PDF Archive: PDF Search

Greg Moore 100%

DAVID GREGORY MOORE 316 Holiday Island Drive 479-363-6656 (Home) Holiday Island, AR 72631 469-247-7678 (Mobile) greg.bev@verizon.net http://www.gregmoore.info ___________________________________________________________________________________ SUMMARY Very engaging and innovative leader of Diversity, Training, Productivity Improvement, Manufacturing Operations, Total Quality Management, Engineering Administration, plus Community Engagement.

https://www.pdf-archive.com/2017/01/16/greg-moore/

16/01/2017 www.pdf-archive.com

Ethnic Diversity Development 160712 98%

Ethnic Diversity and Growth:

https://www.pdf-archive.com/2016/09/30/ethnic-diversity-development-160712/

30/09/2016 www.pdf-archive.com

EQUALITY AND DIV 97%

EQUALITY AND DIVERSITY Section 1:

https://www.pdf-archive.com/2016/02/02/equality-and-div/

02/02/2016 www.pdf-archive.com

Gender diversity and capacity to innovate 96%

DEGREE PROJECT IN TECHNOLOGY AND ECONOMICS, SECOND CYCLE, 30 CREDITS STOCKHOLM, SWEDEN 2017 Gender Diversity in the Workforce and New Firms' Capacity to Innovate Insights into Tech start-up teams DESPOINA TSIOUGKOU KTH ROYAL INSTITUTE OF TECHNOLOGY SCHOOL OF INDUSTRIAL ENGINEERING AND MANAGEMENT Gender Diversity in the Workforce and New Firms’ Capacity to Innovate Insights into Tech start-up teams Despoina Tsiougkou Master of Science Thesis INDEK 2017:145 KTH Industrial Engineering and Management Industrial Management SE-100 44 STOCKHOLM Master of Science Thesis INDEK 2017:

https://www.pdf-archive.com/2017/10/18/gender-diversity-and-capacity-to-innovate/

18/10/2017 www.pdf-archive.com

Altrincham FC Fans For Diversity 7%2F10%2F17 96%

FANS FOR DIVERSITY 7.10.17 | ALTRINCHAM FC FANS FOR DIVERSITY 7.10.17 | ALTRINCHAM FC On 7 October, Altrincham welcome Rushall Olympic to the J.

https://www.pdf-archive.com/2017/09/26/altrincham-fc-fans-for-diversity-7-2f10-2f17/

26/09/2017 www.pdf-archive.com

DI Flier 2016 FINAL 95%

Diversity Programs have been around for decades, but most companies still don’t have an inclusive workplace… How Can We Move Forward?

https://www.pdf-archive.com/2016/03/28/di-flier-2016-final/

28/03/2016 www.pdf-archive.com

APsyA Serving a Diverse Public 94%

Preparing Professional Psychologists Preparing Professional Psychologists to Serve a Diverse Public This document was prepared as an educational summary by the Working Group on Restrictions Aﬀecting Diversity Training in Graduate Education and approved by the Board of Educational Aﬀairs in March 2013.

https://www.pdf-archive.com/2017/11/21/apsya-serving-a-diverse-public/

21/11/2017 www.pdf-archive.com

Unity4Resolution 93%

1 Unity 4 May 2015 2 Dear Father Engh and members of the administration: Thank you for providing us with this opportunity to present a set of recommendations for immediate action to address critical issues related to the future of our university. While the recent acts of hate seem surprising to those who may identify as part of majority populations, marginalized students, staff and faculty at Santa Clara are not surprised. These acts have a decadeslong history on our campus and contribute to an environment contrary to the intent outlined in our mission statement. What we propose is in direct alignment with our schools belief in Conscience, Compassion, and Competence. We stress the urgency of this proposal because we believe that these improvements to Santa Clara’s academics, student and residential life, transparency, and recruitment processes will facilitate a better, safer environment for all students while better aligning our practices with the beliefs this institution was founded upon. By not standing in solidarity against hatred in all its forms or addressing these issues in a consistent, intentional and structured way, a salient portion of Santa Clara University’s mission statement remains unfulfilled. This requires bold leadership that is courageous enough to set the standard for higher education institutions across the nation. We see our recommendations from multiple perspectives. We recognize that these recommendations require dedication and full support from members of our community; however, we also recognize that diversity in all its forms, as well as safety and a positive campus climate are critical to the mission of our University. To this end, we ask for your immediate attention to the following recommendations, divided up into four categories: Academics, Student and Residence Life, Transparency, and Recruitment and Orientation. 3 Academics We advocate for a restructuring of our Core Curriculum in a way that better aligns with the values are committed to as a University and hold every student accountable for fulfilling. At Santa Clara University, we strive to educate the whole person. Here are some ways we can improve our efforts: CORE: ● Definition: ○ Reorganize the CORE diversity requirement from a one class requirement to two separate requirements. ○ These two requirements must be fulfilled through one course from the Ethnic Studies Program and one course from the Women’s and Gender Studies Program. ○ To accommodate this additional requirement, reduce the Pathways sequence by one class. ● Purpose: ○ SCU has a demonstrated commitment to diversity and social justice; however, we are currently lacking on this commitment. ■ Some classes within the diversity requirement fail to address intersecting forms of marginalization, as they exist on our campus. ■ Not everyone is fully benefitting from the intended purpose of this requirement. This is reflected in the interactions between marginalized and nonmarginalized groups on campus (hate speech, yik yak, etc.). ○ For many students, SCU is the first time they learn about the inequality of opportunity and become aware of their privilege. By expanding the diversity requirement, SCU is able to provide a foundation for these students to better understand multiple forms of privilege and how they affect others in the world and specifically within our community. Full Majors: ● Definition: ○ We advocate the formal creation of Ethnic Studies and Women’s and Gender Studies Departments with standalone major programs. Currently, these are the only two majors on campus that have companion major status. ● Purpose: ○ Santa Clara University was one of the first West Coast institutions to create an Ethnic Studies Program (1969); however, we are now one of the last to expand it into a standalone major. ○ We have also failed to expand the Women’s and Gender Studies program into a standalone major, which has been established since 1981. 4 ○ By failing to expand these two majors into standalone majors, SCU is sending a message to students, faculty, and the community contrary to our commitment to diversity and social justice. ○ We understand the proposed adjustment of the Core Curriculum warrants an increase in teaching capacity in both programs to meet the increased demand for classes. This demand not only necessitates each program become a department, but it also aligns with the University’s larger commitment to hiring more faculty of color as a key part of the 2020 plan. Diverse Faculty: ● Definition: ○ We advocate for an increase in hiring faculty of color as permanent, tenure track faculty through the Inclusive Excellence initiative. ○ 10% of faculty hired through the Inclusive Excellent initiative should be offered permanent tenure track positions. ○ As of now, most faculty of color are in the College of Arts and Sciences. We would like to see an increased focus on hiring faculty of color in the other colleges in addition to the Arts and Sciences. ● Purpose: ○ SCU has a remarkably small proportion of faculty and staff of color. Of particular concern is the percentage of black faculty on campus, which amounted to only 2.1% of full time faculty in 2011. This remained more or less stagnant since 2011. ○ In the last 8 years, SCU has established the Inclusive Excellence initiative in an attempt to increase the diversity of our faculty. However, though many faculty members have been hired through this program, few have actually been hired as permanent, tenure track faculty members. ○ Faculty of color have a unique perspective that benefits different types of students in different ways. For students from less diverse communities, having faculty of color increases the opportunity to learn about the minority experience in a variety of contexts. For minority students, faculty of color can serve as important role models and mentors in how to navigate the landscape of higher education. Cultures and Ideas Event Requirement: ● Definition: ○ We advocate adding a multicultural event requirement once a quarter to all C&I classes. This requirement would mandate students to attend an event that amplifies the voices of marginalized students on campus. ○ Examples include: Difficult Dialogues, MCC Culture Shows, Markkula Center for Applied Ethics sponsored events, etc. ○ The Office of Diversity and Inclusion would maintain the list of acceptable events. ● Purpose: 5 ○ The C&I courses are intended, but in some ways fail, to expose SCU students to a variety of cultural perspectives with an eye toward their development as global citizens on and off campus. ○ A campus engagement requirement would add to the capacity of our students to get involved with efforts that encourage diversity and inclusion on campus. ○ We realize that the topics for C&I classes vary. In order to make the events more relevant and effective, student organizations such as SCCAP, MCC, RRC, etc. can collaborate with professors to create events that touch on some of the topics discussed in class. EthicsPoint Reporting Information on Syllabi: ● Definition: ○ We advocate for all syllabi to contain information on the EthicsPoint anonymous reporting process for bias incidents and academic integrity reports. ● Purpose: ○ The EthicsPoint system currently allows for the anonymous reporting of classroom bias and academic integrity incidents, but isn't well understood by students. The addition of reporting information to syllabi would allow the University to better address bias incidents as well as academic integrity violations in the classroom. Student and Residence Life We advocate for a shift of our campus culture to better reflect the ideals of the the university. We advocate for Santa Clara University to implement programming both mandatory and voluntary to engage students in meaningful discussions and learning experiences both on campus and offcampus and before and during enrollment. Focus on Diversity/Sexual Assault/Alcohol in Online PreEnrollment Program: ● Definition: ○ Reframe the online preenrollment orientation (formerly AlcoholEdu and Haven) to include more focus on aspects of offcampus and oncampus bias incidents that students may face when enrolled. The program should include information on how students should respond to these incidents. ○ Provide engaging and educational content, which will align with a 4year dialogue that starts with the preenrollment program and continues on through senior year. ○ The conversations are to be carried out through the First and Second years of college with Perspectivebased conversations within Residential Learning Communities. ○ If the current online program does not contain a diversity component, we advocate that the school work to create and implement a diversity component.

https://www.pdf-archive.com/2015/05/29/unity4resolution/

29/05/2015 www.pdf-archive.com

Europass-CV-20150204-Arienzo-IT 92%

https://www.pdf-archive.com/2015/02/04/europass-cv-20150204-arienzo-it/

04/02/2015 www.pdf-archive.com

John taylor 92%

Taylor is the Global Senior Manager of Supplier Diversity Development for Delphi Corporation.

https://www.pdf-archive.com/2017/09/21/john-taylor/

21/09/2017 www.pdf-archive.com

2019-01-13 Sermon Guide 91%

SERMON GUIDE Identical Diversity 1 Corinthians 12:4–11 • Help Wanted • Adam Bailie • January 13, 2019 Big Idea Identical diversity is the bedrock of radical, genuine, local church unity. Outline Identical diversity at Christ Church: 1.

https://www.pdf-archive.com/2019/01/13/2019-01-13-sermon-guide/

13/01/2019 www.pdf-archive.com

BLOEMBAGZ Italiano small 91%

https://www.pdf-archive.com/2017/03/12/bloembagz-italiano-small/

12/03/2017 www.pdf-archive.com

Stigmaphrenia 90%

Over a weekend, Max and Mum confront mental health labels and the reality of mental diversity, with revelations, acceptance and surprises for Max.

https://www.pdf-archive.com/2013/04/15/stigmaphrenia/

15/04/2013 www.pdf-archive.com

FINAL 2016-17 Strategic Equity Plan(1) 90%

Inclusion Council 2016-2017 Strategic Equity Plan November 11th, 2016 Table of Contents Page 2 Strategic Equity Plan Page 17 Appendix A – Presidential Charge for the Diversity and Equity Committee Page 21 Appendix B – Equity and Inclusion Council 2016-17 Organizational Chart Page 23 Appendix C – Recommendations to the President from the Vice President Search Committee Page 27 Appendix D – 2016-17 Equity Council Campus-Wide Initiatives Planning Timeline Page 29 Appendix E – 16 Steps in the Hiring Process Outline 14 Steps in the Hiring Process Descriptions Page 37 Appendix F – Proposed Budget under review 1 The Evergreen State College Equity &

https://www.pdf-archive.com/2017/05/31/final-2016-17-strategic-equity-plan-1/

31/05/2017 www.pdf-archive.com

2019-01-13 Leader Guide 89%

LEADER GUIDE Identical Diversity 1 Corinthians 12:4–11 • Christ Church • January 13, 2019 Big Idea:

https://www.pdf-archive.com/2019/01/13/2019-01-13-leader-guide/

13/01/2019 www.pdf-archive.com

Questions1 89%

How is biocultural diversity best defined?

https://www.pdf-archive.com/2016/04/28/questions1/

28/04/2016 www.pdf-archive.com

Kodiak Research Final Poster 89%

• To measure diversity, Shannon Wiener Indices were calculated for historic and COASST data.

https://www.pdf-archive.com/2016/09/02/kodiak-research-final-poster/

02/09/2016 www.pdf-archive.com

GeekyBugle01 87%

Let us see what kind of books the so called “anti-diversity” crowd is buying :

https://www.pdf-archive.com/2017/09/26/geekybugle01/

26/09/2017 www.pdf-archive.com

top50 strikers 87%

https://www.pdf-archive.com/2014/07/23/top50-strikers/

22/07/2014 www.pdf-archive.com

Scientific Talk Poster . Ali Ranjbarfard 20140516 PDF 87%

13th ISABioGen Scientific Talk Genetic diversity of lemba (Curculigo latifolia) populations in Peninsular Malaysia using ISSR molecular markers Name:

https://www.pdf-archive.com/2014/05/13/scientific-talk-poster-ali-ranjbarfard-20140516-pdf/

13/05/2014 www.pdf-archive.com

Student Interviewer 87%

Why is diversity important in the student body?

https://www.pdf-archive.com/2018/05/02/student-interviewer/

02/05/2018 www.pdf-archive.com

Hindi resource kit final 87%

5 1.3 Diversity within diversity ..........................................................................................................................................................

https://www.pdf-archive.com/2017/05/09/hindi-resource-kit-final/

08/05/2017 www.pdf-archive.com

OurDemands.docx 87%

Graduating Students of the University: We don’t need budget cuts and layoffs in the midst of a $4.5 billion capital campaign, we need better priorities Attention : Robert Zimmer, President Eric Isaacs, Provost David Fithian, Executive Vice President Rowan Miranda, Vice President for Operations and Chief Financial Officer Joseph Neubauer, Chairman, Board of Trustees As graduating students of the University of Chicago, we are sitting in the Admissions Office in Rosenwald Hall to call attention to the ways in which the University’s fixation on increasing its capital and prestige causes harm to people within the University community and outside it. The University has the wrong priorities. Furthermore, the problems we have witnessed in the years we have spent here have not occurred by accident or in isolation, but as the direct result of what the University chooses to prioritize. Right now, the University is simultaneously calling for austerity and launching the largest capital campaign in its history. We refuse to accept that severe budget cuts, which will result in layoffs and cuts to needed student and academic services, are necessary, given that the University is raising $4.5 billion as part of its “Impact and Inquiry” campaign, completing a $1.5 billion campus remodeling, and laying the groundwork for unwanted, unprecedented developments in other neighborhoods. Prestige means nothing if it comes at the expense of the safety and wellbeing of the University’s students, faculty, staff, and neighbors. This budget is only the latest instance of something we have seen again and again. While the University publicly touts its diverse student body and its faculty’s academic achievements, the institution continually privileges prestige and profitmaking over addressing the many issues that affect members of its campus and the surrounding community. Indeed, it refuses to address these issues because doing so would mar its image and impede further profitmaking. In our time here, we have seen the University disregard the concerns of its students over sexual assault, racism on campus, socioeconomic barriers, LGBTQ issues, and disabilities; we have seen it exploit its graduate students as labor; we have seen it overpolice its surrounding community while denying those same neighborhoods their only viable option for a trauma center; we have seen it invest in climate changecausing fossil fuels and the Israeli occupation of Palestine; and we have seen it underpay (and now layoff) its workers. We recognize that the University’s continued prioritization of its financial interests over the needs of its community and neighbors is a structural problem that cannot be fully addressed by policy changes and individual solutions. We recognize too, however, that we cannot ignore the injustice and harm that this causes. For as long as the University continues to protect its image at the expense of the people it “serves,” we will continue to demand change. Given the urgency of the needs of those whom the University’s priorities affect most adversely, and the University’s repeated refusal to listen to our demands, we are sitting in the Admissions Office to demand the University release the details of its budget cuts, and to demand negotiations with one of the abovementioned decisionmakers about the belowlisted demands. Budget We demand that the University not make these budget cuts at all. We especially demand that it meet the following provisions: ● No layoffs to lowwage workers. ● No reductions in student job opportunities and assistance, and protections for all resources that help lowincome students. ● No cuts to academic budgets, which will only further increase the exploitation of adjuncts and graduate students as underpaid labor. ● No cuts to jobs that will require faculty to take on additional administrative tasks. Campus Sexual Violence and Title IX Compliance ● ● ● ● Provide all University of Chicago students with ongoing comprehensive education and resources on: consent; sexual assault, intimate partner violence, domestic violence, and stalking; student’s rights under Title IX; and how to report genderbased violence at UChicago and in the community. o Starting in fall 2015, incorporate this comprehensive education and information about resources at the “UChoose” Chicago Life Meeting after Sex Signals for college students. o Starting in fall 2016, replace Sex Signals with a program that incorporates survivor narratives and acknowledges the harsh reality of sexual and genderbased violence. o Starting in fall 2015, establish inperson comprehensive educational programs at all graduate and professional schools. Provide public and easily accessible information online for students in multiple languages that outlines what their rights and options are when they report sexual violence, domestic violence, intimate partner violence, and stalking. o This should include flowcharts and timelines of the reporting processes at UChicago. Release aggregate data from the past two years to supplement information that the University has to release as per the Clery Act; o This should include data about the number of reports that go to a disciplinary process, how many of “the accused” are found responsible, and what the sanctions are for “responsible” students (e.g., suspension) o This data should be released semiannually, as at Yale. o Release the campus climate survey results before the end of the spring quarter of 2015. University committees addressing sexual and genderbased violence must include student advocates and survivors. This includes Provostappointed committees that review changes to the Policy on Unlawful Harassment and Sexual Misconduct. Socioeconomic Diversity ● ● ● ● Comprehensive data should be collected via surveys, etc. about students’ experiences with student employment, particularly students receiving needbased financial aid. Additionally, the financial aid office should have data on the percentage of students receiving private/federal loans and programming that addresses student debt and credit. All initiatives under “No Barriers” should be instituted retroactively for students receiving needbased financial aid (no loans, funded opportunities, lifelong career support; https://nobarriers.uchicago.edu/ ). Commit to instituting mandatory diversity training including class for all faculty and staff that work directly with students (includes, but is not limited to: Resident Heads, Assistant Resident Heads, Orientation leaders, faculty, etc.) Subsidize travel costs for families who cannot afford to travel to orientation week and/or graduation. Labor ● Institute a $15/hour University minimum wage for all University employees, including parttime, offcampus, and student workers. Equitable Policing ● ● ● Accountability. Strengthen the effectiveness and credibility of the Independent Review Committee (IRC) by making two changes: o The IRC is currently appointed by the Provost. Create another mechanism for appointing student and community representatives to the IRC—e.g., students are appointed by student government and community members by aldermen in consultation with community organizations in their wards. o The IRC currently reviews investigations after the fact and provides recommendations that are purely advisory. Make IRC review an integral part of the investigative process: the investigator submits the results of the investigation and recommendation to the IRC. The IRC reviews the investigation and makes its recommendations to the UCPD chief. Ultimate authority resides with the UCPD chief, but it is expected that the chief will make an effort to come to agreement with the IRC. In the event the IRC is not satisfied with the quality or thoroughness of an investigation, it can send the case back for more work. Transparency. As a private institution performing an essential governmental function—law enforcement—the U of C should be held subject to the same standards of transparency as public police forces in Illinois. Information. In addition to the general transparency requirements, the U of C should undertake the following: o Log information on all pedestrian stops, as well as traffic stops. o Conduct a citizens survey. (Sometime next year, after reforms have been implemented.) In the fall, a group of students and allies came together to draft a list of demands calling on the University to take clear action to address its culture of racial and ethnic discrimination. We fully support their demands, and repeat them in the following three categories here because the University continues to neglect the needs of the less entitled members of its community. Campus Climate ● ● ● Immediately release the results of the campus climate survey on sexual misconduct and assault. Implement a campus climate survey on diversity and inclusion by Autumn Quarter 2015, and immediately release the results upon completion. Commission a program, similar to AlcoholEdu, that demonstrates the importance of crosscultural acceptance and inclusion. o This program should be tailored to the specific roles of administrators, faculty, staff, and students. This will ensure that all members of the UChicago community have a clear and concrete idea of what behaviors and attitudes are crucial to creating an inclusive and civil community. Undergraduate Curriculum ● ● ● ● An investigatory committee should be set up to draw from the successful efforts of our peer institutions in implementing required diversity and inclusion education for all students. Diversify the Core curriculum by developing more courses that grant significant attention to the concepts of race, ethnicity, gender, class, and other issues of social justice. Change the curriculum of Chicago Life Meetings in order to address issues of diversity and inclusion for student in the college during Orientation Week Add a Diversity, Equity, and Inclusion requirement to the Core, informed by initiatives similar to UC San Diego’s DEI requirement. o This can take the form of a writingseminar style that can be taken pass or fail. Faculty Recruitment and Retention ● Intensification of concrete strategies for attracting diverse faculty o Make a commitment of funding coupled with hired positions focused on increasing numbers of faculty/staff of color in all departments and offices at the College and graduate schools. o Commit to establishing transparency in the recruitment and hiring processes of diverse faculty. o Commit to establishing transparency in tenure strategies for departments. o Commit to the implementation of concrete strategies for retaining diverse faculty including, but not limited to, supportive programming and courses in their specializations. Graduate Student Life ● ● ● ● ● ● ● Engage with graduate employees in open, democratic dialogue, and respect the right of organized labor to negotiate for fair compensations. Eliminate the practice of tying “time to degree” requirements to funding. Offer both academic & alternative professionalization courses in all departments and across divisions. Eliminate Advanced Residency tuition. Increase job security for research positions in the Sciences. Raise teaching wages to be commensurate with inflation. Abolish all hidden fees, particularly the Student Life Fee . ● ● ● ● ● Partner with graduateemployees to improve teacher training on issues of diversity and accessibility. Institutionalize graduate feedback in department hiring processes. Improve availability of information on and resources to adequately deal with sexual harassment. Enable all graduateemployees to access affordable and reliable child care, and extend child care stipends and parental leave policy to all MA and International student parents. Enforce transparency about health care costs, and distinguish fees from benefits. Social Service Administration (SSA) Student Demands ● ● ● Collaborate with students and a thirdparty, applied research organization to create a 5year strategic plan to understand and address the oppression of marginalized students at SSA. Hire a fulltime staff member (AntiOppression Coordinator) on a 5year contract to coordinate the implementation of the 5year strategic plan, who regularly reports to the student body. On the hiring committee for the AntiOppression Coordinator there must be a student representative elected by peers. Make an institutional commitment to transparency on who at SSA holds responsibility for addressing student grievances about bias in the classroom and what accountability measures exist for ANY teaching staff. LGBTQ Student Life Issues ● ● ● Expand the Office of LGBTQ Student Life from one to three fulltime staff Make all singleuser restrooms explicitly gender neutral Have gender neutral, singleuser and accessible restrooms in every building on campus Climate Change ● Immediately freeze any new investments in the most carbonintensive fossil fuel extraction companies. ● Divest from direct ownership and any comingled funds that include fossil fuel public equities and corporate bonds within five years. ● Implement climate and carbon risk assessment into the University's shortterm and longterm investment strategies. Israeli Occupation of Palestine Long term: ● Answer to Palestinian civil society’s call to boycott Israeli academic, research, and governmental institutions until the end of the Israeli Occupation. Short term: ● Discontinue the Jerusalem study abroad program until the Israeli occupation ends. Trauma Center Long term:

https://www.pdf-archive.com/2015/06/08/ourdemands-docx/

08/06/2015 www.pdf-archive.com