This conceptual article proposes the establishing of the position of a corporate jester to support organizational change processes. The article focuses on the inevitable transformations companies have to go through, given the diversification and pluralization of the workforce. The corporate jester theoretically is framed as part of an organizational "comical artifact staging", that by utilizing humor as an element of organizational change, experiences more openness and less resistance than more educative tools. (author's abstract)

The fascinating field of molecular capsules has recently begun to see the creation of structures that, medicated by the encapsulation of guest molecules within their central cavity, are able to change the properties or reactivity of the substrate. The current capsule designs are however, prone to exchange of either part or whole ligands. This exchange or the capsule's subsequent disassembly can lead to loss of the cavity or modification of their external properties, and is a barrier to their more widespread application, a problem this work seeks to address by creating more a robust capsule structure. This thesis presents the design, synthesis and properties displayed by three novel capsules. All the species presented share a similar supramolecular tetrahedral structure, but their properties deviate significantly, showing either switchable behaviour, spin-crossover or a novel synthetic route to a kinetically inert structure. Improvements in the design have led to a final capsule that is water-soluble, robust, non-toxic and has been shown to encapsulate a range of guests. Chapter 1 includes an overview of the types of capsule constructed in literature and their possible application. The fundamental properties of these capsules are identified, with emphasis given to a discussion of mechanisms underlying their encapsulation phenomena. Chapter 2 describes efforts to construct a tetrahedral capsule based on iron(II) and an oxime ligand. While the use of an oxime motif achieved the aim of preventing exchange of the external groups, the capsule also displayed the surprising property of possessing a solvent responsive assembly-disassembly process. This potentially provides a basis for 'on-demand' encapsulation by being able to choose when to have hydrophobic cavity available for guests. Chapter 3 details the synthesis of a tetrahedral capsule containing iron (II) coordinated by a pyridyl-triazole bonding motif. the spin-crossover properties of the complex were initially demonstrated in the solid state, however, when in solution the capsule displayed the unusual ability of spin-crossover mediated structural rearrangement. Chapter 4 demonstrates the synthesis of a robust capsule. The synthetic route shown alleviates the problems surrounding the construction of inert species in a self-assembly process. Based around a cobalt (III) cation, the stability of the capsule to carious conditions is examined and its host-guest chemistry is explored, revealing some insights into the encapsulation behaviour of this structure.

This study aimed to examine what kind of challenges regarding integration the staff of residential care homes for unaccompanied refugee minors identify and what possibilities they have to handle these. Four qualitative interviews with staff in residential care homes for unaccompanied refugee minors were conducted. The result was analyzed by using the system theoretical perspective of Luhmann on the concepts of inclusion and exclusion in the context of social work. Another tool for analyzation was the different concepts of integration described by Esser and Elwert, called assimilation and intern integration. The respondents described that the residential care homes concepts of integration contributed to increase the chance of inclusion for the adolescents within the majority population and minority population. The daily routines of the residential care home were described to be the tools to include adolescents. This was according to the staff done by educating the adolescents about the Swedish society. The education that were described reflected the awareness of the transmigrant and their floating identity.Keywords: Integration, inclusion, exclusion, assimilation. / Syfte med denna studie var att undersöka vilka integrationsutmaningar personalen på HVB-hem identifierar med avseende på ensamkommande flyktingbarn och vilka möjligheter de anser sig ha att hantera dessa. Studien utgår ifrån fyra kvalitativa intervjuer som genomfördes med HVB-personal på tre olika boenden för ensamkommande flyktingbarn. Resultatet analyserades med hjälp av Luhmanns systemteoretiska perspektiv på begreppen inkludering och exkludering i kontexten för socialt arbete. Ett annat analysverktyg var Esser och Elwerts olika integrationskoncept, kallade assimilation och intern integration. Studiens resultat visar att HVB-hemmens integrationskoncept varierade vilket påverkade ungdomarnas chanser till inkludering inom majoritetsbefolkningen och minoritetsbefolkningen. HVB-hemspersonalens arbete med att inkludera ungdomarna tydliggjordes genom de dagliga rutinerna på arbetsplatsen. Inkluderingen skedde enligt intervjupersonerna genom att personalen informerade ungdomarna om det svenska samhället. Informationen som beskrevs reflekterade personalens medvetenhet om transmigrantens situation och dess flytande identitet.

Cette recherche aborde un phénomène encore peu documenté soit l'expérience d'enseignantes ayant accueilli un élève traité pour un cancer. Les études démontrent que l'école est peu préparée pour répondre aux besoins de ces élèves et offrir un soutien adéquat quant aux difficultés scolaires qu'ils risquent de présenter : fatigue, problème de mémoire, difficultés de concentration et d'apprentissage, etc. Résultant d'entrevues auprès de dix enseignantes, notre analyse qualitative a permis de dégager les services offerts et souhaités pour soutenir efficacement un élève traité pour un cancer dans son cheminement scolaire. En fonction de la situation et des difficultés de l'élève, les enseignantes disent avoir soutenu l'élève sur le plan affectif et social. Plusieurs proposent des moyens pour améliorer l'organisation de la classe. Enfin, notre discussion présente des pistes d'actions pour pallier l'absence de formation, accroître la concertation entre les milieux scolaires, communautaires et hospitaliers et favoriser l'inclusion scolaire de ces élèves.

Thesis (MDF)--Stellenbosch University, 2012. / South Africa’s Financial Sector Charter of 2003 to 2008 contributed in many ways to financial inclusion of the excluded masses, resulting in a decrease in proportion of excluded excluded from over 50% in 2003 to 23.5% in 2010. Commercial banks around the world have been known to bank the unbanked or downscale using various models. The report investigates the motivation for commercial bank downscaling in South Africa, leading to the various models of downscaling chosen by the Big 4. The reports finds that commercial banks in South Africa are moving away from fragmented methods of engagement of the bottom of the pyramid due to the large market which exists at that segment. This market accounts for on average 50% of the banks’ clients which indicates that banks have been dealing with this market for some time. The recent rise of a Microfinance bank has been credited as the stimulus for the more aggressive approach that banks have taken in recent years. Bank employees believe they have the resources and support to explore models of serving the market profitably while external stakeholder to the bank believe the banks are not geared for the market due to their cost structures and mentality and are therefore not fully exploring the potential in the market.

As a result of the Individuals with Disabilities Education Act, most children with disabilities in the US are now educated in schools with their typically developing peers. Although many of these children are in elementary schools (VanWeelden & Whipple, 2014) there is little empirical research that informs educational practice in elementary music classrooms (Jellison & Draper, in press). This dissertation comprises an observational study of the behavior of children with disabilities in inclusive music classrooms and their opportunities to practice their Individual Education Program (IEP) goals, and guidelines for conducting research with children with disabilities in inclusive elementary music classes. In the observational study I describe the opportunities for nine students with disabilities (Specific Learning Disabilities and/or Speech or Language Impairments) to engage in behaviors related to objectives defined in their IEPs in four inclusive music classrooms in relation to the music activities in which the children participated (e.g., singing, playing instruments) and instructional formats of the class (e.g., whole class, small groups, pairs). A further goal was to identify students’ participation and peer interactions. Results indicated that music theory and other music knowledge activities provided opportunities for students to engage in behaviors related to their IEP objectives. Opportunities for individual responses (verbal/nonverbal and music) and music performances were rare, but when students responded they were most often accurate. Students were most often on-task, particularly when engaged in music making activities, and they interacted with peers when assigned to work in groups and also when interactions were extemporaneous. I developed guidelines for future research based on my experiences conducting the study, and I discuss the challenges of identifying schools, classrooms, and participants; obtaining formal consent; developing the methodology (research questions, variables, operational definitions, equipment and materials); analyzing and reporting results; and consulting with school personnel before, during, and following the completion of research. / text

<p>The present work was to study the role of ladle glaze as apotential supplier of inclusions to the steel melt during theladle refining process. In this study, the total number ofinclusions at the beginning and at the end of the ladletreatment process was found to be increasing with ladle age,which is the number of heats, the ladle being used. Asubstantial increase in inclusion population was noticed aftera certain ladle age.</p><p>Totally four types of inclusions named as; type-1 (MgO),type-2 (spinel), type-3 (an oxide solution) and type-4 (spinelin the center surrounded by the oxide solution of type-3) wereobserved in the beginning of the ladle refining process.Thermodynamic calculation revealed that the type-3 and type-4inclusions were generated by the reactions between EAF slag andladle glaze. Even a part of inclusions of type-2 (spinel phase)could be formed by these reactions. Three types of inclusionswere found before casting, viz. type-5 (oxide solution with lowcontents of MgO and SiO2), type-6 (small MgO islands embeddedin an oxide solution) and type-7 (spinel in the centersurrounded by the oxide solution of type-5). Inclusions of bothtype-5 and type-7 were the products of the reaction betweeninclusions of type-2 and the liquid metal. On the other hand,the occurrence of pieces of MgO having sharp edges in the oxidesolution suggested that the type-6 inclusions were generated bythe ladle glaze.</p><p>A preliminary examination on the possibility of inclusionseparation by bubble floatation, experiments using cold modelswere also carried out. De-ionised water and silicon oil wereused as the bulk phase. Charcoal particles of different sizeranges were employed as the dispersed phase. The examination ofcharcoal-water-gas system indicated that the positivefloatation coefficient is not a sufficient condition for theinclusion separation. The experimental results were found to bein contradiction with the prediction of a typical model thatconsiders interfacial energies. The omitting of the drag forcewas believed to be the reason causing the failure of the modelprediction in the charcoal-water-gas system. The failure of themodel prediction suggested a need of a new model taking intoaccount interfacial energies, drag force, buoyancy force andgravity force.</p><p><b>Key words:</b>oxide inclusions, ladle metallurgy, ladleglaze, inclusion population, ladle age, interfacial tension,inclusion separation</p>

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<p>Research about what differences and similarities exists between UNHCR and UNRWA in the opinion of a refugee?</p><p>This examination focuses on a study between The United Nations High Commissioner for Refugees (UNHCR) and THE United Nations Relief and Works Agency for Palestine Refugees in the Near East (UNRWA). Both organizations are UN-related and are in charge of refugees, however they differ by the fact the UNHCR controls all of the world’s refugees with the exception of the Palestinian refugees, for which UNRWA. The aim of this work will be to examine the definition of refugees as well as their entitlements and in what way they differ depending on which organization they belong to.</p><p>As theory I have, among others, used Rainer Bauböck’s book ” Transnational Citizenship”. In his writing he focuses on entitlements and this book became very useful in my work and helped with the structure of the paper.</p><p>In conclusion, even though there is some resemblance in the aspect of a refugee’s entitlements, there are a lot of differences between UNHCR and UNRWA, mainly regarding the definition of a refugee but also in terms of assignments. What’s most noticeable when it comes to differences between these two organs is that UNHCR has mandate to assist with international protection and to seek permanent solutions for refugees. The mandate of UNRWA is limited to only assist Palestinian refugees with humanitarian assistance. UNRWA has been criticized to contribute directly to Palestinian dreams of return instead of accepting incorporation of refugees in neigbouring Arab countries.</p>

Post-secondary education is an aspiration for many students; however, students with intellectual disabilities are provided few opportunities to pursue this dream. Current practices in the Ontario system of education frequently segregate and exclude students with intellectual disabilities from participation in the educational opportunities that are provided to non-disabled students. These educational practices ultimately limit opportunities for students with intellectual disabilities, and as such, fail to provide sufficient credentials to these students so they can participate in post-secondary education or employment. In recent years, alternative routes through post-secondary education across Canada, and in Ontario, have been emerging for students with intellectual disabilities. Yet, these opportunities are not enshrined in government policies or post-secondary practice, and are only provided at the discretion of a handful of post-secondary institutions across Ontario. The purpose of this study is to provide an understanding of the inclusive post-secondary education experience from the perspectives of students who were participating in inclusive college programs in Ontario. Seven participants were recruited from two colleges in Ontario that provide an inclusive post-secondary experience for students with intellectual disabilities. Through a disability studies framework, a qualitative phenomenological methodology was employed in this study to empower the participants to share their stories and hear their voices. Three in-depth individual interviews using photo-elicitation were used to invite participants to offer a rich, detailed, first-person account of their experiences in inclusive post-secondary education. Each participant’s unique story of their college experience is highlighted as a Student Portrait. The main themes that emerged from the participants combined experiences were academic growth and development, interpersonal relationships and social networks, career development and employment potential, and self-determination. Findings from this study provide evidence of the positive outcomes of participation in post-secondary education for students with intellectual disabilities, including an anticipated positive impact that would extend well into the futures of each participant. This study highlights the need for post-secondary education reform to increase such opportunities for students with intellectual disabilities. / Thesis (Ph.D, Education) -- Queen's University, 2013-09-06 10:23:21.317