Higher Education in the United States and Brazil" is a comparative analysis examining the impact of race-based policies on university enrollment rates of African-descendants in the United States and Brazil. The report contextualizes the history and use of race-based policy mechanisms at the University of Texas at Austin and the State University of Rio de Janeiro (UERJ), and draws parallels between the two case studies. The report finds that, as the United States moves away from race-based policies, U.S. public universities are increasingly pressured to support race-neutral policies that negate the need to correct for structural barriers African-Americans face in their pursuit for a postsecondary education. Race-based policies in the United States survive only because they increase levels of diversity, which have been shown to enhance the educational quality for all students in the classroom regardless of race. As a result, U.S. public universities grow increasingly exclusive, as minority student enrollments decline under race-neutral policies. Meanwhile, Brazil begins a new era embracing race-conscious policies to correct for enduring structural barriers faced by its Afro-Brazilian population in its pursuit for social and economic mobility. As Brazil increases its status as a global economic power, the State has identified an urgent need to quickly integrate its vast Afro-Brazilian population into positions of power. By upholding racial quotas as constitutional in public universities, Brazil creates more inclusive institutions, invests in the future of its citizenry, and improves its chances to sustain economic growth and create a truly shared economic prosperity. / text
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Affirmative Action in Brazil : mapping the significance of transformations in the state and the Movimento Negro UnificadoIrwin, Amanda, 1981- 03 August 2015 (has links)
This research suggests that the historical context of the 1990s in Brazil provoked the state and the Movimento Negro Unificado (MNU) to undergo specific political transformations with regard to their traditional views, ideologies and preferred strategies for dealing with race and racial inequality. The majority of mainstream literature on affirmative action suggests that the appearance of affirmative action was accompanied by radical shifts in the states policy on race (Gomes 2005, Htun 2004, Medeiros 2005, Mitchell 2006 and Vieira 2005). On the other hand, this literature rarely, if ever, considers the shifts in policies and organizing that occurred in the MNU in order for a policy of affirmative action to become a possibility (Hanchard, 1994). This research corrects for this inefficiency in the mainstream literature by re-centering the significant role that the shifts and ruptures in the MNU had in making affirmative action and other institutional efforts for overcoming inequality and racism in Brazil a possibility. By exploring the historical moment that gave rise to affirmative action, and comparing the state and MNUs traditional posture on racial inequality with the new posture that emerged alongside affirmative action policies, it is possible to re-think the nature of the shifts in the state and the MNU and the ways those shifts made policies like affirmative action a possibility. Therefore, this thesis suggests that opting for a politics of Affirmative action represents a re-articulation of the Movimento Negro, just as much as it represents a shift in the Brazilian states policy and rhetoric on race. Furthermore, this research suggests that affirmative action was a bottom-up policy, nurtured by the dynamics of the historical moment and made possible by the MNUs intense pressure on the state. This research also examines how the shifts in the state and the MNU, which facilitated specific changes in their methods and motivations for dealing with racial inequality, are still shaping the very nature of the current affirmative action debate in Brazil. / text
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Beyond homophobia: development and validation of the Gay Affirmative Practice Scale (GAP)Crisp, Catherine Lau 28 August 2008 (has links)
Not available / text
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Affirming women in managerial positions in the South African public serviceMello, DM, Phago, K January 2007 (has links)
Abstract
Democracyrequires allmembers of the public to be afforded equal opportunities.
South Africa is still a young democracy grappling to redress the
imbalances of the past, which were not only about colour but also about
gender and many other inequities. Prior to 1994, the South African public
service systematically marginalised women across the colour spectrum.
The introduction of the enabling legislation on affirmative action after1994
meant that women were classified as a category of the previously disadvantaged.
Government departments have since then been expected to
complywiththis legislation and advancewomenwho have the rightqualifications
and experience tomanagerialpositions fromwhichtheywere previously
excluded.The first part of this article examines the legislative framework
and progress that has beenmade in the appointment of women
to managerial positions in the South African public service. Statistics are
used to quantify the progress that has beenmade.The second part of the
article analyses obstacles that hamper the advancement of women.Lastly
the article focuses on possible ways of addressing obstacles to the advancementofwomen.
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Employment equity programs in Canada's federal jurisdictionLeck, Joanne. January 1991 (has links)
Since the introduction of the Employment Equity Act in 1986, organizations in Canada's federal jurisdiction have been required to adopt Employment Equity Programs (EEPs) designed to increase the presence of four traditionally under-represented groups: women, aboriginal peoples, disabled persons, and visible minorities. This dissertation reports the results of a study that identifies the type of EEPs organizations subject to the Act have adopted, examines the impact that EEPs have had on hiring and promotion, and identifies what makes an EEP effective. Results suggest that organizations that adopt EEPs that are more formalized, more comprehensive, and better supported are more likely to hire and promote a representative number of designated group members (especially non-minority women and members of visible minorities). Implications for practitioners and policy makers are discussed.
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Affirmative action as a mechanism for education reform in South Africa / Stephen Morena TsotetsiTsotetsi, Stephen Morena January 2002 (has links)
The aim of the study was to investigate affirmative action as a mechanism for
education reform in South Aftica.
This investigation was prompted by political changes, which took place after
the democratic elections of April 1994, impacting on the provisioning of
education in South Africa. The South African education system and its
institutions were confronted by many new laws and policies, including
affirmative action programmes that had to be implemented. Structural
changes like a unified and racially integrated education system came into
being.
Through literature and empirical studies it was found that race and gender
discrimination was observable in all the education institutions in the RSA.
Literature study revealed that neither arguments for, nor arguments against
affirmative action should be overemphasized at the expense of the other.
Both approaches supplemented and enriched each other. Applied correctly
and managed well, the disadvantages of affirmative action can be overcome
in the main. In this manner most of the injustices of the past can be
corrected.
It was established through literature study that, like in the USA, affirmative
action in the RSA seems to be an option to eradicate the imbalances of the
past in terms of race and gender. In the USA success was achieved by
affirmative action programmes: The American population became more
representative in terms of race and gender. On the other hand it was also
established that the previously disadvantaged groups were over-represented.
This led to the claim of reverse discrimination. The empirical method, namely using questionnaires, was successful in
obtaining information about how education participants, especially at school
level, were affected by the implementation of affirmative action policies. It also
established how education participants felt and thought about their
experiences and perceptions about the affirmative action mechanism for
education reform.
The study established that factors aimed at the equality of opportunity (also
known as the soft approach) enjoyed preference to factors aimed at the
equality of result (also known as the hard approach). In order to bring about
the smooth education transformation it also established that for observable
and radical changes to occur in the education system, factors aimed at the
equality of result (the hard approach) should enjoy more attention than factors
aimed at the equality of opportunity. Thus it was concluded that both the soft
and the hard approaches were necessary to understand the controversial
nature of affirmative action. A number of recommendations were made with regard to the research findings for stakeholders and officials to note. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2003
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Affirmative action as a mechanism for education reform in South Africa / Stephen Morena TsotetsiTsotetsi, Stephen Morena January 2002 (has links)
The aim of the study was to investigate affirmative action as a mechanism for
education reform in South Aftica.
This investigation was prompted by political changes, which took place after
the democratic elections of April 1994, impacting on the provisioning of
education in South Africa. The South African education system and its
institutions were confronted by many new laws and policies, including
affirmative action programmes that had to be implemented. Structural
changes like a unified and racially integrated education system came into
being.
Through literature and empirical studies it was found that race and gender
discrimination was observable in all the education institutions in the RSA.
Literature study revealed that neither arguments for, nor arguments against
affirmative action should be overemphasized at the expense of the other.
Both approaches supplemented and enriched each other. Applied correctly
and managed well, the disadvantages of affirmative action can be overcome
in the main. In this manner most of the injustices of the past can be
corrected.
It was established through literature study that, like in the USA, affirmative
action in the RSA seems to be an option to eradicate the imbalances of the
past in terms of race and gender. In the USA success was achieved by
affirmative action programmes: The American population became more
representative in terms of race and gender. On the other hand it was also
established that the previously disadvantaged groups were over-represented.
This led to the claim of reverse discrimination. The empirical method, namely using questionnaires, was successful in
obtaining information about how education participants, especially at school
level, were affected by the implementation of affirmative action policies. It also
established how education participants felt and thought about their
experiences and perceptions about the affirmative action mechanism for
education reform.
The study established that factors aimed at the equality of opportunity (also
known as the soft approach) enjoyed preference to factors aimed at the
equality of result (also known as the hard approach). In order to bring about
the smooth education transformation it also established that for observable
and radical changes to occur in the education system, factors aimed at the
equality of result (the hard approach) should enjoy more attention than factors
aimed at the equality of opportunity. Thus it was concluded that both the soft
and the hard approaches were necessary to understand the controversial
nature of affirmative action. A number of recommendations were made with regard to the research findings for stakeholders and officials to note. / Thesis (M.Ed.)--Potchefstroom University for Christian Higher Education, 2003
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Context and justification : a comparative analysis of affirmative action.Cheah, Su-Ann. January 2004 (has links)
Thesis (LL. M.)--University of Toronto, 2004. / Adviser: Mayo Moran.
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