Let's Talk About Race
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This document summarizes a presentation on effectively communicating about race for social change. The presentation discusses challenges with race discussions in media and society, how implicit biases form unconsciously, and solutions like focusing on shared values, experiences, and goals rather than differences to reduce racial anxiety. It provides tools for having constructive conversations about racial disparities using empathy, personal stories, and focusing on reforming systems, not accusing individuals. The goal is to motivate understanding of racial issues and increase willingness for positive change.
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Let's Talk About Race Resource Sheet
This document provides a list of resources for learning more about issues related to race, including reports, guides, and toolkits from various organizations such as the Annie E. Casey Foundation, Perception Institute, W.K. Kellogg Foundation, FrameWorks Institute, Opportunity Agenda, and W. Haywood Burns Institute. The resources cover topics like starting conversations about racial inequities, adopting a race equity lens, addressing implicit bias and stereotype threats, the role of narrative in racial healing, achieving racial equity and healing in communities, and analyzing the youth justice system through a racial equity lens.
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Journalism, Art, and Impact: Blending Journalism, Storytelling and the Arts t...
Journalism, Art, and Impact: Blending Journalism, Storytelling and the Arts t...The Communications Network
The document discusses the goals and strategies of the Center for Investigative Reporting, including producing high-quality, nonpartisan, investigative reporting with a focus on innovation. It examines their multi-wave reporting project "The Dark Side of the Strawberry" which looked at pesticide use and risks to community health. The Center analyzes the impact of its reporting through follow up surveys and measuring resulting policy or structural changes, showing how it uses community engagement and strategic distribution to create impact with its investigative journalism.Real Life Social Media Marketing: SMX London 2008
A presentation looking at how you might build a social media marketing strategy, along with examples of people getting it right. And someone who seems to be getting it wrong.
Communications Apocalypse: How Will You Respond When the Zombies Attack?
This presentation was given by Spitfire Strategies at ComNet15, The Communications Network annual conference. The presentation was part of the pre-conference workshop, Communications Apocalypse: How Will You Respond When the Zombies Attack? The workshop was led by Beth Kanter, Spitfire Strategies.
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Similar to Let's Talk About Race
Race & Adoption Part 1: Intersections
Intersections: Race & Adoption will explore how racism may be experienced by adoptees. Most of these experiences happen without words.
This webinar will help adoptees begin to navigate the conversations around race and how this may intersect with adoption
Conflict resolution with effective communication in a multi ethnic environment
Conflict resolution with effective communication in a multi ethnic environment was compiled as a part of the group assignment for class discussion only.
True Democracy? Racial Equity Opportunities for Government and Our Communiti...
Center for Social Inclusion President Glenn Harris presents at the 2014 Convening on Racial Equity in Minneapolis, Minnesota. In this presentation, Glenn shares his story and the opportunities he sees in operationalizing racial equity at a local, state and national level.
GCAA 2010 Southeastern Colloquium On Racial Inequality and Poverty
GCAA 2010 Southeastern Colloquium On Racial Inequality and PovertyKirwan Institute for the Study of Race and Ethnicity
1. The keynote address discusses structural racialization and how racial inequalities are perpetuated through institutional and systemic arrangements rather than individual racist actors.
2. Structural racialization accounts for how the cumulative interactions between institutions produce racialized outcomes, with people situated differently with regards to access to opportunity structures.
3. Targeted universalism is proposed as a framework to remedy opportunity isolation and promote justice, where universal policies acknowledge differentiated impacts and connect marginalized groups to opportunities.Talking about Diversity
The document discusses diversity and implicit bias. It summarizes key concepts from the U.S. Supreme Court case Regents of the University of California v. Bakke, which addressed affirmative action in university admissions. It also discusses the concepts of colorblindness versus color-consciousness and argues that colorblindness will not end racism while color-consciousness can foster appreciation of diversity. The document advocates for the approach of targeted universalism to pursue justice and benefit all.
Chapter 4Culture Competency and CEOD Process Immigrant Popula.docx
Chapter 4
Culture Competency and CEOD Process: Immigrant Populations, Health Care, Public Health, and Community
Defining and Exploring Culture
A group or community with whom one shares common experiences that shape the way they understand the world
Can include groups:
Born into
Gender
Race
National origin
Class
Religion
Moved into
Moving into a new community
Change in economic status
Change in health status
Four Concepts Associate With Culture:
Cultural knowledge / the knowledge of cultural characteristics, history, values, beliefs and behaviors of another ethnic or cultural group
Cultural awareness / being open to the idea of changing cultural attitudes
Cultural sensitivity / knowing that differences exist between cultures, but not assigning values to the differences
Cultural competence / having the capacity to bring into its systems different behaviors, attitudes and policies and work effectively in cross-cultural settings to produce better outcomes
Learning Culture
Be more aware of your own culture
What is your culture?
Do you have more than one culture?
What is your cultural background?
Learn about other’s culture
Make s conscious decision to establish friendships with people from other cultures
Put yourself in situations where you will meet people of other cultures
Examine your biases about people from other cultures
Ask questions about the cultures, customs and views
Read about other people’s cultures and histories
Listen and show caring
Observe differences in communication styles and values; don’t assume that the majority’s way is the right way
Risk making mistakes
Learn to be an ally
Understanding Culture for Community Engagement, Organization and Development (CEOD)
U.S. communities are becoming more diverse
Racial profiling & stereotyping will be key discussion points when engaging and developing communities in public health practice and may be harmful because they can impede communication, engagement and development
Racial profiling / a law enforcement practice of scrutinizing certain individuals based on characteristics thought to indicate a likelihood of criminal behavior
Stereotyping / a fixed, over generalized belief about a particular group or class of people (Cardwell, 1996)
CEOD and Cultures of the Future
Questions to help engage, organize and develop a healthy community of the future:
If you could have your ideal community right now what would it look like?
If you can’t have your ideal community right now, what will be the next steps in building the kind of cultural community you desire?
Who lives in the community right now?
What kinds of diversity already exist?
How will diversity be approached in your community?
What kinds of relationships are established between cultural groups?
Are the different cultural groups well organized?
What kind of struggles between cultural groups exists?
What kind of struggles within cultural groups exists?
Are these struggles openly recognized and ta.
Rand Kannenberg Cultural Diversity Skills In Community Corrections
This document discusses the importance of cultural diversity skills in community corrections. It outlines five key skills: flexible thinking, communication, teamwork, leadership skills, and overcoming personal and social barriers. Exercises are provided to help staff practice and demonstrate understanding of each skill, which are needed to better serve a diverse client population and ensure public safety.
Oregon University September 2008 Relational Intercultural With Latino Families
Oregon University September 2008 Relational Intercultural With Latino FamiliesNational Research Center for Integrated Natural Disaster Management (CIGIDEN)
The document discusses relational-intercultural therapy and consultation with Latinx families. It covers several key topics in less than three sentences: cultural humility in clinical practice with Latinx clients, the importance of community-based participatory research and building trust with communities, addressing structural barriers and institutional racism that impact Latinx mental health and help-seeking behaviors, and the need for culturally-informed interventions that consider issues of acculturation, familism, and racial microaggressions.Self assessment1cultureandcommunication1
According to the Hofstede Insights analysis, American culture has a low power distance, high individualism, high masculinity, moderate uncertainty avoidance, short-term orientation, and high indulgence. The author identifies strongly with American individualism but less so with the high masculinity. Cultural influences significantly impact verbal and nonverbal communication styles as well as perceptions and expectations of others. Understanding one's own cultural norms and how they can affect communication is important for success in engineering and other professional fields where interacting and collaborating with people from various cultures is common.
Why diversity matters
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And yet diversity is good for the bottomline...
How can you create a more inclusive environment?
Requirements1) Length of the paper 4-5 pages, double space.docx
Requirements:
1) Length of the paper: 4-5 pages, double spaced, Times New Roman, font 12
2) Sources:
The prerequisite for approaching this topic is your familiarity with the current situation with the protests for racial justice around the country and the world
Use at least 5 substantial sources on the problem of race and social justice, such as the readings from your textbook or the ones posted on the course website. You can use other sources as well, but if you are not sure about the appropriateness of the source, consult with your instructor. All articles that you relied on should be cited at the end of your paper.
Pasting from sources without quoting them counts as plagiarizing and will automatically merit zero points.
3) Your paper should address the following
5 major themes
. Though
you do not need to address all the questions listed below
, use them as a guideline for your reflections. Optimally, dedicate one page to each theme.
3.1.
Racial identity
Describe your personal experience as a person belonging to a certain race. How important is racial identity for your sense of self and your cultural identity? Can you imagine yourself having a different racial identity? Do you have close friends of a different race? How often are you in communication with members of races different from yours? Have you ever been in a context where you were a sole representative of your race and how did it make you feel? If you noticed people socializing and segregating based on the racial criteria, how does it make you feel and why do you think they do this? Do you think it is possible to be race or color blind, i.e. to not pay attention at all to someone's racial identity?
3.2
Racial stereotypes, racial insensitivity
Do you believe you rely on racial or even racist stereotypes when thinking about members of other races, or your own race? Do you think qualifying different races by attributing positive features could be described as racist? Were you ever on the receiving end of such stereotyping and insensitive remarks? How did it make you feel? Why do you think people resort to using racial stereotypes? Do you think the so called 'political correctness' succeeded in reducing our racial insensitivity or has it made people more hypocritical and possibly had other effects? Do you think we can avoid using such stereotypes and how? Can one make jokes using racial stereotypes?
3.3.
Discrimination, racist behavior
Most people agree that discriminating based on race, using hate speech, or insulting and attacking someone based on their race is wrong. Still, we witness a lot of examples of racist behavior, racial profiling and discrimination based on race. Currently, our nation has been awoken by the death of George Floyd and is seeing protests against racism in the police force and racial injustice in general. Describe or refer to one example of discrimination or racism that has impacted you personally the most. Why do you think people discrim.
Buy Cheap Custom Term Papers Professi
Dylan Klebold and Eric Harris carried out the Columbine High School shooting in 1999. Klebold felt depressed and filled with rage, often not fitting in except with friend Eric Harris. Harris showed signs of psychopathy, with anger issues and no remorse. Though their personalities differed, they bonded over shared interests and hatred of their school. Together, their troubled mental states and desire for revenge fueled their decision to carry out the deadly attack.
Cultural Competency in the Clinical Setting
Cultural Competency in the Clinical Setting
by Robert F. Jex, RN, MHA, FACHE
Wednesday, January 20, 2009
12:00 p.m. - 1:00 p.m. (Mountain)
Robert Jex, RN, MHA, FACHE is a Trauma System Clinical Consultant within the Emergency Medical Services and Preparedness at the Utah Department of Health. He has been a practicing RN for 33 years with experience in ER, OR, Med/Surg/ICU, Nursery, Labor and Delivery, and home health care. He has a BS in Zoology, an MS in Reproductive Physiology and a Master of Health Administration. Mr. Jex is a licensed long term care administrator, a Fellow in the American College of Health Care Executives, and a certified trainer in Cultural Competency.
For the past centuries a number of authors and researchers have made.docx
For the past centuries a number of authors and researchers have made a number of determinisms, some based on correlational data about the relationship between the concepts of IQ, intelligence, race and other social factors. Many of these determinisms have been viewed as very problematic by other researchers because the views they take are very flawed and have been politically utilized to justify prejudiced agendas against immigrants, individuals of lower socioeconomic status and people of socially perceived differing racial attributes such as skin color. Most of the evidence purported to support these agendas are based on very limited and biased viewpoints of amassed scientific data. This scientific data isn’t fake data but data that has been twisted to fit into an ideological scheme that has pervaded human society since the middle ages or even before. That a select minority of the population are superior in terms of genetics, intelligence, beauty, strength, etc. and therefore are more deserving of higher positions of authority, power, wealth, prestige and status.
One of the greatest false premises is the notion of the concept of intelligence. Human society is obsessed with categorizing things and putting them in their proper places and this obsession is even applied to abstract concepts such as intelligence and social concepts such as race. (Gould, 1995) Everyone has their own definition of what constitutes intelligence. Psychology has attempted to operationalize intelligence in its attempt to objectively measure an abstract concept, give it some type of form and make it measurable and discernable. These attempts have produced many different theories about intelligence but one of the most prevalent is the notion that intelligence is biological, inherited and therefore fixed. Humans are born intelligent and not made. This is most recognizable as general intelligence or g factor, which is based on correlation data, taken and analyzed from different types of intelligence tests that have been designed and applied. G factor has even been correlated with race and other social factors to indicate that statistically the most intelligent of the population are white and wealthy. The biggest problem is that one can’t forget that correlation is not causation. Just because it correlates well statistically does not mean that it causes it. Also for a correlation to be considered statistically significant it need not be high. A correlation of just .25 or 25% might be considered statistically significant, even though that number would normally be considered rather low.
This correlation data has been utilized to continually justify a status quo mentality that the rich and powerful deserve to be where they are and it’s a waste for those from lower classes or lower scores of intelligence to even aspire to more. Biology completely determines one’s intellectual ability, nothing can be done about it but resign oneself to one’s place in life.
G1375 · Index Youth & Families, FamiliesIssued February 2016.docx
G1375 · Index: Youth & Families, Families
Issued February 2016
Cultural Competence
An Important Skill Set for the 21st Century
Maria Rosario T. de Guzman, Extension Specialist in Adolescence
Tonia R. Durden, Extension Specialist in Early Childhood Education
Sarah A. Taylor, Graduate Research Assistant
Jackie M. Guzman, Extension Educator
Kathy L. Potthoff, Extension Educator
Displaying the cultural competency behaviors of active listening, empathy, and effective engagement can help us to create a welcoming environment and establish the appreciation of similarities and differences among cultures.
Cultural competence is the ability of a person to effectively interact, work, and develop meaningful relationships with people of various cultural backgrounds. Cultural background can include the beliefs, customs, and behaviors of people from various groups. Gaining cultural competence is a lifelong process of increasing self-awareness, developing social skills and behaviors around diversity, and gaining the ability to advocate for others. It goes beyond tolerance, which implies that one is simply willing to overlook differences. Instead, it includes recognizing and respecting diversity through our words and actions in all contexts.
Why Is Cultural Competence Important?
Demographic shifts and an increasingly diverse population
The United States has always had an ethnically diverse population, including African Americans, Native Americans, and Japanese Americans, to name a few. In recent years, our country has undergone dramatic shifts in its population, particularly as rapid migration has changed its landscape. For example, the Hispanic population in the U.S. rose from approximately 12.5 percent in 1990 to over 16 percent by 2009, and is anticipated to comprise 25 percent of the population by 2050. The U.S. Census Bureau estimates that by 2043, the U.S. will become a “majority minority” country. This means that although the non-Hispanic white population will still be the biggest group, a single group will no longer make up the majority. More than 50 percent of the population will identify as belonging to an ethnic minority group or any group other than non-Hispanic white.
In other words, although we have always lived in an ethnically diverse society, we are all operating in an increasingly culturally diverse environment where we need to be able to interact, communicate, build relationships, and work effectively with people from diverse cultural and ethnic backgrounds. Moreover, those of us working with youth need to prepare them to operate in a society that will be even more diverse in terms of religion, ethnic background, and sexual orientation.
Societies are increasingly becoming globalized
Today’s world is diverse and global. Technology has made interactions across cultures around the world a very common experience. Social networking sites, blogs, and chat rooms are letting people regularly interact across national borders. Many industries currentl.
The Nature of Race A Brief IntroductionBy Carlos Adams Ph.D..docx
The Nature of Race: A Brief Introduction
By
Carlos Adams Ph.D.
Adjunct instructor at Green River and Pierce Colleges
When I was asked to write about race for this newsletter, I wondered where to begin. The complexity of race confounds people as they try to simplify the nature of race into neat and well understood categories. There’s an ongoing conversation on race, yet most conversations lack even a basic understanding of race. The myths and assumptions about race usually provide the conversational framework and attempt to address racial issues without addressing the nature of race.
What is the nature of race? First, race is a paradoxical social construction. Race doesn’t exist on a DNA level, yet most people believe it does. The social construction of race assigned positive and negative attributes to certain skin colors and racial ancestries, yet these attributes have no scientific basis. We all have certain biological realities in terms of skin color and physical features; how we react to, define, and value these realities are the social constructions. Although race doesn’t exist, the belief that it does has a material impact on people’s lives.
Second, the nature of race is about power, always has been and still is. The creation of race was to acquire and maintain power using physical features and racial history as the means to acquire and maintain power. Elites, who would become whites, created race in such a way as to provide the foundation for white supremacy. In doing so, a racial hierarchy, with whites at the top and all others below, developed into a rigid structure unwilling to change. People of color now use race to empower their racial group as they seek a more equitable society. In the sixties phases like Black power etc. echoed across the world. People of color caught onto the game and realized race was indeed about power. One key difference between the goals achieve through acquiring power is whiteness used power to dominate while, in most cases, people of color used the power of race to create a more democratic society.
Next, the nature of race conflates biology with ethnicity to assign certain ethnicities with a biological given. Yet, race is based on biology while ethnicity is based on culture. Race and ethnicity are closely related but race is a myth while ethnicity is real. In addition, in America race supersedes ethnicity. Your ethnicity is absorbed into a particular racial category.
Fourth, the nature of race is intersectional and generational. Not everyone experiences race in the same way. Race cannot be reduced to a singular issue outside of gender, sexuality, or class etc. and these differences influence racial experiences. A person’s generation also determines the nature of race. There’s little doubt most millennials view race differently than their parents or grandparents. The generational differences are real in the sense that there is greater interaction and integration in most of the.
Race in Information Techology
Presented at the All Things Open Inclusion in Open Source event
Presented by Dr. Rochelle Newton with Duke University School of Law
10/21/18 - 2:30 PM - Inclusion event track
All About The Disordered Cosmos.pdf
"The Disordered Cosmos" is the most unique and original book in recent years. It talks about a few key takeaways: all things, including humans of all colors and all gender and sexual preferences, are formed from the same stardust, in physics, with its captivating theories, wonderful weirdness, and mysteries, anything is possible, and many such take on.
Let’s Stop Hiding From Race
The document discusses how to have constructive conversations about race. It argues that not discussing race ignores how race impacts society. It suggests using "targeted universalism" to address racial disparities while recognizing our shared fate. The document provides strategies for transformative discourse, such as focusing on solutions, narratives, and fixing systemic flaws instead of assigning blame.
Cultural Humility, Racial Equity, and the Protective Factors
This document summarizes a presentation about cultural humility, racial equity, and protective factors in parenting. It discusses how parenting is influenced by culture and context. While parenting is key to child outcomes, there is no single parenting standard - parenting must be understood within a cultural context. The presentation emphasizes developing cultural humility, which involves lifelong learning, self-reflection, and recognizing power imbalances. It also discusses implicit bias and structural racism as key constructs to understand differences in perceptions of racial injustice.
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Chapter 4Culture Competency and CEOD Process Immigrant Popula.docx
Chapter 4Culture Competency and CEOD Process Immigrant Popula.docx
Rand Kannenberg Cultural Diversity Skills In Community Corrections
Rand Kannenberg Cultural Diversity Skills In Community Corrections
Oregon University September 2008 Relational Intercultural With Latino Families
Oregon University September 2008 Relational Intercultural With Latino Families
Requirements1) Length of the paper 4-5 pages, double space.docx
Requirements1) Length of the paper 4-5 pages, double space.docx
For the past centuries a number of authors and researchers have made.docx
For the past centuries a number of authors and researchers have made.docx
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本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
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二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
◇面对父母的压力，希望尽快拿到；
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◇回国时间很长，忘记办理；
◇回国马上就要找工作，办给用人单位看；
◇企事业单位必须要求办理的
◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
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2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
State crafting: Changes and challenges for managing the public finances
Presentation at Resolution Foundation event putting the public finances into context ahead of the next election.
Border towns and spaces of (in)visibility.pdf
This report explores the significance of border towns and spaces for strengthening responses to young people on the move. In particular it explores the linkages of young people to local service centres with the aim of further developing service, protection, and support strategies for migrant children in border areas across the region. The report is based on a small-scale fieldwork study in the border towns of Chipata and Katete in Zambia conducted in July 2023. Border towns and spaces provide a rich source of information about issues related to the informal or irregular movement of young people across borders, including smuggling and trafficking. They can help build a picture of the nature and scope of the type of movement young migrants undertake and also the forms of protection available to them. Border towns and spaces also provide a lens through which we can better understand the vulnerabilities of young people on the move and, critically, the strategies they use to navigate challenges and access support.
The findings in this report highlight some of the key factors shaping the experiences and vulnerabilities of young people on the move – particularly their proximity to border spaces and how this affects the risks that they face. The report describes strategies that young people on the move employ to remain below the radar of visibility to state and non-state actors due to fear of arrest, detention, and deportation while also trying to keep themselves safe and access support in border towns. These strategies of (in)visibility provide a way to protect themselves yet at the same time also heighten some of the risks young people face as their vulnerabilities are not always recognised by those who could offer support.
In this report we show that the realities and challenges of life and migration in this region and in Zambia need to be better understood for support to be strengthened and tuned to meet the specific needs of young people on the move. This includes understanding the role of state and non-state stakeholders, the impact of laws and policies and, critically, the experiences of the young people themselves. We provide recommendations for immediate action, recommendations for programming to support young people on the move in the two towns that would reduce risk for young people in this area, and recommendations for longer term policy advocacy.
Antyodaya saral portal haryana govt schemes
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A forever thank you in your Will to Milton Keynes University Hospital can change lives for years to come.
原版制作(DPU毕业证书)德保罗大学毕业证Offer一模一样
学校原件一模一样【微信：741003700 】《(DPU毕业证书)德保罗大学毕业证》【微信：741003700 】学位证，留信认证（真实可查，永久存档）原件一模一样纸张工艺/offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
本公司拥有海外各大学样板无数，能完美还原。
1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
【主营项目】
一.毕业证【q微741003700】成绩单、使馆认证、教育部认证、雅思托福成绩单、学生卡等！
二.真实使馆公证(即留学回国人员证明,不成功不收费)
三.真实教育部学历学位认证（教育部存档！教育部留服网站永久可查）
四.办理各国各大学文凭(一对一专业服务,可全程监控跟踪进度)
如果您处于以下几种情况：
◇在校期间，因各种原因未能顺利毕业……拿不到官方毕业证【q/微741003700】
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◇需要报考公务员、购买免税车、落转户口
◇申请留学生创业基金
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
Transit-Oriented Development Study Working Group Meeting
This presentation on TOD best practices and model zoning was shared with the Cuyahoga County TOD working group on June 5, 2024.
Practical guide for the celebration of World Environment Day on june 5th.
Land degradation, desertification and drought resilience. UN ENVIRONMENT PROGRAMME -WORLD ENVIRONMENT DAY 2024.
Donate to charity during this holiday season
For people who have money and are philanthropic, there are infinite opportunities to gift a needy person or child a Merry Christmas. Even if you are living on a shoestring budget, you will be surprised at how much you can do.
Donate Us
https://serudsindia.org/how-to-donate-to-charity-during-this-holiday-season/
#charityforchildren, #donateforchildren, #donateclothesforchildren, #donatebooksforchildren, #donatetoysforchildren, #sponsorforchildren, #sponsorclothesforchildren, #sponsorbooksforchildren, #sponsortoysforchildren, #seruds, #kurnool
PAS PSDF Mop Up Workshop Presentation 2024 .pptx
This is the slide deck of what PAS learnt supporting councils awarded Planning Skills Delivery Funds
2024: The FAR - Federal Acquisition Regulations, Part 41
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
About Potato, The scientific name of the plant is Solanum tuberosum (L).
The potato is a starchy root vegetable native to the Americas that is consumed as a staple food in many parts of the world. Potatoes are tubers of the plant Solanum tuberosum, a perennial in the nightshade family Solanaceae. Wild potato species can be found from the southern United States to southern Chile
Synopsis (short abstract) In December 2023, the UN General Assembly proclaimed 30 May as the International Day of Potato.
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.
The best available, up-to-date information on all fishing and related vessels that appear on the illegal, unregulated, and unreported (IUU) fishing vessel lists published by Regional Fisheries Management Organisations (RFMOs) and related organisations. The aim of the site is to improve the effectiveness of the original IUU lists as a tool for a wide variety of stakeholders to better understand and combat illegal fishing and broader fisheries crime.
To date, the following regional organisations maintain or share lists of vessels that have been found to carry out or support IUU fishing within their own or adjacent convention areas and/or species of competence:
Commission for the Conservation of Antarctic Marine Living Resources (CCAMLR)
Commission for the Conservation of Southern Bluefin Tuna (CCSBT)
General Fisheries Commission for the Mediterranean (GFCM)
Inter-American Tropical Tuna Commission (IATTC)
International Commission for the Conservation of Atlantic Tunas (ICCAT)
Indian Ocean Tuna Commission (IOTC)
Northwest Atlantic Fisheries Organisation (NAFO)
North East Atlantic Fisheries Commission (NEAFC)
North Pacific Fisheries Commission (NPFC)
South East Atlantic Fisheries Organisation (SEAFO)
South Pacific Regional Fisheries Management Organisation (SPRFMO)
Southern Indian Ocean Fisheries Agreement (SIOFA)
Western and Central Pacific Fisheries Commission (WCPFC)
The Combined IUU Fishing Vessel List merges all these sources into one list that provides a single reference point to identify whether a vessel is currently IUU listed. Vessels that have been IUU listed in the past and subsequently delisted (for example because of a change in ownership, or because the vessel is no longer in service) are also retained on the site, so that the site contains a full historic record of IUU listed fishing vessels.
Unlike the IUU lists published on individual RFMO websites, which may update vessel details infrequently or not at all, the Combined IUU Fishing Vessel List is kept up to date with the best available information regarding changes to vessel identity, flag state, ownership, location, and operations.
Awaken new depths - World Ocean Day 2024, June 8th.
UN WOD 2024 will take us on a journey of discovery through the ocean's vastness, tapping into the wisdom and expertise of global policy-makers, scientists, managers, thought leaders, and artists to awaken new depths of understanding, compassion, collaboration and commitment for the ocean and all it sustains. The program will expand our perspectives and appreciation for our blue planet, build new foundations for our relationship to the ocean, and ignite a wave of action toward necessary change.
2024: The FAR - Federal Acquisition Regulations, Part 40
Jennifer Schaus and Associates hosts a complimentary webinar series on The FAR in 2024. Join the webinars on Wednesdays and Fridays at noon, eastern.
Recordings are on YouTube and the company website.
https://www.youtube.com/@jenniferschaus/videos
RFP for Reno's Community Assistance Center
Property appraisals completed in May for downtown Reno’s Community Assistance and Triage Centers (CAC) reveal that repairing the buildings to bring them back into service would cost an estimated $10.1 million—nearly four times the amount previously reported by city staff.
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原版一模一样【微信：741003700 】【华威大学毕业证硕士文凭证书】【微信：741003700 】学位证，留信认证（真实可查，永久存档）offer、雅思、外壳等材料/诚信可靠,可直接看成品样本，帮您解决无法毕业带来的各种难题！外壳，原版制作，诚信可靠，可直接看成品样本。行业标杆！精益求精，诚心合作，真诚制作！多年品质 ,按需精细制作，24小时接单,全套进口原装设备。十五年致力于帮助留学生解决难题，包您满意。
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1:1完美还原海外各大学毕业材料上的工艺：水印，阴影底纹，钢印LOGO烫金烫银，LOGO烫金烫银复合重叠。文字图案浮雕、激光镭射、紫外荧光、温感、复印防伪等防伪工艺。材料咨询办理、认证咨询办理请加学历顾问Q/微741003700
留信网认证的作用:
1:该专业认证可证明留学生真实身份
2:同时对留学生所学专业登记给予评定
3:国家专业人才认证中心颁发入库证书
4:这个认证书并且可以归档倒地方
5:凡事获得留信网入网的信息将会逐步更新到个人身份内，将在公安局网内查询个人身份证信息后，同步读取人才网入库信息
6:个人职称评审加20分
7:个人信誉贷款加10分
8:在国家人才网主办的国家网络招聘大会中纳入资料，供国家高端企业选择人才
World Food Safety Day 2024- Communication-toolkit.
Food safety, prepare for the unexpected - So what can be done in order to be ready to address food safety, food Consumers, food producers and manufacturers, food transporters, food businesses, food retailers can ...
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State crafting: Changes and challenges for managing the public finances
State crafting: Changes and challenges for managing the public finances
Milton Keynes Hospital Charity - A guide to leaving a gift in your Will
Milton Keynes Hospital Charity - A guide to leaving a gift in your Will
Transit-Oriented Development Study Working Group Meeting
Transit-Oriented Development Study Working Group Meeting
Practical guide for the celebration of World Environment Day on june 5th.
Practical guide for the celebration of World Environment Day on june 5th.
2024: The FAR - Federal Acquisition Regulations, Part 41
2024: The FAR - Federal Acquisition Regulations, Part 41
About Potato, The scientific name of the plant is Solanum tuberosum (L).
About Potato, The scientific name of the plant is Solanum tuberosum (L).
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.
Combined Illegal, Unregulated and Unreported (IUU) Vessel List.
Awaken new depths - World Ocean Day 2024, June 8th.
Awaken new depths - World Ocean Day 2024, June 8th.
2024: The FAR - Federal Acquisition Regulations, Part 40
2024: The FAR - Federal Acquisition Regulations, Part 40
World Food Safety Day 2024- Communication-toolkit.
World Food Safety Day 2024- Communication-toolkit.
Let's Talk About Race
- 1. Let’s Talk About Race: Communicating Effectively for Social Change After Baltimore and Ferguson Friday, Oct. 2, 10:15 to 11:15 a.m.
- 2. If you’re tweeting ... Perception Institute @perceptioninst Alexis: @alexismcgill Rachel: @RDGperception Annie E. Casey Foundation @AECFNews Kate: @kateshatzkin W.K. Kellogg Foundation @wk_kellogg_fdn Rebecca: @bexala
- 3. Six Word Story In six words, express how your foundation includes or does not include race or racial disparities as part of your mission and messaging.
- 4. The Challenge of Race Talk
- 8. Talk Race and YOU are the Racist!
- 9. Good People, Bad Media Media Consolidation Media Centralizes Information False Equivalence v Critical Analysis Race and the Pundit Class
- 10. Good People, Racial Bias Racial Polarization Racial Segregation Racial Anxiety Racial Moments Matter
- 11. Understanding the Racial Paradox
- 12. Our Brains in Action: Creating Associations (The Stroop Test) Blue Blue Green Please state the color of the text. Black Red Green Blue Black Blue Black Red Green Green Green Red Black
- 13. The subconscious makes sense of what we perceive by: 1. Filling in gaps 2. Sorting into categories 3. Creating associations Together, these processes become habits. Making Meaning
- 14. HANDS UP
- 15. Muslims and Arab Americans
- 16. Stereotypes and Myths ● Latinos as a group are often assumed to be unwanted and unskilled newcomers, taking jobs by being willing to accept lower pay.
- 17. One Family
- 18. The limits of “model” myth Kang, Dasgupta, Yogeeswaran, & Blasi (2010)
- 19. Definition: Implicit Bias Implicit bias refers to the automatic association of stereotypes or attitudes toward particular groups. A person can have deeply held conscious beliefs that all people should be treated fairly regardless of race and still have implicit biases.
- 20. Implicit bias from “real world” behaviors to systemic barriers
- 21. Implicit Bias and micro-aggressions
- 22. Addressing Implicit Bias Reducing Bias by Breaking Prejudice Habit (Devine et al. 2012) Bias Override by changing systems and practices (Kang et al. 2012)
- 23. Racial Anxiety Worry or concern that people have about or during inter-racial interactions. Experienced by people of color as anxiety that they will be the subject of discrimination and hostile or distant treatment. Experienced by whites as anxiety that they will be assumed to be racist and will be met with distrust or hostility.
- 24. Solutions
- 25. Unlocking the Racial Paradox
- 27. Dominating the Narrative Court
- 28. Free Market Government is inefficient Government impedes competition Government is Corrupt Wealth Trickles Down Limited Government Personal Responsibility Meritocracy Ahistorical
- 29. Race Doesn’t Matter Individual Acts Not Systemic Bias is Conscious and Intentional Colorblindness Ahistorical and without context Meritocracy Limited Government Personal Responsibility
- 30. Our Response: Current Race Lenses History and Structural Racism White Privilege and White Supremacy Shared Values Implicit Bias
- 31. Goal: activate motivation to be fair prime US not THEM allow ambivalence; don’t reduce their opposition to prejudice. focus on values, not policies or programs expressing empathy in charged moments reduces anxiety be hard on institutions, soft on people. affirm audience’s humanity assume a desire to learn – increase emotional intelligence
- 32. Goal: decrease racial anxiety Name anxiety but don’t leave people with anxiety/anger not talking about race allows implicit bias to increase and affect behavior Acknowledge progress made over the years avoid binary traps Create empathy through familiarity, humanizing stories, and contextualize affirm confidence in inter- racial relationships don’t lead with disparities LEAD with EVIDENCE and solutions
- 34. Time for Feedback On the back of your six word story card...share: - Something you realized you’re already doing well. - Something you learned or could do better. Or…. A tool you wished the presenters would have shared.
- 35. 35
- 36. 11,000+ 36
- 37. Demographics and Shared Fate 53% 51% 45% 36% 4% 4% 6% 7% 24% 25% 29% 36% 5% 5% 5% 6% 1% 1% 1% 1% 14% 14% 14% 13% 0% 10% 20% 30% 40% 50% 60% 70% 80% 90% 100% 2012 2015 2030 2050 African American American Indian Asian and Pacific Islander Latino Two or More Races White 37
- 38. Economic Impact of Equity 14 14.2 14.4 14.6 14.8 15 15.2 2005 2006 2007 2008 2009 In trillions United States Gross Domestic Product (GDP) 38
- 39. • “It’s Time to Talk” – Meet with diverse stakeholders before presenting the data. • Acknowledge and define implicit and systemic bias. • Show difference across places as well as races. • Have the conversation before an incendiary event, not just because of it. • Present the data in the context of conversation about large forces at work. • Keep the conversations going. Conversation – Data – Conversation 39
- 42. Kate Shatzkin, The Annie E. Casey Foundation, kshatzkin@aecf.org Rebecca Noricks, W.K. Kellogg Foundation, rebecca.noricks@wkk.org Diane Camper, Public Welfare Foundation, dcamper@publicwelfare.org Contact Us 42