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Attracting attention is a basic feature of economic life but no standard economic problem. A new theoretical model is developed which describes the general structure of competition for attention and characterizes equilibria. The exogenous fundamentals of an attention economy are the space of receiving subjects with their attention capacity, and the potential set of competing companies (senders) with their radiation technologies. The endogenous variables explained by the theory are equilibrium audiences (the clients belonging to a company), their signal exposure and attention, and the diversity of senders surviving the contest for attention. Application of the equilibrium analysis to changes in information technologies and globalisation suggests that international integration or range-increasing technical progress may decrease global diversity. Local diversity, perceived by the individual receivers, may increase nonetheless.

This article provides a panorama of the measures of attention to diversity covered in the Autonomous Community of Murcia for students of ESO, specifically focusing on the legislative framework from which schools have to organize and carry out care students with learning problems and difficulties at the secondary level.The legislative analysis has allowed us to extract a set of conclusions about the defining characteristics of such measures, and students for whom they are intended, and on issues of organizational nature, concerning the groups of students and the coordination required for deployment in places which it considers relevant for the educational community interest.

Studies of political attention often focus on attention to a single issue, such as front‐page coverage of the economy. However, examining attention to a single issue without accounting for the agenda as a whole can lead to faulty assumptions. One solution is to consider the diversity of attention; that is, how narrowly or widely attention is distributed across items (e.g., issues on an agenda or, at a lower level, frames in an issue debate). Attention diversity is an important variable in its own right, offering insight into how agendas vary in their accessibility to policy problems and perspectives. Yet despite the importance of attention diversity, we lack a standard for how best to measure it. This paper focuses on the four most commonly used measures: the inverse Herfindahl Index, Shannon's H, and their normalized versions. We discuss the purposes of these measures and compare them through simulations and using three real‐world datasets. We conclude that both Shannon's H and its normalized form are better measures, minimizing the danger of spurious findings that could result from the less sensitive Herfindahl measures. The choice between the Shannon's H measures should be made based on whether variance in the total number of possible items (e.g., issues) is meaningful.

In spite of being recognised in legislation, attention to cultural diversity, is still more a desire than a reality. Teachers do not have an appropriate knowledge about the characteristics of minority ethnic children as to how to provide the educational attention they need.In this work we present the results of a research carried out with 1404 future teachers´ students attitude to various dimensions such as the scale of attitudes to multicultural education, the role of school, its effects in the classroom, teachers´ training, intercultural education programmes, cultural dimension of teaching. Deepening on the students´ opinions through a semantic differential and focus groups was also treated. The answers of these education students show the demand for specialised training in this field. Thos study comments on the results and suggests proposals of action.The most relevant conclusions of this study show that students do not reject cultural diversity but they have a very poor consciousness about it. However, in general terms their attitude is rather positive.

AbstractThis chapter examines implications from the application of a transformative lens and the concepts of cultural competency to increase our understanding of how evaluation can contribute to the goal of improving STEM outcomes for underrepresented groups.

The main objective of this study was to develop and validate a reliable and valid scale that allows the measurement of the perception that teachers have of attention to diversity in the classroom: the Perception of Attention to Diversity Scale (PADS). To this end, 456 teachers answered a survey. Exploratory and confirmatory factor analyses confirmed a robust adjustment of the expected bifactorial structure. The two factors identified were the perception of attention (a) related to the Specific Educational Needs, with five items, and (b) related to cultural diversity, with four items. The patterns of relationship between the scale and its factors with other psychological variables supported the construct validity. The study provides a useful tool both to measure the perception that teachers have of the levels of attention to diversity they offer in the classroom, and to analyze the relationship that such perception can have with different study variables.

Different medically based constructions of Attention Deficit Hyperactivity Disorder (ADHD) have been around since 'mental restlessness' in 1798, evolved through the 20th century with 'minimal brain dysfunction' and distinctions between Attention Deficit Disorder (ADD) and ADHD (DSM-III), to current presentations of ADHD (DSM5). As new insights and knowledge have become available, the meaning and labels attached to ADHD have changed, and so they are malleable. This piece will explore two different labels (or frameworks for meaning) for the cluster of behaviours and difficulties associated with the phenomenon known as ADHD; that is, the disorder label and the diversity label. These labels will be explored in terms of accuracy and consequences, particularly their impact on human dignity. Problems inherent in the disorder label will be critically considered, particularly how accurate it is given that psychobiological differences should not be viewed as disorder, may not 'cause' functional deficits, and may be understood as strengths. These problems call the disorder label into question, and suggest that ADHD-type behaviours could be understood as traits. This piece will also call into question taken-for-granted social structures that could contribute to or be responsible for the difficulties associated with ADHD, in particular, the stigmatisation of the ADHD label and socio-cultural norms and expectations around ADHD-type behaviours. An alternative diversity label, the neurodiversity framework (or Attention Deficit Hyperactivity Diversity) will be explored, in terms of whether it applies to ADHD and the opportunities it offers for empowerment of people and the protection of their fundamental human dignity. In essence, this piece is a socio-political debate about identity; about the labels that can inadvertently harm human dignity and prevent other human rights. It is also about people's right to choice and autonomy in their identity and ways of being in this world. These are human rights issues, because identity is about one's inherent worth and dignity, and human dignity is the basis for human rights.

PurposeUsing the attention-based view, this paper aims to examine whether and how board composition might influence the allocation of board attention to corporate sustainability.Design/methodology/approachThis is a conceptual paper that uses a theoretical perspective pointing to the importance of generating a board composition that might benefit both business case framing and paradoxical framing, a typology introduced in managerial cognition literature to explain managerial decision-making.FindingsThe conclusions emerging from the reviewed literature suggest that boards that have realized an independence of perspective focus on shareholder profit maximization at the expense of considerations of corporate sustainability. It emerges that women directors who have adopted paradoxical framing can enable boards to consider not only economic but also environmental and social issues of sustainability during board decision-making. Further, it is noted that the effect of gender diversity on allocation of board attention to corporate sustainability is contingent upon contextual (board openness) and structural (chairperson leadership) factors that facilitate social interactions inside boardrooms.Originality/valueBy considering alternative cognitive frames as well as social interactions, the propositions contribute to a better understanding of the allocation of board attention regarding ambiguous sustainability issues.

American psychologist and philosopher William James (1842–1910) developed a mediating path to understand and cope with intellectual disagreement. This template did not come to him any more easily than it would for anyone dealing with the contemporary challenges of deep cultural and political polarization. Although the compelling contrasts he experienced in his young adulthood, especially the competing commitments of science and religion, initially filled him with indecision and discouragement, he later synthesized the parts of his education into a platform for comprehending intellectual differences in relation to each other. James's approach to intellectual differences can be summarized with "three Rs": the psychological roots of intellectual differences, their relations to each other, and effective ways to respond to them. James's ideas offer an education in strategies for coping with disagreement based on understanding how differences emerge to encourage searching for bridges across diversity.

This study will explore the power of media attention in relation to diversity of the clerk cohort to understand the factors that impact Supreme Court law clerk diversity.

The current legislative development in the context of educational attention to the diversity of the students, have highlighted the need to adapt the current educational models to the demands of the inclusive school and recent research in the field of disability. These new models put the focus on improving the quality of life of the students, offering an adapted and personalized education to the individual characteristics of this, providing quality to the teaching and learning process and allowing the correct adaptation of teaching to students, with the ultimate aim of developing their maximum potential. The present review is presented as a review of the educational care model that includes the latest research in the field of educational diversity. Based on the principles of attention to the diversity of the inclusive school and the quality of life model developed by Schalock and Verdugo, a new conception of disability is presented in the educational area, where students acquire the prominence of their learning process, totally adjusted to their personal, family and social reality, thus responding to the demands of the current society and the demands of the students in the matter of inclusion within the group of equals and participation within the educational environment and the society in which it is developed. ; Los actuales desarrollos legislativos en el marco de la atención educativa a la diversidad del alumnado, han puesto de relieve la necesidad de adaptar los modelos educativos actuales a las demandas de la escuela inclusiva y a las recientes investigaciones en el ámbito de la discapacidad. Estos nuevos modelos, ponen el foco en la mejora de la calidad de vida del alumnado, ofreciendo una educación adaptada y personalizada a las características individuales de este, dotando de calidad al proceso de enseñanza y aprendizaje y permitiendo la correcta adecuación de la enseñanza al alumnado, con el fin último de desarrollar su máximo potencial. El presente trabajo se presenta como una revisión del modelo de ...

Published by Reporters Without Borders every year, the Press Freedom Index (PFI) reflects the fear and tension in the newsroom pushed by the government and private sectors. While the PFI is invaluable in monitoring media environ- ments worldwide, the current survey-based method has in- herent limitations to updates in terms of cost and time. In this work, we introduce an alternative way to measure the level of press freedom using media attention diversity compiled from Unfiltered News.