Sentences with phrase «other ethnic difference»

Jewish difference, and any other ethnic difference, has become something to be cherished rather than despised.

Not exact matches

They need to be repudiated in the name of other more humane, more encompassing values, values respectful of ethnic difference and cultural variety, values of liberation, equality, and free association.

Contemporary warfare has in fact taken the form of local conflicts, more often than not civil wars, in which no great alliances of nations are involved; these have been wars fought for reasons based in local rivalries, typically inflamed by historical animosities, ethnic disparity, or religious difference, rather than for reasons of global Realpolitik; they have been fought not with nuclear weapons (or, indeed, other types of weapons of mass - destructive capability) or the latest in military technology, but instead with conventional weaponry, often of old design, and often limited to rifles, knives, grenades, and light, crew - served weapons which individual soldiers can carry on their persons.

But one wonders if the truly impressive witness would be a movement that, despite its serious political differences (as well as racial and ethnic divides), still worships and prays together, and warmly calls each other brothers and sisters in Christ.

But the other elements of community organizing would come together again and again: the foot - slogging, one - on - one recruitment effort to form an organization of organizations, the struggle to get past ethnic differences, the taking of the public stage, the sequence of conflict - organization - power as the route to negotiation, and the critical relationship to other social movements — which became a guarded relation to the civil rights movement.

The new middle class, I would argue, has a number of morally positive features, especially in its attitudes toward race and toward ethnic or other cultural differences; it is a racially and ethnically tolerant culture, and this is good.

However, previous analyses have shown that racial / ethnic differences in breastfeeding exist independent of other sociodemographic factors.

There are other differences, however, that can not be changed (like the ethnic diversity of our culture).

Differences in the prevalence of supine positioning and other sleep - environment conditions among racial and ethnic populations might contribute to these disparities.17 The prevalence of supine positioning in 2010 among white infants was 75 %, compared with 53 % among black infants (Fig 5).

Race, ethnic differences and socioeconomic status and other factors have been shown to affect a mother's choice whether or not to breastfeed and how long she breastfeeds her child.

Stability in that region has historically meant the repression of political, ethnic and religious differences and assertion of political status quo, as has been experienced not only by Kurds but also by other groups targeted throughout the so - called Arab Spring.

The study also identifies racial / ethnic differences that may help to target suicide prevention efforts in the doctor's office and other health care settings.

The higher odds of prevalence of asthma and obesity among ethnic minority children contributed to these differences, although ethnic minority children were less likely to have reported other physical conditions and behavior / learning problems.

This is mainly due to differences in bone mass and density compared with other ethnic groups.

Nonetheless, the fact remains that in some places, racial / ethnic and socioeconomic differences are extraordinarily larger than in other places.

Since the three groups of schools are similar in their observable characteristics, such as the student body's ethnic makeup, and most likely in other characteristics as well, the only major difference between the always - D schools and the other two groups is the competition they face from vouchers.

Participation differences between White British and other ethnic groups who live in the same neighbourhood and with the same GCSE attainment are even more pronounced.

If cultivated and nurtured, on the other hand, diversity can be a source of inspiration, understanding, and friendship, as superficial differences like skin color or ethnic background fade in light of stronger bonds forged around similar interests and common hopes for the future.

These include, but are not limited to socioeconomic status, ethnic differences, previous learning, family background, and other characteristics, known and unknown.

It is contingent on... seeing cultural differences as assets; creating caring learning communities where culturally different individuals and heritages are valued; using cultural knowledge of ethnically diverse cultures, families, and communities to guide curriculum development, classroom climates, instructional strategies, and relationships with students; challenging racial and cultural stereotypes, prejudices, racism, and other forms of intolerance, injustice, and oppression; being change agents for social justice and academic equity; mediating power imbalances in classrooms based on race, culture, ethnicity, and class; and accepting cultural responsiveness as endemic to educational effectiveness in all areas of learning for students from all ethnic groups.»

People have been killing each other over religious and / or ethnic differences forever and are still doing so.

Their vision was to promote respectful, equal relationships based on positive values despite ethnic, religious, or other differences.

Lerners LLP is committed to promoting throughout the firm diversity, equality, and inclusion regardless of sexual orientation, gender identity or expression, ethnic, racial, religious, cultural, or socio - economic background, age, disability, family status, and other differences, as well as the intersection of multiple differences.

The higher odds of prevalence of asthma and obesity among ethnic minority children contributed to these differences, although ethnic minority children were less likely to have reported other physical conditions and behavior / learning problems.

Includes articles about sleep timing and quality; racial / ethnic differences; role of sleep disruptions in emotional security and academic achievement; behavior development; marital relationship in the 1st year of life; family stress and insomnia; and other effects of sleep disturbances on family dynamics.

Some «mixed» couples find that viewing their racial, ethnic and religious differences as strengths, and focussing on the things they share in common are also good ways to strengthen their couple relationship and to help them cope with negative attitudes from others.

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,

We plan to: (a) identify high risk adolescents based on elevated scores on a screening measure of depressive symptoms that is delivered in primary care; (b) recruit 400 (200 per site) of these at - risk adolescents to be randomized into either the CATCH - IT or the Educational group; and (c) assess outcomes at 2, 6, 12, 18 and 24 months post intake on measures of depressive symptoms, depressive diagnoses, other mental disorders, and on measures of role impairment in education, quality of life, attainment of educational milestones, and family functioning; and to examine predictors of intervention response, and potential ethnic and cultural differences in intervention response.

Regression analysis was used to predict group differences in depressive symptoms, substance use, and health complaints of specific biracial / ethnic identification groups as compared with adolescents identifying as monoracial in one or the other racial / ethnic category, while controlling for complex sampling design, mother» s education, single parent family, and student» s grade.

The only other ethnic group difference was that White students scored lower than Latinos on physical aggression.