Permanent Family Placement for Children of Minority Ethnic Origin. By J. Thoburn, L. Norford & S. P. Rashid. Jessica Kingsley Publishers, London. pp. 224. £15.95 (pb).

2001 ◽  
Vol 42 (3) ◽  
pp. 421-423
Author(s):  
Panos Vostanis
2013 ◽  
Vol 7 (2) ◽  
Author(s):  
Sharon Smith

This article discusses fieldwork in two research projects on Buddhists in London. It explores issues involved in researching lesbian, gay, bisexual, transgendered, questioning and/or intersex (LGBTQI) Buddhists. It also considers issues around heterosexual identities in Buddhist communi-ties. In researching dynamics of gender and sexual identification of participants it was observed that at times participant narratives treated these identities for these axes of difference as provisional and contingent rather than essential, fixed and a basis for socio-political organization. This contrasts with much of the work on religion and sexuality in mainstream theistic traditions, where their LGBTQI members often argue a “reverse discourse” asserting their place in a “Divine Order” in which their sexual/gender identity is a key part of “who they are.” It is argued that theoretical approaches based on queer theorizing could be particularly applicable to research on Western Buddhist perspectives on gender and sexual identities. This is attributed to the anti-essentialist approach Buddhism takes to questions of subjectivity and identification and its non-hegemonic status in the West. Such queer theorizing would, however, need to acknowledge the constraints to “border crossings” between identity positions arising from oppressive forces from gender minoritization, class status, minority ethnic origin, and so on. It is also suggested that research on the heterosexual majority can elucidate ways in which faith communities are gendered, racialized and stratified by class.


2006 ◽  
Vol 14 (3) ◽  
pp. 142-146 ◽  
Author(s):  
Gina Higginbottom ◽  
JM Owen ◽  
N Mathers ◽  
P Marsh ◽  
M Kirkham

2006 ◽  
Vol 63 (4) ◽  
pp. 858-870 ◽  
Author(s):  
G.M.A. Higginbottom ◽  
N. Mathers ◽  
P. Marsh ◽  
M. Kirkham ◽  
J.M. Owen ◽  
...  

Sociologija ◽  
2002 ◽  
Vol 44 (1) ◽  
pp. 25-40 ◽  
Author(s):  
Vladimir Ilic

A survey was done with 100 distinguished members of cultural and media elite members. The results showed that ethnic elites in Vojvodina had better economic position than ordinary citizens, but that one ninth of them was poor. On inter-personal level they are very open towards the members of other ethnic groups. As for the attitudes, ethnic elites members differed from ordinary citizens mostly by strongly supporting market economy and liberal concept of development. They couldn't differentiate clearly between individual and collective rights. This was understandable since in multi-ethnic surrounding where Serbian ethnic nationalism still prevailed individual rights were to the great extent determined by ethnic origin. Minority ethnic communities elites had clearer understanding of this fact because their ethnic groups paid higher price in such circumstances. Members of least numerous ethnic groups mostly favored individual over collective rights, major cause for this being probably their fear from Serbian-Hungarian deal at the expense of third party. Yet, this survey's findings regarding this topic were substantially better than any before, since the awareness of need for collective rights to be recognized grew in all ethnic groups, including Serbs.


• All pupils will add two levels to their performance between Key Stage 3 at 14 and Key Stage 4 at age 16. • Targets for numbers or proportions achieving levels (say, Level 3, or graded levels within Level 2 in reading) at end of Key Stage 1, or average scores at end of Key Stage 1, in reading, writing, mathematics. • Targets for numbers or proportions achieving levels (say, Level 5) at end of Key Stage 2, or average scores at end of Key Stage 2, in English, mathematics and science. • Targets for numbers or proportions achieving levels at end of Key Stage 3, or average scores at end of Key Stage 3, in English, mathematics and science. • The proportion of pupils achieving at least GCSE grade C in English, mathematics and science. • The proportion of pupils achieving at least GCSE grade G in English, mathematics and science, individually and collectively. • The proportion of boys achieving the above levels at the four Key Stages. • The proportion of girls achieving the above levels at the four Key Stages. • The proportion of pupils of minority ethnic origin, or with English as a second language, achieving the above levels at the four Key Stages. • The proportion of pupils from different neighbourhoods within the school catchment area achieving the above levels at the four Key Stages. • The difference between the achievements of different groups of pupils within the school — by gender, ethnic origin, social class, residence, and other relevant categories. • The proportion of positive responses to a pupil satisfaction survey. • The equal application of rewards and sanctions across years, classes and subject areas. • The ratio of rewards given to sanctions applied (say, 3:1). • The average progress made by pupils will be equivalent to half a NC Level each year. No student will progress at less than half a level each x months.

2002 ◽  
pp. 66-66

1989 ◽  
Vol 13 (6) ◽  
pp. 285-287 ◽  
Author(s):  
Andrew Sims

What follows is concerned with the role of the consultant. To avoid stereotyping of gender or race, this consultant will henceforward be referred to as she and should be considered as of minority ethnic origin.


2014 ◽  
Vol 36 (1) ◽  
pp. 42-63 ◽  
Author(s):  
JO ELLINS ◽  
JON GLASBY

ABSTRACTImproving responsiveness to the needs of older people from minority ethnic communities has been emphasised as a goal in England since the publication of the National Service Framework for Older People in 2001. Despite this, people from minority ethnic groups consistently give poorer ratings of their health services than ‘majority’ populations, both in England and across many other health-care systems. Language barriers have been shown to play a particularly important role, and appear to be a stronger predictor of perceived quality of care than ethnic origin per se. This paper reports findings from a larger study exploring older people's experiences of care transitions, focusing on the findings from one case study area which explored the hospital and discharge experiences of older people from minority ethnic communities. A participatory approach was adopted, with older people from the local area collaborating in the design, delivery and analysis of the research as ‘co-researchers’. Twenty-four in-depth narrative interviews were carried out with people who had experienced a recent hospital stay as a patient or a family member providing care and support. Our findings show that many aspects of the hospital experience, including the desire for personalised and humanistic approaches to care, are important to older people irrespective of ethnic background. However, older people from minority ethnic communities can also face language and cultural barriers which negatively affect the quality and experience of care. People who had limited English proficiency struggled to understand, communicate and participate in their care. Where professional services were not available or requested, interpreting was provided informally by other patients, family members, hospital staff in clinical and domestic roles, or not at all. We conclude that targeted strategies are required to ensure appropriate and effective hospital services for a multicultural population.


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