The Experts below are selected from a list of 24 Experts worldwide ranked by ideXlab platform
Karatzas D Konstantinos - One of the best experts on this subject based on the ideXlab platform.
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lyndon b johnson and the Civil Right Act of 1964
Vestnik Volgogradskogo Gosudarstvennogo Universiteta. Seriâ 4. Istoriâ Regionovedenie Meždunarodnye Otnošeniâ, 2016Co-Authors: Karatzas D KonstantinosAbstract:The Civil Rights Movement is deeply intertwined with Lyndon B. Johnson. Throughout his career, Johnson supported the quest of African-Americans for political and Civil Rights. They found in him an ally whose role was fundamental in fullfilling the goals of Martin Luther King, Jr, and the Civil Rights Movement. This paper will examine the role of the Johnson presidency in the passage of the Civil Rights Acts of 1957 and 1964.
Michele J. Gelfand - One of the best experts on this subject based on the ideXlab platform.
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The who and when of internal gender discrimination claims : An interActional model
Organizational Behavior and Human Decision Processes, 2008Co-Authors: Lisa M. Leslie, Michele J. GelfandAbstract:Although gender discrimination has been illegal in organizations since the passage of the Civil Right Act of 1964, individuals remain hesitant to claim internally by making members of their employing organization aware of gender discrimination. Yet surprisingly little research has examined the individual difference and contextual antecedents to internal discrimination claims. We advance an interActional model and hypothesize that gender identity (GI) and climate for diversity (CFD) will interAct to predict internal claims of gender discrimination. Consistent with theory, laboratory and field studies demonstrate that strong GI individuals are more likely to make internal claims in organizations that value inclusion (i.e., positive CFD) than in organizations where discrimination is pervasive (i.e., negative CFD). In contrast to strong GI individuals, however, weak GI individuals are more likely to claim in a negative CFD than in a positive CFD. Implications for both individuals and organizations are discussed. 2008 Elsevier Inc. All Rights reserved.
Jayanta K. Bandyopadhyay - One of the best experts on this subject based on the ideXlab platform.
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Developing a Model Disability Resource Information Center (DRIC) for an Institution of Higher Education in the United States
The International Journal of Management, 2006Co-Authors: Jayanta K. Bandyopadhyay, James P. ScottAbstract:In order to ensure equal opportunity for all people with disability, the U.S. Congress extended the 1961 Civil Right Act to include people with disabilities by enActing Americans with Disability Act (ADA) in 1990, and continuously funded a number of organizations for providing various types of support services to people with disabilities. Under ADA all institutions of higher education in the U.S are also required to provide equal opportunity to their disable students, faculty, staffs by providing various types of disability related services. This paper attempts to develop a model for an internet based disability resource information center for an institution of higher education in the U.S as a part of information resource management for improving the facility and the performance of their employees, and students with disabilities. Introduction Census 2000 counted 49.7 million people with some type of disability in the United States of America (1). This represented 19.3 percent of the total 257.2 million people who were aged 5 and older in the Civilian but non-institutionalized population, or nearly one person out of five of the U.S. population (2). This estimate, however, excludes people in the military, war veterans, and those who are committed to institutions. In order to ensure equal opportunity for all people with disabilities, U.S. Congress extended the 1961 Civil Right Act to include people with disabilities by passing Americans with Disability Act in 1990. Americans with Disabilities Act (ADA) In 1990 U.S. Congress enActed Americans with Disability Act (ADA) to ensure equal opportunity for people with disabilities. And to prohibit discrimination on the basis of disability in employment. State and local government, public accommodations, commercial facilities, transportation, and telecommunications. It also applies to United States Congress (5). An individual with a disability is defined by the ADA as a person who has a physical or mental impairment that substantially limits one or more major life Activities, a person who has a history or record of such impairment, or a person who is perceived by others as having such an impairment. The ADA, however, does not specifically name all of the impairments that are covered, but accepts the determination and recommendation of a licensed physician in this respect (5). Title I of ADA requires all employers with 15 or more employees to provide qualified individuals with disabilities an equal opportunity to benefit from the full range of opportunities available to other employees. Religious and educational entities with 15 or more employees are also covered under title I (5). Title II of ADA covers all Activities of State and local governments regardless of the government entity's size or receipt of federal funding. Title II requires that State and Local governments give people with disabilities an equal opportunity to all of their programs, services, and Activities (e.g. public education, employment, transportation, recreation, health care, social services, court, voting and town meetings). They also must provide access in inaccessible older building and communicate effectively with people who have hearing, vision, or speech disabilities. They are required to make reasonable modifications to policies, prActices, and procedures where necessary to avoid discrimination, unless they can demonstrate that doing so would fundamentally alter the nature of the service, program, or Activity being provided (5). Title III of ADA covers businesses and nonprofit service providers that offer public accommodations, and privately operated entities offering certain types of courses and examinations, such as schools, colleges, and universities. It also covers privately operated transportation, and commercial facilities, such as airlines, buses and retail outlets (5). Title III of ADA requires that courses and examinations related to professional, educational, or trade-related applications, licensing, certifications, orcredentialing must be provided in a place and manner accessible to people with disabilities or alternative accessible arrangements must be offered (5). …
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In Search of Disability Resource Information in the United States: A Managerial Perspective
The International Journal of Management, 2006Co-Authors: Jayanta K. BandyopadhyayAbstract:Census 2000 counted 49.7 million people with some type of disabilities in the United States of America. This estimate, however, excludes people in the military, war veterans, and those who are committed to institutions. In order to ensure equal opportunity for all people with disability, U.S. Congress extended the 1961 Civil Right Act to include people with disabilities by passing American with Disability Act in 1990, and continuously funded a number of organizations for providing various types of support services to people with disabilities. This paper attempts to search for the existing disability resource information centers in the U.S. and urges the development of disability management strategies utilizing this information for improving the workplace and the employability of their employees with disabilities. Introduction Census 2000 counted 49.7 million people with some type of disabilities in the United States of America (1). This represented 19.3 percent of the total 257.2 million people who were aged 5 and older in the Civilian but non institutionalized population, or nearly one person out of five of the U.S. population (2). This estimate, however, excludes people in the military, war veterans, and those who are committed to institutions. In order to ensure equal opportunity for all people with disability, U.S. Congress extended the 1961 Civil Right Act to include people with disabilities by passing American with Disability Act in 1990. American with Disabilities Act (ADA) American with Disability Act (ADA) ensures equal opportunity for people with disabilities, and prohibits discrimination on the basis of disability in employment, State and local government, public accommodations, commercial facilities, transportation, and telecommunications. It also applies to United States Congress (5). ADA protects an individual who has a disability or has a relationship or association with an individual with a disability. An individual with a disability is defined by the ADA as a person who has a physical or mental impairment that substantially limits one or more major life Activities, a person who has a history or record of such impairment, or a person who is perceived by others as having such an impairment. The ADA, however, does not specifically, name all of the impairments that are covered, but takes the determination and recommendation of a licensed physician in this respect.(5) Title 1 of ADA requires all employers with 15 or more employees to provide qualified individuals with disabilities an equal opportunity to benefit from the full range of opportunities available to others normal employees. Religious and educational entities with 15 or more employees are also covered under title 1. (5). Title II of ADA covers all Activities of State and local governments regardless of the government entity's size or receipt of federal funding. Title II requires that State and Local governments give people with disabilities an equal opportunity from all of their programs, services, and Activities (e.g. public education, employment transportation, recreation, health care, social services, cowl, voting and town meetings). They also must provide access in inaccessible older buildings, communicate effectively with people who have hearing, vision, or speech disabilities. They are required to make reasonable modifications to policies, prActices, and procedures where necessary to avoid discrimination, unless they can demonstrate that doing so would fundamentally alter the nature of the service, program, or Activity being provided. (5) Title III of ADA covers businesses and nonprofit service providers that are public accommodations, and privately operated entities offering certain types of courses and examinations, such as schools, colleges, and universities. It also covers privately operated transportation, and commercial facilities, such as airlines, buses and retail outlets (5). …
Lisa M. Leslie - One of the best experts on this subject based on the ideXlab platform.
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The who and when of internal gender discrimination claims : An interActional model
Organizational Behavior and Human Decision Processes, 2008Co-Authors: Lisa M. Leslie, Michele J. GelfandAbstract:Although gender discrimination has been illegal in organizations since the passage of the Civil Right Act of 1964, individuals remain hesitant to claim internally by making members of their employing organization aware of gender discrimination. Yet surprisingly little research has examined the individual difference and contextual antecedents to internal discrimination claims. We advance an interActional model and hypothesize that gender identity (GI) and climate for diversity (CFD) will interAct to predict internal claims of gender discrimination. Consistent with theory, laboratory and field studies demonstrate that strong GI individuals are more likely to make internal claims in organizations that value inclusion (i.e., positive CFD) than in organizations where discrimination is pervasive (i.e., negative CFD). In contrast to strong GI individuals, however, weak GI individuals are more likely to claim in a negative CFD than in a positive CFD. Implications for both individuals and organizations are discussed. 2008 Elsevier Inc. All Rights reserved.
James P. Scott - One of the best experts on this subject based on the ideXlab platform.
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Developing a Model Disability Resource Information Center (DRIC) for an Institution of Higher Education in the United States
The International Journal of Management, 2006Co-Authors: Jayanta K. Bandyopadhyay, James P. ScottAbstract:In order to ensure equal opportunity for all people with disability, the U.S. Congress extended the 1961 Civil Right Act to include people with disabilities by enActing Americans with Disability Act (ADA) in 1990, and continuously funded a number of organizations for providing various types of support services to people with disabilities. Under ADA all institutions of higher education in the U.S are also required to provide equal opportunity to their disable students, faculty, staffs by providing various types of disability related services. This paper attempts to develop a model for an internet based disability resource information center for an institution of higher education in the U.S as a part of information resource management for improving the facility and the performance of their employees, and students with disabilities. Introduction Census 2000 counted 49.7 million people with some type of disability in the United States of America (1). This represented 19.3 percent of the total 257.2 million people who were aged 5 and older in the Civilian but non-institutionalized population, or nearly one person out of five of the U.S. population (2). This estimate, however, excludes people in the military, war veterans, and those who are committed to institutions. In order to ensure equal opportunity for all people with disabilities, U.S. Congress extended the 1961 Civil Right Act to include people with disabilities by passing Americans with Disability Act in 1990. Americans with Disabilities Act (ADA) In 1990 U.S. Congress enActed Americans with Disability Act (ADA) to ensure equal opportunity for people with disabilities. And to prohibit discrimination on the basis of disability in employment. State and local government, public accommodations, commercial facilities, transportation, and telecommunications. It also applies to United States Congress (5). An individual with a disability is defined by the ADA as a person who has a physical or mental impairment that substantially limits one or more major life Activities, a person who has a history or record of such impairment, or a person who is perceived by others as having such an impairment. The ADA, however, does not specifically name all of the impairments that are covered, but accepts the determination and recommendation of a licensed physician in this respect (5). Title I of ADA requires all employers with 15 or more employees to provide qualified individuals with disabilities an equal opportunity to benefit from the full range of opportunities available to other employees. Religious and educational entities with 15 or more employees are also covered under title I (5). Title II of ADA covers all Activities of State and local governments regardless of the government entity's size or receipt of federal funding. Title II requires that State and Local governments give people with disabilities an equal opportunity to all of their programs, services, and Activities (e.g. public education, employment, transportation, recreation, health care, social services, court, voting and town meetings). They also must provide access in inaccessible older building and communicate effectively with people who have hearing, vision, or speech disabilities. They are required to make reasonable modifications to policies, prActices, and procedures where necessary to avoid discrimination, unless they can demonstrate that doing so would fundamentally alter the nature of the service, program, or Activity being provided (5). Title III of ADA covers businesses and nonprofit service providers that offer public accommodations, and privately operated entities offering certain types of courses and examinations, such as schools, colleges, and universities. It also covers privately operated transportation, and commercial facilities, such as airlines, buses and retail outlets (5). Title III of ADA requires that courses and examinations related to professional, educational, or trade-related applications, licensing, certifications, orcredentialing must be provided in a place and manner accessible to people with disabilities or alternative accessible arrangements must be offered (5). …