Examples of using Affirmative action program in English and their translations into Portuguese
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Some people in the United States oppose the implementation of affirmative action programs because they work!
Seeks to examine whether the affirmative action program at this university contributes to produce a new social dynamic in relation to reducing racial inequalities in higher education.
In addition to desegregating public schools, Nixon implemented the Philadelphia Plan in 1970-the first significant federal affirmative action program.
According to, by the end of the 2010s, affirmative action programs already existed in most public institutions of higher education.
Here is another interesting point-- many of the nation's leading companies are resisting efforts to undo affirmative action programs.
Although some universities with more prestige adopt affirmative action programs, they seem to embrace more enthusiastically the inclusion goals" p.
The research aimed to characterize the media visibility offered by virtual environment to the mechanisms of stay andpost-stay student from affirmative action program(afap) at ufba.
This ethnography is themed academic training of indigenous through affirmative action programs instituted in public universities of rio grande do sul since 2008.
The project was established as an integrated program of Affirmative Actions for the Black Population, and represents the outcome of a partnership between the Department andthe universities that already had an Affirmative Action Program for this population.
It is also noteworthy that the majority of Brazilian universities with affirmative action programs comprehend more than one beneficiary group.
VII- implementation of affirmative action programs aimed at addressing ethnic inequalities concerning education, culture, sports, and leisure, health, safety, work, housing, mass media, public funding, access to land and justice, and others.
The emphasis given to some similar cases in the public debate lends the impression that affirmative action programs in public universities make up a monolithic block FERES JÚNIOR; CAMPOS; DAFLON, 2011.
In very competitive majors, such as medicine and architecture, in which candidates' exam scores are typically not very far apart, the bonus provided a huge advantage to public school students,far exceeding what an affirmative action program would be expected to provide.
It presents as a general matter to understand how the student benefited from affirmative action programs is seen and how it is seen by the academic management system, by colleagues and professors in ufmt/ sinop nursing course.
In a space of a few decades over one third of the African American population has moved into the middle class due to enhanced opportunities made available by,among other efforts, affirmative action programs that have improved education, training and employability.
To remedy this, Unicamp introduced in 2004 the Social Inclusion and Affirmative Action Program(PAAIS, in Portuguese Programa de Ação Afirmativa e Inclusão Social) that allows high schoolers coming from public schools to receive a bonus score in their overall vestibular score.
This suggests that barriers to occupational mobility still persist in India's most disadvantaged social groups in spite of widespread affirmative action programs and intense political mobilization of these groups since independence.
In sum, although some universities of higher prestige adopt affirmative action programs, they seem to embrace inclusion goals with less enthusiasm. They establish a reduced number of quotas or choose a bonus system on the vestibular, which as seen above, brings about very modest results.
This study is characterized by a qualitative case study with quantitative component, with the data source direct observation andonline questionnaires applied to students who entered the affirmative action program at ufsc in the period from 2008 to 2012.
Furthermore, no Brazilian university currently adopts an affirmative action program exclusively for negro candidates: 37 out of 41 universities who adopt inclusion policies for this group also adopts affirmative action programs for public school students, among others indigenous, disables, etc.
Although public debate focuses almost exclusively on programs aimed at negro students FERES JÚNIOR; CAMPOS; DAFLON, 2011,the number of programs for this group is very close to that of affirmative action programs for indigenous students 41 and 36, respectively, even though the magnitude of reserved places favors negro inclusion.
It was analyzed the development of the construction process of the affirmative action program of the federal university of são carlos(ufscar), between 2004 and 2007,being that the period before the implantation of the affirmative action program from ufscar, covering the stage of discussions and outlining a proposal for an affirmative action program for this university.
In order to analyze the magnitude of the benefit, defined as the proportion of places set aside for beneficiaries,we cross-referenced data we have available on the percentage of places reserved in affirmative action programs with micro-data from Inep, which generated information about the number of places offered by the universities' vestibular.
This research is inserted in the debate of affirmative politics( paa) in two state universities: londrina state university( universidadeestadual de londrina¿uel) that offers social e racial quota and campinas state university( universidadeestadual de campinas¿unicamp)that offers the social inclusion and affirmative action program( paais), a program that assigns points on the vestibular score.
The research is based on the assumption that there is an underrepresentation of black people in the diplomatic service and that the affirmative action program does not place them on a par with white people to compete for the entrance examination for diplomatic career(eedc). in addition to searching bibliographies of works that address the topic, public notices both from the aap as the eedc of the last ten years were studied.
This study aimed to discuss the vacancy reservation policy for black people in brazilian higher education; verify the process that led on the introduction of vacancy reservation policy on the graduation courses of ufscar and its consequences;analyze the process of elaboration and approval of the affirmative action program from ufscar, based on institutional documents and depositions of participants in this process.
The objective of the research was to analyze the prevailing challenges and referrals of ufscar-campus sorocaba, as the improvement andexpansion support for the student from the affirmative action program, from the speech of prograd and proace representatives managers on campus. the methodological theoretical axis constitutes a preliminary bibliographic and documentary by capes files data level theses and dissertations of the ufscar, listing is relevant and approximate the thematic work.
The aims of the present research are to identify the educative process from the university life that helps or damages the construction and the strengthening of the black identity and their african roots,with black students who joined the university by means of the reserved places under the affirmative action program of the são carlos federal university.(ufscar) and to point suggestions that contribute with the affirmative action program on the search of strategies to combat the racism.
The struggle for an antiracist education has been among the claims of the black social movements that has culminated and defined the affirmative action programs developed by the brazilian government, including students, professors and institutions in the college education ambit.
We must investigate the hypothesis that the universities with the most tradition andbest performance on national examinations may present more reservations regarding affirmative action programs, for in Brasil's public debate we very frequently hear the argument that these programs decrease the quality of education FERES JÚNIOR; CAMPOS; DAFLON, 2011.