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The Wong People Studio, The Ancient Chinese Dragon Dance Group performed the Dragon dance at the 2012 Asian Pacific American Heritage Observance “Striving for Excellence in Leadership, Diversity and Inclusion” at the U.S. Department of Agriculture in Washington, D.C. on Thursday, May 24, 2012. The Dragon dance is an ancient ritual based on Taoist Principles used to drive away evil spirits or bad energy (chi). The costume worn while performing this ritual is specifically designed for the purpose of driving away evil. The music for the Dragon Ritual is also an integral element of this energy directing ritual. A Dragon Ritual is successful when the Dragon, musicians and spectators synchronize their flow of internal energy (chi) to drive away the bad energy. USDA photo by Bob Nichols.
Grand Opening of the Center for Inclusion and Cross Cultural Engagement. Photo by Kevin Bain/Ole Miss Communications
ISTANBUL, TURKEY - 23 MAY 2016: This Special Session will advance global political commitments and concrete actions to make humanitarian action more inclusive of persons with disabilities, ensuring that the World Humanitarian Summit priority to “leave no one behind” is realized in Istanbul and beyond. OCHA / Oktay Çilesiz
This investment outlook session explored how economic inclusion – the opening up of economic opportunities for the integration of three core groups: women, the young and people living in remote areas – can benefit the Turkish economy.
Economic inclusion is at the core of our mandate and a top priority for our Turkish investments. In Turkey, almost 66 per cent of companies report difficulty filling vacancies, with a further 10 per cent reporting that a poorly educated workforce is their main constraint on growth. This presents Turkey with significant opportunities to improve productivity and competitiveness.
With appropriate measures in place to equip women, young people and the increasing numbers of refugees with appropriate training and skills, there is clearly scope for Turkey to increase workforce participation and access to economic opportunities, thereby reducing labour market tightness and making companies and the economy more competitive.
This session looked at specific policies of the government, initiatives of the EBRD and development partners such as European Training Foundation (“ETF”) as well as examples of how the private sector can be a critical force driving inclusive and sustainable growth.
Moderator
Arvid Tuerkner
Managing Director, Turkey, EBRD
Speakers
Lida Kita
Specialist in VET and Social Inclusion - Country Desk Serbia and Turkey, European Training Foundation
Kivanc Ozer
Head of Planning, Nurol Holding INC.
Kemal Çağatay İmirgi
Director General, Undersecretariat of Turkish Treasury
GDS hosted a Digital Inclusion Forum attended by many of the charter signatories and the government departments GDS works with.
Inclusion Convention Institutional Sexual Harassment London with Kristiane Backer Sophie Walker Jillian Kowalchuk Farai Mabaiwa David Mahoney and Helen Pankhurst
GDS hosted a Digital Inclusion Forum attended by many of the charter signatories and the government departments GDS works with.
FirstEnergy's THRIVE employee business resource group (EBRG), which serves as a resource to employees with disabilities and major illnesses, has played a significant role in fostering an inclusive environment by increasing awareness about disabilities across the company. Specifically, the group has held "Day in the Life" events where employees could participate in simulations to experience first-hand what it's like to have a hearing impairment, physical challenge and other disabilities. The group continues to host virtual lunch and learns to promote open discussion among employees and provides feedback to leadership on how the company can further advance disability inclusion.
Cannington’s Diversity and Inclusion Working Group initiative
South32 Cannington’s Diversity and Inclusion Working Group formed as a voluntary team to look at ways of encouraging gender diversity in the workforce at site. While the group was successful in promoting diversity, in 2017, the group decided that it needed to elevate its profile and broaden its membership if was to obtain and drive cultural change throughout all areas of Cannington. The group also knew that if key influencers were co-opted into the committee, it would help with engagement at all levels. They therefore developed strategies to garner support for initiatives from senior managers. This strategy has paid off with an organisational commitment being made to the creation of a diverse, inclusive and safe workplace, specifically to achieve higher levels of females in the workforce. In 2018, the group evolved to have the full support of the Cannington Lead Team, and targets are in place for both the recruitment and promotion of women. This is a significant achievement not only in the resources sector but private business generally. Highlighting its relevance, membership of the group has grown from nine in January 2017 to 16 in September 2018. This growth has corresponded with the formal support of the Vice President Operations who has credited the Working Group with helping him develop tangible strategies that support Cannington’s vision of a diverse and inclusive workplace. The Diversity and Inclusion Working Group is working on the following initiatives:
• The provision of mentoring, support and development programs to attract, support and retain women
• The development of a pipeline of women entering the industry through school-based STEM promotional programs.
• Engaging men in the gender conversation through the provision of training programs including ‘Unconscious Bias’.
• Fundraising and generating awareness of various gender specific and cultural issues eg: Breast cancer, mental health. • Increasing the Indigenous participation rate (both male and female) through an Indigenous Work Experience Program.
29 May 2018 - OECD Forum 2018 – Universal Digital Rights & Digital Inclusion
Jason Karaian, Senior Europe Correspondent, Quartz
Virginia Eubanks, Associate Professor of Political Science, University at Albany, State University of New York (SUNY), United States; Author, Automating Inequality: How High-Tech Tools Profile, Police, and Punish the Poor
Rand Hindi, Co-Founder and CEO, Snips
Julia Hobsbawm, Author, Fully Connected: Surviving and Thriving in an Age of Overload; Honorary Visiting Professor, Cass Business School, United Kingdom
Philip J. Jennings, General Secretary, UNI Global Union
Rebecca MacKinnon, Director, Ranking Digital Rights
Photo: OECD/Mariano Bordon
Widen sidewalk selectively, while still maintaining angled parking. This will allow for shorter pedestrian paths across Beacon Street and for a series of masts with village store advertising that will be readily visible to cars traveling along the Beacon Street highway.
Design scetches for ceiling strip lighting of the Antwerp Jesuit church Peter and Paul
1 the Saint Caecilie
2 the Ascension
3 the Saint Jerome
4 the Annunciation
5 Esther in front of Ahasver
6 Adoration of the shepherds
On the history of women's studies at the Academy of Fine Arts Vienna
1897
Conservative journalist A.F. Seligmann founded the art school for women and girls and taught there as a single teacher 16 students in the "Curs for head and act". 1898 expands the school: Tina Blau, a former teacher of the Munich artists association conducts 1.1.1898 a "Curs for landscape and still-life", which she held until 1915. Richard Kauffungen was nominated for sculpture, Ludwig Michalek led the "Curs for head and act" as well as an Radierkurs (etching course), Adolf Böhm the course for decorative and applied arts, Fabiani teaches ornamentation and style of teaching as well as "Modern home furnishings", Georg Klimt taught metalwork, Friedrich King wood cutting art and Hans Tichy from 1900 the drawing and painting from the living model. In all these teachers are moderate modern artists from the area of the Secession. The theoretical lectures are held in the company founded by Emil Zuckerkandl and Julius Tandler 1900 "Association of Austrian university lecturers Athenaeum", which had the task to be "an educational institution for members of the female sex". The first school year was completed with 64 students, the school is rapidly expanding, so that it forms 200-300 students annually within a few years. The steady growth is due to the restrictive attitude of the public schools of art (especially the academy) towards women, but also from the indiscriminate admission of which have been blamed all the private schools also on the part of women harshly, and just by women.
1904
The Academy of Fine Arts Vienna is one of the many requests for opening the Academy for students once again putting the old arguments against that women are rarely equipped with creative spirit in the field of great art and the other a "proliferation of dilettantism and a pushing back of male members" is to be feared. Just the idea of a joint education had "abhorred" the College. The Academy therefore advocates for the financial support of the art school for women and girls, and rejects the application for opening the academy for women unanimously. The main argument for the impossibility of the joint Aktzeichnens (nude drawing) and the need for a second Aktsaales (nude hall) is increasingly mentioned, which cannot be realized because lack of space and lack of money. Henni Lehmann (Artistic studies of women, Darmstadt 1913) countered the same argument in Germany: "The common nude studies of women and men can not be described as impossible as it is done in many places, without having shown any grievances". The objection of the Quorum of the Berlin University professors that no teacher could be forced to teach women at all in such delicate subjects is countered that the problem was easily solved by entrusting a lady the Aktunterricht (nude drawing) in ladies. Suitable artists were plentiful present. That the life drawing for a long time (until 1937) remained problematic, shows the application of the renowned sculptor Teresa F. Ries of 1931, in which she was offering the Academy her services for the purpose of the management of a yet to be affiliated department, where young girls separated from the young men could work under the direction of a woman. The application was not even put to a vote.
1912
The rector of the Munich Academy also does not believe in the inclusion of students (female ones): "... it is impossible, even with regard to the space conditions, apart from that that the aspirations of the artists who devote themselves to the arts especially are usually others than that of women..."
1913
No significant change in attitude can be found between the opinions of the Academies from 1904 and those of 1913.
1919
In the report from the College's meeting of the Academy of Fine Arts Vienna to the State Office of Internal Affairs and Teaching is communicated that against the requested admission there were no fundamental objections, but that the Academy is so limited in spatial relationship, that after the experiences of the last entrance exams not even the majority of gifted young artists, capable of studying, could be included, and therefore, in case of the admission of women to the study initially had to be made a considerable expansion. The State Office counters that a further delay in the admission of women to the academic study could not be justified and that approval is to allow at least temporarily in a narrow frame.
1920
The State Office for the Interior and Education officially approved the admission of women to study at the Academy of Fine Arts Vienna (since 1919 women were admitted to all faculties of the University of Vienna, with the exception of the Catholic and Protestant Theological Faculty).
A committee consisting of the professors Bacher, Delug, Schmutzer, and Jettmar Muellner claims that the Academy has never pronounced in principle against women's studies but have always only expressed reservations because of the cramped space and financial situation. As a complete novelty proves that no more concerns are raised with regard to coeducation. Men and women should compete in the entrance examination. In the winter semester 1920/21 will be included 14 women, of course, representing only a small minority in relation to the 250 male students.
1926/1927
In the new study regulations are for the first time mentioned Schüler (M) and Schülerinnen (F).
March 1927
Report of the Academy of Fine and Applied Arts about the experiences regarding the access of women to universities: ..."in past years it was thought for the education of women and girls by the Academy of Women for Liberal and Applied Art, which is also equipped with academic classes and by the State subsidized, sufficiently having taken precautions: during a period of almost seven years of study, it was probably possible to get a clear picture about the access applications of women, and about the degree course ... Of course, the number of female candidates in the painting is strongest, weaker in sculpture, and very low in the architecture. As much already now can be said, that in no way in terms of education in the new admissions the women are left behind the male candidates. During the study period, the female students are not in diligence and seriousness of studying behind their male colleagues. Particularly gratifying can be emphasized that because of the co-education of both sexes in common rooms in the individual schools a win-win situation for everybody was. In the master schools the College was repeatedly able also honouring women with academic prices. Subsuming, it should be emphasized that our experiences with the study of women in the Academy of Fine Arts were quite favorable."
The number of students (Studentinnen) increased from 5 % in the winter semester 1920/1921 till 1939/1940 to about 25 %. After the annexation of Austria to Nazi Germany, the number of students (Studentinnen) decreased. The proportion of female students rose after 1940 naturally, reached during the war years up to 70 % and amounted 1945/1946 to 65%. From 1946/1947 the number of students (Studentinnen) fell sharply again, so 1952/1953 only 20% of the students at the Academy were women. 1963/1964 there were, however, already 41% (278).
2002
Students (Studentinnen): 570 of 936 students
University professors (Universitätsprofessorinnen): 9 out of 29
Ao Univ. (extraordinary female professors) 2 of 12
Univ.Ass. (female university assistant) 18 of 41
Contract teachers (Vertragslehrerinnen): 3 of 7
Lecturer (Lehrbeautragte): 32 of 46
Almut Krapf
www.akbild.ac.at/Portal/akademie/uber-uns/Organisation/ar...
Students listen to USC President Carol L. Folt at the Student Equity Inclusion and Diversity welcome event at Founders Park, Sunday, Aug. 22, 2021. (USC Photo/Michael Baker)
Fifteen community-based projects are benefitting from over $450,000 in government funding to increase accessibility and community inclusion.
Learn more:
El ministro de Defensa, Pedro Cateriano Bellido, acompañado de la Embajadora de EE.UU., Rose M. Likins, el Presidente del Gobierno Regional de Piura, Javier Atkins y el Jefe de Indeci, General de División (r) Alfredo Murgueytio Espinoza, presiden en conferencia de prensa el lanzamiento del programa de Inclusión Social "Talara 2013" con participación conjunta de profesionales de las Fuerzas Armadas del Perú y Estados Unidos de América, para beneficiar a poblaciones excluidas en una región determinada.
Author Brittney Cooper spoke at the 2020 Martin Luther King, Jr. Keynote Lecture on Feb. 25, 2020, in McConomy Auditorium.
La educación inclusiva elimina la práctica de segregar a los alumnos con problemas de aprendizaje y / o físicas del resto del alumnado. Mientras que la práctica de la inclusión impone exigencias adicionales a los estudiantes.
Hay numerosos beneficios a todos los estudiantes, tanto discapacitados ...
Venue Website:
“The Playhouse is one of the most vibrant theatres and arts organisations in Northern Ireland, established to meet the needs and aspirations of people and communities at a time of conflict. We have since grown to become a national asset: an award-winning producing theatre, an empowering centre for learning and a global leader in the arts and peaceful change. We matter to our locality and to the international communities we connect with and we continually innovate to offer a space to make meaning and a place that’s here for good. We believe in inclusion, in inspiring creativity and opening up the imaginative world of theatre, dance, art and music for everyone to enjoy. The Playhouse is core funded by the Arts Council for Northern Ireland, Derry City and Strabane District Council, and Community Relations Council.”
El 3 de diciembre de 2012, con motivo de la celebración del Día de la discapacidad, el Colegio Sagrada Familia Hijas de Jesús celebró la jornada de "La Inclusión". Es importante la atención que el colegio dedica a este tema ya que allí estudia un número grande de alumnos de integración, aunque el profesorado matiza que son de Inclusión pues son uno más en la comunidad escolar. En Castilla y León es uno de los colegios con más alumnos con algún tipo de discapacidad. Durante la jornada los alumnos pudieron participar en talleres, charlas y exhibiciones de diversos colectivos (baloncesto en silla de ruedas, la ONCE, dispacitados psiquicos y físicos, etc). El Alcalde de Valladolid y la Concejala de Familia y Bienestar Social apoyaron la jornada con su presencia durante la mañana.
On Wednesday 16 September 2015, GDS hosted the Digital Inclusion Forum at the BT Tower tomorrow in London, with a host of digital inclusion partners including Lloyds, BT, EE, LSE, Citizens Online and Google.