Thematische Bibliographien / Justice of equity

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Zeitschriftenartikel
Dissertationen
Bücher
Buchteile
Konferenzberichte
Berichte der Organisationen

Auswahl der wissenschaftlichen Literatur zum Thema „Justice of equity“

Autor: Grafiati

Veröffentlicht am 28. Juni 2021

Zuletzt aktualisiert am 1. Februar 2022

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Zeitschriftenartikel zum Thema "Justice of equity"

Fenner, Dee E. „Equality, equity, and justice“. American Journal of Obstetrics and Gynecology 223, Nr. 5 (November 2020): 619–20. http://dx.doi.org/10.1016/j.ajog.2020.09.042.

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Notz, William W., und Frederick A. Starke. „Arbitration and distributive justice: Equity or equality?“ Journal of Applied Psychology 72, Nr. 3 (1987): 359–65. http://dx.doi.org/10.1037/0021-9010.72.3.359.

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Burgoyne, Carole B., und Alan Lewis. „Distributive justice in marriage: Equality or equity?“ Journal of Community & Applied Social Psychology 4, Nr. 2 (Mai 1994): 101–14. http://dx.doi.org/10.1002/casp.2450040204.

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Jones, Ian, und Danny Ruts. „Equity, justice and fairness“. Critical Public Health 6, Nr. 3 (Juli 1995): 2–4. http://dx.doi.org/10.1080/09581599508409055.

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Hayward, Malcolm. „JUSTICE, EQUITY, AND COMPETITION“. Competitiveness Review 4, Nr. 2 (Februar 1994): 1–2. http://dx.doi.org/10.1108/eb060183.

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Wagstaff, Graham F. „Equity, justice, and altruism“. Current Psychology 17, Nr. 2-3 (Juni 1998): 111–34. http://dx.doi.org/10.1007/s12144-998-1000-0.

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C. Knoeppel, Robert, Patricia F. First, Matthew R. Della Sala und Chinasa A. Ordu. „Finance equity, student achievement, and justice“. Journal of Educational Administration 52, Nr. 6 (26.08.2014): 812–32. http://dx.doi.org/10.1108/jea-02-2013-0019.

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Purpose – The purpose of this paper is to explore the connections between state education finance distribution models and student achievement. To date, lawsuits challenging the constitutionality of state finance systems have been heard in 45 states; the judicial interpretation of the requirement to provide equality of educational opportunity has led to changes in finance distribution models as well as the implementation of accountability policy. Design/methodology/approach – The study included district level finance and achievement data from five states. Researchers reviewed the relevant judicial interpretation of the finance system, the accountability policy, and the finance distribution system. Next, researchers calculated the equity of both the finance distribution model and measures of student achievement. Finally, an equity ratio was developed and calculated to discern the degree to which state distribution models resulted in equitable measures of student achievement. Findings – Findings reveal that no state has both an equitable system of finance and equitable measures of student achievement. The way that states define proficiency significantly impacts the percentage of students that reach proficiency. This impacts the provision of equality of opportunity. Originality/value – Traditionally, the measurement of equity has only been applied to finance distribution systems. The authors of this paper have applied these concepts to measures of student achievement and aligned the two concepts with the equity ratio. Since states are charged with providing sufficient resources to enable students to reach proficiency, an understanding of the interaction between resources and achievement is a critical tool in analyzing the provision of equal opportunity.

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Saltman, Richard B. „Equity and Distributive Justice in European Health Care Reform“. International Journal of Health Services 27, Nr. 3 (Juli 1997): 443–53. http://dx.doi.org/10.2190/w0ld-0299-p8h8-0gca.

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Equity is a central objective of most European health care systems, yet equity, particularly in the form of distributive justice, has not been a central objective of many recent health sector reforms. This article considers three aspects of the relationship between equity and recent health reforms. After defining what is meant by equity in the health sector, the author briefly examines available evidence on present levels of equality then discusses the equity implications of ongoing reforms in European health care systems.

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Crawford, Bridget, Margaret Johnson, Marcy Karin, Laura Strausfeld und Emily Gold. „The Ground on Which We All Stand: A Conversation About Menstrual Equity Law and Activism“. Michigan Journal of Gender & Law, Nr. 26.2 (2020): 341. http://dx.doi.org/10.36641/mjgl.26.2.ground.

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This essay grows out of a panel discussion among five lawyers on the subject of menstrual equity activism. Each of the authors is a scholar, activist, or organizer involved in some form of menstrual equity work. The overall project is both enriched and complicated by an intersectional analysis. This essay increases awareness of existing menstrual equity and menstrual justice work; it also identifies avenues for further inquiry, next steps for legal action, and opportunities that lie ahead. After describing prior and current work at the junction of law and menstruation, the contributors evaluate the successes and limitations of recent legal changes. The authors then turn to conceptual issues about the relationship between menstrual equity and gender justice, as well as the difference between equity and equality. The essay concludes with consideration of the future of menstrual equity and menstrual justice work. The authors envision an expanded, inclusive group of individuals working for greater gender justice.

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Bensimon, Estela Mara. „Reclaiming Racial Justice in Equity“. Change: The Magazine of Higher Learning 50, Nr. 3-4 (04.07.2018): 95–98. http://dx.doi.org/10.1080/00091383.2018.1509623.

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Dissertationen zum Thema "Justice of equity"

Ruiz, Miguel Alfonso. „Mercy and Justice: the Place of Equity“. Pontificia Universidad Católica del Perú, 2017. http://repositorio.pucp.edu.pe/index/handle/123456789/116456.

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The essay deals with the relationship between mercy and equity as a form of indulgent justice. Starting from the Aristotelian concept of equity, the essay studies the relationship between indulgency and normative overinclusion and underinclusion, considers the reach of equity in criminal law and concludes analysing the relation between judicial equity and legislation.
El estudio analiza la relación entre el derecho de gracia y la equidad como una forma de justicia indulgente. A partir del concepto aristotélico de equidad, se estudia la relación entre la indulgencia y la supra e infrainclusión normativas, se plantea el alcance de la equidad en materias penales y se concluye analizando la relación entre equidad judicial y legislación.

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Berry, Matthew. „Law, Justice, and Equity in Aristotle's Nicomachean Ethics“. Thesis, Boston College, 2016. http://hdl.handle.net/2345/bc-ir:107190.

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Thesis advisor: Robert C. Bartlett
At the beginning of the fifth book of the Nicomachean Ethics, Aristotle tells us that, according to common opinion, justice is lawful and fair. He concludes his examination of justice with a discussion of equity, which proves to be neither strictly lawful nor strictly fair—and yet Aristotle tells us that equity is, in a certain sense, the highest form of justice. This dissertation explains how Aristotle reaches this startling conclusion. I begin with an exploration of the careful taxonomy of justice that Aristotle lays out in the first half of book five. But Aristotle abruptly abandons this taxonomy midway through the book when he turns from the simply just to the politically just. For this reason and others, I argue that the second half of the book is not, as some have asserted, the application of the universal principles of justice to a political situation, but a new beginning and a fresh attempt to articulate the virtue of justice, free from the flaws we discover through a careful study of the first half of the book. Aristotle’s political justice takes its bearings from the health of a republican government, that is, a government of free and equal citizens. And yet political justice, like political courage, remains on the level of politics. Aristotle’s discussion of equity at the end of the book presents the virtuous form of justice, which corrects the flaws of justice as lawfulness and justice as fairness and permits justice to take its place in the economy of a noble human life
Thesis (PhD) — Boston College, 2016
Submitted to: Boston College. Graduate School of Arts and Sciences
Discipline: Political Science

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Alvarado, Beatriz Irene. „Justice, Fairness, and Moral Development: Differences in the Generation of Exemplars“. Diss., The University of Arizona, 2012. http://hdl.handle.net/10150/242383.

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Fairness and justice are often used interchangeably in socio-legal research. The goal of this study was to use 157 student-produced examples of either "injustice" or "unfairness" to determine whether differences exist in the content of the stories, and by extension, the definitions of these terms, and on participants' scores on modified versions of Kohlberg and Gilligan's levels of moral development. As hypothesized, the two terms were related, yet significantly different, with "unfairness" stories highlighting violations of equality, and "injustice" stories highlighting legal interactions and violations of equity. Sex differences were also found such that females were more likely to write stories rated high on unfairness and therefore equality, but no sex differences were found in level of moral reasoning reached by this sample. Future research is aimed at developing theory to explain differences, including the possible innate nature of "fairness" and environmental requirements leading to a concept of "justice".

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Warnat, Amber E. „Intersectionality and employment equity in South Africa“. Master's thesis, University of Cape Town, 2012. http://hdl.handle.net/11427/11959.

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Includes abstract.
Includes bibliographical references.
The objectives of the South African Employment Equity Act include providing equal opportunity in the workplace. However, the existing methods for achieving equality of opportunity have been unsuccessful because they do not engage sufficiently with the complexity of, and reasons for, inequality in the workplace. This thesis argues that the body of literature on intersectionality has great potential to contribute to the process of improving equality of opportunity. Derived from the literature, an intersectional analysis offers employers a way to engage with the complex nature of inequality, by obtaining a fuller, more nuanced and specific understanding of the phenomenon in a particular place of work. In this way, profound and effective solutions can be found. The thesis offers background on employment equity in South Africa and an overview of intersectionality, which reveals its value as a theoretical paradigm. It then describes the development of instruments to be used to analyse (in)equality of opportunity in a workplace.

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Tokunaga, Meagan. „Implementing (Environmental) Justice: Equity and Performance in California's S.B. 535“. Scholarship @ Claremont, 2015. http://scholarship.claremont.edu/pomona_theses/137.

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This thesis evaluates the equity performance of a recent state environmental justice policy, California’s Senate Bill 535 (S.B. 535). “Environmental justice” refers to the disproportionate environmental harm imposed on low-income and minority communities. S.B. 535 uses competitive grants to provide funding to these communities. The research is centered around two questions: (1) to what extent has S.B. 535 experienced successful implementation in its first year of operation, and (2) how can policy actors improve implementation while balancing performance and equity goals? In regards to the first question, I utilize a case study of the policy’s implementation within 17 local governments in Riverside County. I find that the number of actors involved and the alignment of their interests prevent the policy from more successful implementation. Local government officials identify staff capacity as a primary concern in the program’s implementation. I then evaluate the policy’s balance of program performance and equity with an econometric analysis that characterizes the decisions of local governments to implement the policy. I find impressive equity performance, as low-income and minority populations are more likely to participate. The implementing governments have sufficient capacity to achieve program goals, as larger cities and cities with more staff per capita are more likely to participate. My findings support the use of competitive grants in environmental justice policies. The S.B. 535 grant program demonstrates the ability to distribute funding to governments with both socioeconomic disadvantage and the capacity for successful implementation. The analysis concludes with policy recommendations.

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Luthanen, Amy L. „Perfectionism in the Workplace and the Distributional Justice Principle of Equity“. Xavier University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=xavier1534431126115665.

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Kavanagh, Art Naoise. „Andrew Marvell's ambivalence about justice“. Thesis, Royal Holloway, University of London, 2012. http://repository.royalholloway.ac.uk/items/25031702-dea3-49c6-a9e6-c068852e5df4/1/.

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This thesis examines the treatment of the theme of justice in the works, both poetry and prose, of Andrew Marvell and, in a final chapter, the justice of certain aspects of his behaviour. In order to do this, it seeks to locate particular works in the context of contemporary debates or discussions as to ancient rights, the ancient constitution (and competing theories as to the king's power) and the disagreement between Hugo Grotius and John Selden on the subject of the legal status of the sea and, more generally, the laws of nature and nations. !e discussion of the justice of his behaviour offers a reinterpretation of the Chancery pleadings and other records in a cluster of cases arising after Marvell's death out of the collapse of a bank in which his friend, Edward Nelthorpe, was a partner. It is argued that these records have, up to now, been misunderstood. The thesis concludes that Marvell's work evinces an ambiguity about justice, with the poetry tending to give voice to his scepticism, while the sense that justice might be at least partly achievable is more likely to appear in the prose works. The conclusion as to his actions is also a matter of some ambivalence: while the evidence does not show that he colluded in a fraud on the bank's creditors, the suspicion that he behaved badly towards his wife is complicated by a lingering uncertainty that he had, in fact, married.

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Fishman, Christine A. „Making Way for Equity: Elementary Principals' Interpretations of Equity“. Kent State University / OhioLINK, 2010. http://rave.ohiolink.edu/etdc/view?acc_num=kent1269042026.

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Vartapetov, Karen. „Territorial justice and fiscal equity: the case of post-communist Russia“. Thesis, University of Oxford, 2007. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.487144.

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Territorial justice in public finance concerns the equal treatment of those in equal need irrespective of geographic location. This thesis e~aluates and explains the spatially equalizing effects of post-communist Russia's fiscal system for the case of primary and secondary education in 1997-2004 in the context of theory and international experience. The key challenges to the Russian school education - under-funding and the inefficient input-based system of public budgeting - have been aggravated by the rising regional inequalities in school fmance allocation. C) The new federal system of formulae-based intergovernmental fiscal transfers introduced in the late 1990s with an official aim of the equalization of regional fiscal capacities to provide basic public services has improved school finance equity only modestly. The detailed analysis of the policy initiatives of the reform pioneer region of Samara initiateq in 1998 has also revealed somewhat controversial results. Although Samara's new scheme for school finance and administration improved the efficiency of service provision, territorial, social and economic inequalities coupled with school elitism complicated equity improvements. Despite the fact that the links between fiscal decentralization and regional evol~tions are not direct, decentralization can either diminish or enforce spatial inequality. The empirical evidence --' suggests that in the Russian case, decentralization per se has not been the cause for the growth of ) spatial disparities. Rather post-communist Russia's uneven economic geography has been the I main reason for the lack of territorial equality. Although fiscal equalization is not supposed to explicitly deliver regional economic convergence, Russian fiscal federalist relations have done little to create the conditions for balanced regional development. The advanced by international standards formulae for fiscal equalization has not been accompanied by the changes in the allocation of highly non-transparent non-equalization grants, the elimination of barriers to the spatial mobility of population, and, most importantly, improvements in regional and local fmancial and administrative decision-making autonomy. Given Russia's economic geography it is very unlikely that further political, administrative and fiscal centralization will be able to moderate spatial forces working toward greater territorial injustice.

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Hislop, Rasheed Salaam. „Reaping Equity| A Survey of Food Justice Organizations in the U.S.A“. Thesis, University of California, Davis, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=1590830.

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This study surveys organizations working for a more just food system in the United States, deemed Food Justice Organizations (FJOs) at basic day to day operational levels and deeper more complex layers of social, political and economic circumstances both within and among these organizations with a particular emphasis upon race. Through coding and rhetorical analyses a food justice definitional framework is developed through which to observe FJOs. Several trends emerge regarding FJOs including a stronger urban presence/focus, the immense popularity of food production and the predominance of whites in paid/leadership positions which may relate to the struggles or avoidance of race, class or gender dynamics within and among FJOs. Simultaneously, there is no single issue or cause that defines FJOs or the food justice movement on its own but the main issues to which they remain committed to changing, albeit to varying degrees, are market capitalism as well as racial and socio-economic inequality. FJOs must confront major issues in order to progress towards overarching goals and to do so they must continue to enhance and develop growing networks, particularly among those led and comprised mostly of the population(s) they are attempting to serve.

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Bücher zum Thema "Justice of equity"

Justice and equity. Cambridge, Ma: Massachusetts Institute of Technology Press, 1997.

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Kleandrov, Mihail. Justice and equity. ru: INFRA-M Academic Publishing LLC., 2021. http://dx.doi.org/10.12737/1816287.

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The monograph examines the fundamental problems of justice from the point of view of the need to ensure organizational and legal means of justice in judicial activity. The problems of philosophical, legal and other approaches to understanding justice and the mechanism of justice are studied; the problems of justice in the system of current legislation, including in the conditions of uncertainty of legal norms, within the framework of judicial discretion, in judicial law - making and rule — making; the problems of evidence in court proceedings; the problems of fair justice in extreme conditions of the coronavirus pandemic; as a vector of the future-the problems of justice carried out by artificial intelligence; the problem of justice of the death sentence. Proposals aimed at improving the mechanism of fair justice are being made. For employees of legislative, judicial and law enforcement agencies, active judges and those who want to become them, scientists, teachers, graduate students and law students, as well as for practicing lawyers.

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Gilbert, Neil. Welfare justice: Restoring social equity. New Haven, [Conn.]: Yale University Press, 1995.

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Rigali, Charlotte. The equity of Aristotle. Roma: Tip. Pioda Gianfranco, 1986.

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Young, H. Peyton. Equity: Intheory and practice. Princeton, N.J: Princeton University Press, 1994.

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Justice as welfare: Equity and solidarity. New York: Continuum, 2012.

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Equity stirring: The story of justice beyond law. Oxford: Hart Pub., 2009.

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Young, H. Peyton. Equity: In theory and practice. Princeton, N.J: Princeton University Press, 1994.

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Kellerhals, Jean. Figures de l'équité: La construction des normes de justice dans les groupes. Paris: Presses universitaires de France, 1988.

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editor, Sharma Ramanuj, und Jha Bhavana editor, Hrsg. Growth, equity and social justice in India. New Delhi: Regal Publications, 2013.

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Buchteile zum Thema "Justice of equity"

Ross, Vicki, Shannon Guerrero und Elissa Fenton. „Mathematics Teaching and Learning: Equality ≠ Equity“. In Social Justice Instruction, 185–97. Cham: Springer International Publishing, 2016. http://dx.doi.org/10.1007/978-3-319-12349-3_17.

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Puaschunder, Julia. „Intergenerational Equity“. In Governance & Climate Justice, 9–14. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-319-63281-0_2.

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Lalfakzuala, Joseph K. „Ensuring social justice in tribal society“. In Comprehending Equity, 108–18. London: Routledge India, 2021. http://dx.doi.org/10.4324/9781003182726-11.

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Folger, Robert. „Rethinking Equity Theory“. In Justice in Social Relations, 145–62. Boston, MA: Springer US, 1986. http://dx.doi.org/10.1007/978-1-4684-5059-0_8.

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Mazurett-Boyle, Rosa, und René Antrop-González. „Towards Equity and Justice“. In Constructing Knowledge, 63–73. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-527-2_6.

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BenDavid-Hadar, Iris. „School Finance Policy and Justice“. In Education, Equity, Economy, 19–37. Cham: Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-319-90388-0_2.

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Gorard, Stephen, und Emma Smith. „Identifying the Determinants of Justice“. In Equity in Education, 155–71. London: Palgrave Macmillan UK, 2010. http://dx.doi.org/10.1057/9780230277335_10.

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Bierhoff, Hans-Werner, und Elke Rohmann. „Justice in Performance Situations: Compromise Between Equity and Equality“. In Justice and Conflicts, 135–52. Berlin, Heidelberg: Springer Berlin Heidelberg, 2011. http://dx.doi.org/10.1007/978-3-642-19035-3_8.

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Calhoun, Allen. „Equity and efficiency“. In Tax Law, Religion, and Justice, 11–39. Milton Park, Abingdon, Oxon ; New York, NY : Routledge, 2021. | Series: Law and religion: Routledge, 2021. http://dx.doi.org/10.4324/9781003039556-2.

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Angela Calabrese, Barton, Balzer Micaela, Kim Won Jung, McPherson Nik, Brien Sinead, Greenberg Day und Archer Louise. „Spatial justice theory“. In Theorizing Equity in the Museum, 1–18. London: Routledge, 2021. http://dx.doi.org/10.4324/9780367823191-1.

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Konferenzberichte zum Thema "Justice of equity"

Hyodo, Mariko, Shoji Itakura und Michiteru Kitazaki. „Equity in distributive justice to virtual characters“. In 2015 2nd International Conference on Advanced Informatics: Concepts, Theory and Applications (ICAICTA). IEEE, 2015. http://dx.doi.org/10.1109/icaicta.2015.7335347.

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Diaz, Lien, Frances P. Trees, Dale Reed, Richard Kick und Andrew Kuemmel. „Social Justice and Equity in CS Education“. In SIGCSE '17: The 48th ACM Technical Symposium on Computer Science Education. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3017680.3017693.

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„Inclusion, Diversity, Equity, Access and Social Justice (IDEAS)“. In 2021 7th International Conference of the Immersive Learning Research Network (iLRN). IEEE, 2021. http://dx.doi.org/10.23919/ilrn52045.2021.9459351.

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Tishchenko, Alena, Vera Zadorozhnaya und Zamfira Tanaeva. „Leading Principles of Equity and Equality Before the Law in the Process of Electronic Justice“. In 6th International Conference on Social, economic, and academic leadership (ICSEAL-6-2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200526.064.

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Lonski, Jennifer Sanguiliano, Laurinda Lott und Hank Van Putten. „PRINCIPLES FOR HOW WE TREAT EACH OTHER: EQUITABLE CONVERSATIONS IN OUR EDUCATIONAL AND PERSONAL SPACES“. In International Conference on Education and New Developments. inScience Press, 2021. http://dx.doi.org/10.36315/2021end151.

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Educators have the unique opportunity to promote equity, change, and social justice ideals to an entire generation. Through daily lessons, classroom norms, and beliefs, classroom teachers can disrupt inequity among students. The Peace and Justice Institute (PJI) at Valencia College has worked with approximately 140 educators through the week-long PJI Teachers Academy over the past three years. This workshop explores the basis of the PJI philosophy, the Principles for How We Treat Each Other: Our Practice of Respect and Community Building (PJI Principles), and discusses social justice practices and norms that research indicates support equity and inclusion in the classroom. This workshop will begin with a brief introduction to the Peace and Justice Institute and the presenter backgrounds. Research has indicated that the practice of reading the PJI Principles aloud, discussing them with members of the community, and focusing on application impacts the way we communicate with each other in our personal and professional spaces. In this session participants will read the PJI Principles aloud, hearing the voices of their online community as they discuss the implications of a standard set of norms. Following the initial reading, the presenters will dive deeper into three of the principles, working with participants to explore practical applications of the PJI Principles. With the understanding that social change towards equity and justice can begin with teachers and their classrooms, this workshop will conclude with research regarding personal and professional change related to the PJI Principles. This presentation is open to all participants.

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Cooke, Laquana, Sara Vogel, Michael Lachney und Rafi Santo. „Culturally Responsive Computing: Supporting Diverse Justice Projects In/As Computer Science Education“. In 2019 Research on Equity and Sustained Participation in Engineering, Computing, and Technology (RESPECT). IEEE, 2019. http://dx.doi.org/10.1109/respect46404.2019.8985928.

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Mohler, Richard. „Transforming Single-Family Neighborhoods: A Climate Action and Social Equity Mandate“. In AIA/ACSA Intersections Conference. ACSA Press, 2020. http://dx.doi.org/10.35483/acsa.aia.inter.20.2.

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In many fast-growing cities around the country, up to three- quarters of the land zoned for residential use is reserved for detached, single-family dwellings at suburban densities. This is both a climate justice and racial justice issue as it has the doubly negative impact of artificially constraining housing supply and driving up costs, forcing many lower and middle income families farther away from job centers and imposing on them long, costly, and carbon-intensive com- mutes. Single-family zoning was also used as an explicit tool to segregate the U.S. by race starting in the 1920s and, in the process, denied countless people of color access to home- ownership, the most powerful wealth-building tool available to U.S. families. This is a significant factor in the stark racial disparities in household wealth that we see today.This paper outlines the findings of a nationally cited report on single-family zoning released by the Seattle Planning Commission, which advises the City Council and Mayor on land use and housing policy and of which the author is a member. It also reviews a collaboration between the com- mission and a graduate research-based architectural design studio and seminar co-taught by the author. This collabo- ration re-envisions urban, single-family neighborhoods to be more equitable, sustainable and livable while engaging students in a national policy dialogue in the process. The results of the studio will advance the commission’s efforts to advise Seattle’s elected officials in revising public policy to be more aligned with the city’s climate and racial justice goals.

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Kojima, Kazuaki, und Takaya Arita. „Evolution of three equity norms of distributive justice in an extended Nash demand game“. In 2012 Joint 6th Intl. Conference on Soft Computing and Intelligent Systems (SCIS) and 13th Intl. Symposium on Advanced Intelligent Systems (ISIS). IEEE, 2012. http://dx.doi.org/10.1109/scis-isis.2012.6505259.

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Grigoryan, Anna. „SOCIAL EQUITY AND JUSTICE THROUGH EDUCATION: EXPLORING ONLINE LEARNERS’ PERSONAL AND SOCIO-ECONOMIC HISTORIES“. In International Technology, Education and Development Conference. IATED, 2016. http://dx.doi.org/10.21125/inted.2016.0848.

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Wappa, John Peter, und Naciye Kunt. „Gender, Equity, Social Justice and Beliefs in Second Language Learning: The Case of Graduate Students“. In 7th International Conference on Gender Studies: Gender, Space, Place & Culture. Eastern Mediterranean University, 2019. http://dx.doi.org/10.33831/gspc19/236-252/16.

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Berichte der Organisationen zum Thema "Justice of equity"

O'Neil, Rebecca, Jeremy Twitchell und Danielle Preziuso. Energy Equity and Environmental Justice (Workshop Report). Office of Scientific and Technical Information (OSTI), Januar 2021. http://dx.doi.org/10.2172/1769962.

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Schmidt-Sane, Megan, Tabitha Hrynick und Eva Niederberger. Community Resilience: Key Concepts and their Applications to Epidemic Shocks. Institute of Development Studies (IDS), Januar 2021. http://dx.doi.org/10.19088/sshap.2021.003.

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The COVID-19 pandemic has exposed long-standing social inequalities and vulnerabilities, with the most disadvantaged and marginalised groups bearing the greatest health, social, and economic burdens. Beyond documenting these vulnerabilities, there is a need to mitigate them and support the resilience of marginalised communities. ‘Community resilience’ can bolster community capacity to cope with the pressures of various shocks; this brief explores how its concepts can be applied to epidemics. It reviews the grey and academic literature on different approaches to community resilience. It covers 1) terminology, 2) lessons from practice, 3) the context of community resilience, 4) a systems approach, and 5) key human and social capacities. Social justice, inequality, equity, and fairness are highlighted as themes in need of further development for resilience as it relates to epidemic preparedness and response. This brief was developed for SSHAP by IDS (led by Megan Schmidt-Sane with Tabitha Hrynick) with Anthrologica (Eva Niederberger).

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Schmidt-Sane, Megan, Tabitha Hrynick und Eva Niederberger. Community Resilience: Key Concepts and their Applications to Epidemic Shocks. Institute of Development Studies (IDS), Februar 2021. http://dx.doi.org/10.19088/sshap.2021.027.

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Carter, Becky. Women’s and Girls’ Experiences of Security and Justice in Somaliland. Institute of Development Studies (IDS), Februar 2021. http://dx.doi.org/10.19088/k4d.2021.077.

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This rapid review seeks to provide an overview of the publicly available literature from the academic, donor, and non-government organisation sources on women’s and girls’ experiences of statutory and customary security and justice in Somaliland. In Somaliland women and girls experience poor security, with high rates of sexual and gender-based violence (SGBV), and significant barriers to gender equality in the pluralistic legal system. The predominant clan-based customary justice system, along with conservative social norms and religious beliefs, discriminates against women and girls, while weak formal state institutions are not able to deliver accessible and effective justice for vulnerable and marginalised groups. Social stigma silences SGBV survivors and their families, with many rape crimes resolved through customary compensation or marriage. National and international organisations have undertaken various activities to promote gender equality in security and justice, with support provided to formal and informal security and justice institutions and actors at national and local levels, as well as initiatives to empower women and girls.

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Pritchett, Lant, und Martina Viarengo. Learning Outcomes in Developing Countries: Four Hard Lessons from PISA-D. Research on Improving Systems of Education (RISE), April 2021. http://dx.doi.org/10.35489/bsg-rise-wp_2021/069.

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The learning crisis in developing countries is increasingly acknowledged (World Bank, 2018). The UN’s Sustainable Development Goals (SDG) include goals and targets for universal learning and the World Bank has adopted a goal of eliminating learning poverty. We use student level PISA-D results for seven countries (Cambodia, Ecuador, Guatemala, Honduras, Paraguay, Senegal, and Zambia) to examine inequality in learning outcomes at the global, country, and student level for public school students. We examine learning inequality using five dimensions of potential social disadvantage measured in PISA: sex, rurality, home language, immigrant status, and socio-economic status (SES)—using the PISA measure of ESCS (Economic, Social, and Cultural Status) to measure SES. We document four important facts. First, with the exception of Ecuador, less than a third of the advantaged (male, urban, native, home speakers of the language of instruction) and ESCS elite (plus 2 standard deviations above the mean) children enrolled in public schools in PISA-D countries reach the SDG minimal target of PISA level 2 or higher in mathematics (with similarly low levels for reading and science). Even if learning differentials of enrolled students along all five dimensions of disadvantage were eliminated, the vast majority of children in these countries would not reach the SDG minimum targets. Second, the inequality in learning outcomes of the in-school children who were assessed by the PISA by household ESCS is mostly smaller in these less developed countries than in OECD or high-performing non-OECD countries. If the PISA-D countries had the same relationship of learning to ESCS as Denmark (as an example of a typical OECD country) or Vietnam (a high-performing developing country) their enrolled ESCS disadvantaged children would do worse, not better, than they actually do. Third, the disadvantages in learning outcomes along four characteristics: sex, rurality, home language, and being an immigrant country are absolutely large, but still small compared to the enormous gap between the advantaged, ESCS average students, and the SDG minimums. Given the massive global inequalities, remediating within-country inequalities in learning, while undoubtedly important for equity and justice, leads to only modest gains towards the SDG targets. Fourth, even including both public and private school students, there are strikingly few children in PISA-D countries at high levels of performance. The absolute number of children at PISA level 4 or above (reached by roughly 30 percent of OECD children) in the low performing PISA-D countries is less than a few thousand individuals, sometimes only a few hundred—in some subjects and countries just double or single digits. These four hard lessons from PISA-D reinforce the need to address global equity by “raising the floor” and targeting low learning levels (Crouch and Rolleston, 2017; Crouch, Rolleston, and Gustafsson, 2020). As Vietnam and other recent successes show, this can be done in developing country settings if education systems align around learning to improve the effectiveness of the teaching and learning processes to improve early learning of foundational skills.

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Afsaruddin, Asma. NEGOTIATING VIRTUE AND REALPOLITIK IN ISLAMIC GOOD GOVERNANCE. IIIT, Oktober 2020. http://dx.doi.org/10.47816/01.002.20.

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These words of John Lewis represent a scathing criticism of the contemporary failures of the United States, the oldest and possibly most vibrant democratic nation-state in the world. The words also express a deep disappointment that the principles of equality and justice enshrined in the US constitution have been honored more in the breach when they pertain to African-Americans, many of whose ancestors arrived on these shores long before those of their Euro-American compatriots.

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Advancing Human Rights: The State of Global Foundation Grantmaking - Access to Justice/Equality Before the Law. New York, NY United States: Foundation Center, Januar 2013. http://dx.doi.org/10.15868/socialsector.24916.

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