Sentences with phrase «other equitable policies»

Not exact matches

We need someone who is willing to reorientate UK foreign policy, peel off from our craven, lapdog role and start to work with others for a stronger UN and a more equitable world order.

At 1 p.m., NY Renews, a coalition of community organizations, environmental justice groups, labor unions, faith groups, business leaders, and other advocates fighting for equitable climate policies, holds a telephone press conference to call on Cuomo to step up as a leader for communities hurt most by climate change.

Make every reasonable effort to negotiate an equitable and mutually agreeable settlement of any controversy with a supplier; and / or be willing to submit any major controversies to arbitration or other third party review, insofar as the established policies of my institution permit.

The conference brought community organizers, education researchers, youth, educators, funders, and other stakeholders together to discuss the contributions of community organizing to school improvement and equitable education policy.

Part of the answer certainly lies in the policy arena — giving charter schools equitable access to funding (including capital funds), cutting unnecessary regulations, ensuring that institutions other than local school boards can issue charters in every jurisdiction.

Among other policy reforms, the report recommends that states expand Common Core standards and provide parents with enhanced school choices fueled by a more equitable allocation of resources.

Federal policymakers must strike a balance between federal oversight and local control by working with practitioners and other education stakeholders to select, establish, and enforce effective and equitable school discipline policies.

Leaders in Beaverton and the other districts were able to see where we had supportive and equitable policies in place and where gaps existed.

Specifically, PSEL defines effectiveness in this area as ensuring that students have equitable access to effective teachers and supports, developing policies that fairly address student misconduct, and confronting biases and «low expectations associated with race, class, culture and language, gender and sexual orientation, and disability or special status,» among other tenets.

That requires far more than clinging to annual, mass, standardized testing as our most vital means of giving every child access to an equitable education, and if The Times and other testing advocates really can not see past that, then they are not merely shortsighted; they are clinging to damaging and delusional policies.

If you have multiple children to whom you'd like to leave inheritance, but only one child who is primed to take over your business, a permanent policy can help provide your other kids with an equitable endowment.

The General Assembly, Guided by the purposes and principles of the Charter of the United Nations, and good faith in the fulfilment of the obligations assumed by States in accordance with the Charter, Affirming that indigenous peoples are equal to all other peoples, while recognizing the right of all peoples to be different, to consider themselves different, and to be respected as such, Affirming also that all peoples contribute to the diversity and richness of civilizations and cultures, which constitute the common heritage of humankind, Affirming further that all doctrines, policies and practices based on or advocating superiority of peoples or individuals on the basis of national origin or racial, religious, ethnic or cultural differences are racist, scientifically false, legally invalid, morally condemnable and socially unjust, Reaffirming that indigenous peoples, in the exercise of their rights, should be free from discrimination of any kind, Concerned that indigenous peoples have suffered from historic injustices as a result of, inter alia, their colonization and dispossession of their lands, territories and resources, thus preventing them from exercising, in particular, their right to development in accordance with their own needs and interests, Recognizing the urgent need to respect and promote the inherent rights of indigenous peoples which derive from their political, economic and social structures and from their cultures, spiritual traditions, histories and philosophies, especially their rights to their lands, territories and resources, Recognizing also the urgent need to respect and promote the rights of indigenous peoples affirmed in treaties, agreements and other constructive arrangements with States, Welcoming the fact that indigenous peoples are organizing themselves for political, economic, social and cultural enhancement and in order to bring to an end all forms of discrimination and oppression wherever they occur, Convinced that control by indigenous peoples over developments affecting them and their lands, territories and resources will enable them to maintain and strengthen their institutions, cultures and traditions, and to promote their development in accordance with their aspirations and needs, Recognizing that respect for indigenous knowledge, cultures and traditional practices contributes to sustainable and equitable development and proper management of the environment, Emphasizing the contribution of the demilitarization of the lands and territories of indigenous peoples to peace, economic and social progress and development, understanding and friendly relations among nations and peoples of the world, Recognizing in particular the right of indigenous families and communities to retain shared responsibility for the upbringing, training, education and well - being of their children, consistent with the rights of the child, Considering that the rights affirmed in treaties, agreements and other constructive arrangements between States and indigenous peoples are, in some situations, matters of international concern, interest, responsibility and character, Considering also that treaties, agreements and other constructive arrangements, and the relationship they represent, are the basis for a strengthened partnership between indigenous peoples and States, Acknowledging that the Charter of the United Nations, the International Covenant on Economic, Social and Cultural Rights (2) and the International Covenant on Civil and Political Rights, 2 as well as the Vienna Declaration and Programme of Action, (3) affirm the fundamental importance of the right to self - determination of all peoples, by virtue of which they freely determine their political status and freely pursue their economic, social and cultural development, Bearing in mind that nothing in this Declaration may be used to deny any peoples their right to self - determination, exercised in conformity with international law, Convinced that the recognition of the rights of indigenous peoples in this Declaration will enhance harmonious and cooperative relations between the State and indigenous peoples, based on principles of justice, democracy, respect for human rights, non-discrimination and good faith, Encouraging States to comply with and effectively implement all their obligations as they apply to indigenous peoples under international instruments, in particular those related to human rights, in consultation and cooperation with the peoples concerned,

Working with policymakers, researchers, educators, community groups, and others, the Institute seeks to advance evidence - based policies that support empowering and equitable learning for each and every child.