This plan is an example of what a four year plan could look like for a typical student.
Affirmative action in China Disabled veterans affirmative action program essays is affirmative action in education for minority nationalities. This may equate to lowering minimum requirements for the National University Entrance Examination, which is a mandatory exam for all students to enter university.
Israel[ edit ] A class-based affirmative action policy was incorporated into the admission practices of the four most selective universities in Israel during the early to mids.
In evaluating the eligibility of applicants, neither their financial status nor their national or ethnic origins are considered. The emphasis, rather, is on structural disadvantages, especially neighborhood socioeconomic status and high school rigor, although several individual hardships are also weighed.
This policy made the four institutions, especially the echelons at the most selective departments, more diverse than they otherwise would have been. The rise in geographic, economic and demographic diversity of a student population suggests that the plan's focus on structural determinants of disadvantage yields broad diversity dividends.
In the negotiation for status as worthy peers, emphasizing gender signals that a woman is an "imposter", someone who does not rightfully belong in the position she is claiming to fill. This suggests that affirmative action can have applications for different groups in Israel.
Reservation in India Reservation in India is a form of affirmative action designed to improve the well-being of backward and under-represented communities defined primarily by their caste. Malaysia provides affirmative action to the majority because in general, the Malays have lower incomes than the Chinese, who have traditionally been involved in businesses and industries, but who were also general migrant workers.
Sri Lanka[ edit ] In the Standardization policy of Sri Lankan universities was introduced as an affirmative action program for students from areas which had lower rates of education than other areas due to missionary activity in the north and east, which essentially were the Tamil areas.
Successive governments cultivated a historical myth after the colonial powers had left that the British had practised communal favouritism towards Christians and the minority Tamil community for the entire years they had controlled Sri Lanka.
However, the Sinhalese in fact benefitted from trade and plantation cultivations over the rest of the other groups and their language and culture as well as the religion of Buddhism was fostered and made into mediums for schools over the Tamil language, which did not have the same treatment and Tamils learned English instead as there was no medium for Tamil until near independence.
Tamils' knowledge of English and education came from the very American missionary activity by overseas Christians that the British were concerned will anger the Sinhalese and destroy their trading relationships, so they sent them to the Tamil areas instead to teach, thinking it would have no consequences and due to their small numbers.
The British sending the missionaries to the north and east was for the protection of the Sinhalese and in fact showed favouritism to the majority group instead of the minorities to maintain trading relationships and benefits from them.
The Tamils, out of this random benefit from learning English and basic education excelled and flourished and were able to take many civil service jobs to the chagrin of the Sinhalese. The myth of Divide and Rule is untrue. The 'policy of standardisation' was typical of affirmative action policies, in that it required drastically lower standards for Sinhalese students than for the more academic Tamils who had to get about ten more marks to enter into universities.
The policy, were it not implemented would have prevented the civil wars ahead as the policies had no basis and in fact is an example of discrimination against the Tamil ethnic group. In addition to these linguistic quotas, women may get preferential treatment in recruitment for certain public sector jobs if there is a gender imbalance in the field.
France[ edit ] No distinctions based on race, religion or sex are allowed under the French Constitution. Some schools, in neighborhoods labeled "Priority Education Zones", are granted more funds than the others.
Students from these schools also benefit from special policies in certain institutions such as Sciences Po. After the Sarkozy election, a new attempt in favour of Arab-French students was made, but Sarkozy did not gain enough political support to change the French constitution.
However, some French schools do implement affirmative action in that they are obligated to take a certain number of students from impoverished families. All appointments of males as directors will be invalid as long as the quota is not met, and monetary penalties may apply for other directors.
There are programs stating that if men and women have equal qualifications, women have to be preferred for a job; moreover, the disabled should be preferred to non-disabled people. This is typical for all positions in state and university service as of [update]typically using the phrase "We try to increase diversity in this line of work".
In recent years, there has been a long public debate about whether to issue programs that would grant women a privileged access to jobs in order to fight discrimination. Germany's Left Party brought up the discussion about affirmative action in Germany's school system. According to Stefan Zillichquotas should be "a possibility" to help working class children who did not do well in school gain access to a Gymnasium University-preparatory school.
This suggests that the law has had a marginal effect on the sex of the chair and the boards remain internally segregated. Although at the beginning of our observation period, only 7 of 91 prominent directors were women.
The gender balance among prominent directors has changed considerable through the period, and at the end of the period, women and men were prominent directors.
By applying more restrictive definitions of prominence, the proportion of directors who are women generally increases. If only considering directors with at least three directorships, When considering directors with seven or more directorships, all of them are women.
Thus, affirmative action increase the female population in the director position.Free social justice papers, essays, and research papers. High School Scholarships. So, you’re a high school student and you’re in the process of finding scholarships to help pay for school your freshman year of college and beyond.
Good job! This is the best time to search for scholarships, since scholarships for high school students are . Through the affirmative action for the disabled veterans, there are increased chances of disabled veterans working in most agencies (National Science Foundation, ).
This paper looks at the contents of disabled veterans' affirmative action, and its compares it with affirmative action for the minorities in the society.
Social Education, our peer-reviewed, flagship journal, contains a balance of theoretical content and practical teaching ideas. The award-winning resources include techniques for using materials in the classroom, information on the latest instructional technology, reviews of educational media.
Disabled Veterans Affirmative Action Program (DVAAP).
“Most departments and agencies in the Federal government are required to have an affirmative action program for the recruitment, employment, and advancement of disabled veterans.
The Great Republic: Presidents and States of the United States of America, and Comments on American History.
Taking everything together then, I declare that our city is the School [or "Education"] of Greece [, tês Helládos Paídeusis], and I declare that in my opinion each single one of our citizens, in all the manifold aspects of life, is able to show himself the rightful lord and owner of.