Addressing diversity and inclusion in the early years in conflict-affected societies: A case study of the Media Initiative for Children – Northern Ireland

This article reports on the development and systematic evaluation of an innovative early years programme aimed at encouraging young children to respect differences within a deeply-divided society that is emerging out of a prolonged period of violent conflict. The programme, the Media Initiative for Children – Northern Ireland, has been the product of a partnership between an US-based organisation (the Peace Initiatives Institute) and NIPPA – The Early Years Organisation and has been supported by academic research and the efforts of a range of voluntary and statutory organisations. It has attempted to encourage young children to value diversity and be more inclusive of those who are different to themselves through the use of short cartoons designed for and broadcast on television as well as specially-prepared curricular materials for use in pre-school settings. To date the programme has been delivered through 200 settings to approximately 3,500 pre-school children across Northern Ireland. This article describes how the programme was developed and implemented as well as the rigorous approach taken to evaluating its effects on young children’s attitudes and awareness. Key lessons from this are identified and discussed in relation to future work in this area.

The general and specific effects of educational programmes aimed at promoting awareness of and respect for diversity among young children

This article reports the findings of a mixed-method evaluation of a pilot educational programme undertaken with 6-7 year olds in a sample of primary schools in England with the aim of increasing their awareness of and respect for diversity through theatre, workshops and related teacher-led classroom activities. The qualitative feedback from the teachers involved was extremely positive and encouraging and an analysis of the actual impact of the pilot programme on the children’s attitudes and awareness, using an experimental design, demonstrated some positive effects. In particular, the programme was found to increase the children’s general awareness of diversity and their ability to recognise instances of exclusion. While not a planned objective of the pilot programme, the evaluation also examined whether it had any effects on the children’s attitudes to specific differences, in this particular case racial differences. Interestingly, however, no evidence was found of any change in the children’s racial attitudes. With this in mind the article suggests that there is a need to distinguish between the general and specific effects of such educational programmes. The article considers the implications of this for future work in the area and also stresses the need to undertake more thorough and rigorous evaluations of such initiatives.

Difference, Diversity and Difficulty: Problems in Adult Peace Education in Northern Ireland

The peace process in Northern Ireland has been hailed, variously, as the successful resolution to one of the world's most intractable conflicts, and as a failed attempt to reconcile the conflciting claims of the two main ethnonationalist communities. At both these points, and at every other point along the continuum, recognition is given to the centrality of education. This article looks at the role played by adult learning, and contrasts two fundamentally different apporaoches. In one, Enlightenment assumptions about the power of knowledge to dispel prejudice have run alongside attempts to create a world of shared values; in the other, a postmodern acceptance of different cultures has accompnaied a peace process that builds upon ethnic diistinctions. As with the Dayton Accord and with other peace agreements brokered with international assistance, the consociational model of governance has been chosen for Northern Ireland in order to create a political equilibrium between the unionists and nationalists. Such a political framework reverses the direction of previous integrationist educational policies in favour of a celebration of difference, an approach that is fraught with difficulties.

The Diversity of Type Ia Supernovae: Evidence for Systematics?

The photometric and spectroscopic properties of 26 well-observed Type Ia Supernovae (SNe Ia) were analyzed with the aim of exploring SN Ia diversity. The sample includes (Branch) normal SNe, as well as extreme events such as SN 1991T and SN 1991bg, while the truly peculiar SNe Ia, SN 2000cx and SN 2002cx, are not included in our sample. A statistical treatment reveals the existence of three different groups. The first group (FAINT) consists of faint SNe Ia similar to SN 1991bg, with low expansion velocities and rapid evolution of Si II velocity. A second group consists of normal SNe Ia, also with high temporal velocity gradient (HVG), but with brighter mean absolute magnitude =-19.3 and higher expansion velocities than the FAINT SNe. The third group includes both normal and SN 1991T-like SNe Ia: these SNe populate a narrow strip in the Si II velocity evolution plot, with a low-velocity gradient (LVG), but have absolute magnitudes similar to HVGs. While the FAINT and HVG SNe Ia together seem to define a relation between R(Si II) and ���m15(B), the LVG SNe either do not conform to that relation or define a new, looser one. The R(Si II) premaximum evolution of HVGs is strikingly different from that of LVGs. We discuss the impact of this evidence on the understanding of SN Ia diversity, in terms of explosion mechanisms, degree of ejecta mixing, and ejecta-circumstellar material interaction.

Students perceptions about attention to diversity in Secondary Education Teachers Initial Training

This work aims to analyze the perceptions of students enrolled in the Master's Degree in Secondary Education Teaching, Training and Language Teaching at the University of Jaen, about the initial training received on attention to diversity. A descriptive methodology has been followed using an ad hoc questionnaire as data collection instrument. The results show favorable attitudes of future secondary teachers for diversity, having received an adequate training in curricular and organizational aspects, making it able to fully achieve inclusion of students with special educational needs in the classroom.

On the Diversity-Multiplexing Tradefoff for Wireless Cooperative Multiple Access Systems

A spectrally efficient strategy is proposed for cooperative multiple access (CMA) channels in a centralized communication environment with $N$ users. By applying superposition coding, each user will transmit a mixture containing its own information as well as the other users', which means that each user shares parts of its power with the others. The use of superposition coding in cooperative networks was first proposed in , which will be generalized to a multiple-user scenario in this paper. Since the proposed CMA system can be seen as a precoded point-to-point multiple-antenna system, its performance can be best evaluated using the diversity-multiplexing tradeoff. By carefully categorizing the outage events, the diversity-multiplexing tradeoff can be obtained, which shows that the proposed cooperative strategy can achieve larger diversity/multiplexing gain than the compared transmission schemes at any diversity/multiplexing gain. Furthermore, it is demonstrated that the proposed strategy can achieve optimal tradeoff for multiplexing gains $0leq r leq 1$ whereas the compared cooperative scheme is only optimal for $0leq r leq ({1}/{N})$. As discussed in the paper, such superiority of the proposed CMA system is due to the fact that the relaying transmission does not consume extra channel use and, hence, the deteriorating effect of cooperative communication on the data rate is effectively limited.