This thesis addresses one of the major challenges facing education systems in developing countries: that of how to include all children, particularly those from relatively disadvantaged communities. It looks, in particular, at the example in Nepal of children from the Dalit communities, a group known to be disadvantaged and often marginalized within the formal education system. In particular, the study attempts to investigate the barriers that prevent the educational access, participation and progress of these students at the secondary level. This theme was investigated using an ethnographic approach, which examined people's life experiences and culture in natural settings (within schools and in their communities) using data collected through a series of interviews, and observations. It also involved an analysis of the relevant literature and policy documents. What was found is that the reasons for children from the Dalit community being disadvantaged are many and complex. Broadly, they can be summarized as being, first of all, about the difficulties of implementing national policies, particularly in terms of making resources available and providing effective monitoring, even though these policies are very positive about the inclusion of these children. Secondly, it is about the expectations and attitudes amongst the various Dalit communities as to what they want for their children and young people, which are to do with tradition and culture, life styles and economic circumstances. Thirdly, these two sets of factors together put pressure on the schools, which have to find a way of dealing with the challenge of diversity and various expectations. In this way, this research provides some new understanding of the issues that bear on the education of Dalit children. The knowledge gained through this research has practical implications for stakeholders: policy makers, teachers, and Dalit community members and social workers. It is argued that this would help to foster the improvement of policy initiatives and their effective implementation. It could also help to bring changes in the existing attitudes of teachers and Dalit communities that may have a positive impact on Dalit children's integration into education. Most importantly, it has brought a new way of looking at these issues that can be used to inform public debate. The study illustrates the use of a methodology that might usefully be adopted by researchers carrying out research around similar themes in other developing countries. It might also be the case that the barriers that have been identified in Nepal would represent useful starting points for such research.

ABSTRACT The purpose of the present study was to explore the effects inclusion-exclusion on the job-related attitudes of the organizational workforce. These attitudes included job satisfaction, organizational commitment, burnout, and turnover intention. A quantitative survey was conducted using a sample of employees of a social service organization in San Bernardino County. Participants include employees from all levels and program areas of the social service organization. Study data was collected through the use of a self-report questionnaire. Measures were used to explore commitment to the organization, diversity perception, job satisfaction, turnover intention and burnout, the dependent variables. Using SPSS software to analyze data, descriptive statistics, correlation, and Mann-Whitney U analysis were conducted. More than half of the survey participants, as presented in Table 1 (see Appendix D), identified as women (n=35, 85.4%) and five (12.2%) accounted for the participants that identified as men. Results showed that Inclusion was significantly related to all job related attitudes except burnout, gender and race. Results were consistent with the literature in that inclusion is related to positive work-related attitudes, but inconsistent in regards to its relation with gender and race.

In this paper, we will review two fundamental counting methods: inclusionexclusion and pigeonhole principles. The inclusion-exclusion principle considers the elements of the sets satisfied some conditions, and avoids repeat counting by disjoint sets. We also use the inclusion-exclusion principle to solve the problems of Euler phi function and the number of onto functions in number theory, and derangement and the number of nonnegative integer solutions of equations in combinatorics. We derive the closed-form formula to those problems. For the forbidden positions problems, we use the rook polynomials to simplify the counting process. We also show the form of the inclusion-exclusion principle in probability, and use it to solve some probability problems. The pigeonhole principle is an easy concept. We can establish some sets and use the pigeonhole principle to discuss the extreme value about the number of elements. Choose the pigeons and pigeonholes, properly, and solve problems by the concept of the pigeonhole principle. We also introduce the Ramsey theorem which is an important application of the pigeonhole principle. This theorem provides a method to solve problems by complete graph. Finally, we give some contest problems about the inclusion-exclusion and pigeonhole principles to show how those principles are used.

Les Acadiens du Nouveau-Brunswick ont un parcours identitaire collectif riche en rebondissements qui les a menés vers une identité singulière solide. Ils se trouvent désormais confrontés au contexte d’une nouvelle réalité qui est la mondialisation. Depuis les dernières décennies, les changements occasionnés par la mondialisation se répercutent dans la conception même que l’on se fait du parler acadien et des pratiques culturelles acadiennes. Le chiac par exemple, auparavant stigmatisé et dévalorisé, devient maintenant porteur de valeurs identitaires modernes rattachées au mélange des cultures et à l’ouverture à l’autre. Toutefois, les contours de l’identité acadienne demeurent flous et sujets aux débats épistémologiques. La situation particulière d’un groupe qui n’a plus de territoire officiellement reconnu a une forte incidence sur les critères d’appartenance que les acteurs peuvent mobiliser pour se définir. Comment expliquer les processus d’identifications et les stratégies identitaires qui définissent l’appartenance au groupe chez les Acadiens? Partagent-ils les mêmes processus identitaires présents dans la littérature sur le sujet? Une connaissance plus approfondie des processus généraux peut-elle aider à mieux saisir et expliquer la complexité d’un groupe sensiblement diasporique dont l’identité et ses contours sont incertains? L’anthropologie en milieu acadien est presque inexistante. D’autre part, l’identité culturelle est un sujet ayant été longuement étudié et débattu, mais qui demande toujours plus de précision. Cette recherche a permis de mieux cerner de quelle façon la représentation de l’acadianité évolue en milieu minoritaire. / Acadians in New Brunswick have a solid sense of collective identity that it the result of a long and eventful process. They are now faced with the a new reality that is the context shaped by globalization. In recent decades, the changes caused by globalization are reflected in the way that Acadie and Acadian cultural practices are framed discursively. Chiac, for example, was previously stigmatized and devalued, but now becomes the bearer of modern identity values attached to the mixing of cultures and openness to others. Yet the contours of Acadian identity remain unclear and are subject to epistemological debates. The particular situation of this group that has no officially recognized territory has a significant impact on what membership criteria actors can mobilize to define their group. How can we explain the process of identification and identity strategies that define group membership among the Acadians? Do they share the same identity processes that are mentioned in the literature on the subject? Could a deeper understanding of general processes help to better understand and explain the complexity of a group whose indentity is marked by the diasporic experience and whose contours are uncertain? Anthropology is almost nonexistent in the Acadian community. At the same time, cultural identity is a topic that has been extensively studied and debated, but that needs more precise definition. This research is aimed at contributing to a better understanding of how of the representation of minority Acadian identity has evolved.

This thesis seeks to trace the process of Germany&rsquo / becoming a multicultural society through the politico-historical analysis of the matter of immigration to Germany. The working assumption while projecting this study is as follows / there is a close relation between the policies and implementations of Germany in practice and becoming a multicultural society during the process in question. Germany became a multinational society with its composition of different ethnic, religious and cultural groups / but it is clearly seen that Germany is not moving toward becoming a multicultural society, at least in the near future, considering its policies and implementations in practice. At the same time, considering the main arguments and effects of these new immigration and citizenship laws concerning immigrants will provide an essential ground for recognizing whether Germany is a multicultural society or not.

Title from first page of PDF document. Includes bibliographical references (p. 53-57).

O estudo ora apresentado tem como objetivo analisar o ProJovem enquanto materialização da Política Nacional de Juventude, nos marcos do Governo Lula. O pressuposto central para esta análise está na idéia de que a Política Nacional de Juventude, na forma como foi concebida, materializada quase exclusivamente pelo ProJovem, encontra seus limites no marco das transformações societárias recentes e acaba por reiterar a lógica de constituição histórica das políticas sociais brasileiras, agravada pelos condicionantes políticos e econômicos do pós-1970, comprometendo assim a configuração do seu objetivo, uma vez que nessa conjuntura, a referida política toma por eixo o tripé educação, qualificação profissional e a cidadania, subordinados aos princípios da acumulação capitalista. Para esta análise, optou-se por realizar uma revisão bibliográfica a fim de compreender as principais formulações a respeito da juventude, bem como as suas particularidades na realidade brasileira, tomando como eixo principal para a sua apreensão a perspectiva das expressões da "questão social" sobre condição juvenil. A partir deste debate, a análise da construção da Política Nacional de Juventude toma como pressuposto que esta surge como resposta às manifestações da "questão social", mediada pelas características históricas do processo de constituição das políticas sociais brasileiras e pelas inflexões das novas exigências do modo de produção capitalista, a partir da ofensiva neoliberal e do processo de reestruturação produtiva, no contexto sócio-histórico engendrado no pós-1970. O binômio "inclusão/exclusão social" e o "protagonismo juvenil" são apresentados como os principais eixos que orientam a política, sendo relevante a compreensão do seu significado no contexto das ações voltadas para a juventude. Por fim, buscou-se analisar como os princípios de tal política se materializam no ProJovem, e os limites postos para a efetivação do programa. Para a análise da Política Nacional de Juventude e do ProJovem optou-se por uma pesquisa documental, com base nos instrumentos legais, relatórios e publicações dos profissionais que atuam no programa na realidade do Rio de Janeiro. / This study presents ProJovem as carry out of the Youth National Policy, in Lulas government. The central analyze consist in the idea that the Youth National Policy, in the way of its conception, made almost exclusively by the ProJovem, found its limits in the recent social transformations and ends to bring back historical constitution logics of the Brazilian social policies, due to politicians and economics after 1970, compromising this way the format of its objective, so that, the policy referred has as its axis the education tripod, professional qualification and citizenship, subordinates to the capitalism principles. To this analyze, it was done a bibliographic revision aiming to understand the formulations about youth, as well as its particularities in the Brazilian reality, having as a main axis to its apprehension the perspective from the social issues expressions about youth condition. From this debate, the analyze of the Youth National Policy construction taken as main idea its appearance as an answer to the social issues manifestations, certain by the historical characteristics of the Brazilian social policies constitution processes and by the pressures of the new capitalist production requirements, from the neoliberal offensive and of the productive re-build process, in the historical-social context after 1970. Social inclusion/exclusion and the youth leading part are present as central axis to orient the policy and it is relevant to understand its meaning in the context of the actions to the youth. Finally, it was searched to analyze the principles of the policy in the ProJovem, and its limits to the effective of the program. To the checking of the ProJovem and the Youth National Policy to opt for document research, based on legal instruments, reports and professional publications from people that work in the reality of the program in Rio de Janeiro.

O estudo ora apresentado tem como objetivo analisar o ProJovem enquanto materialização da Política Nacional de Juventude, nos marcos do Governo Lula. O pressuposto central para esta análise está na idéia de que a Política Nacional de Juventude, na forma como foi concebida, materializada quase exclusivamente pelo ProJovem, encontra seus limites no marco das transformações societárias recentes e acaba por reiterar a lógica de constituição histórica das políticas sociais brasileiras, agravada pelos condicionantes políticos e econômicos do pós-1970, comprometendo assim a configuração do seu objetivo, uma vez que nessa conjuntura, a referida política toma por eixo o tripé educação, qualificação profissional e a cidadania, subordinados aos princípios da acumulação capitalista. Para esta análise, optou-se por realizar uma revisão bibliográfica a fim de compreender as principais formulações a respeito da juventude, bem como as suas particularidades na realidade brasileira, tomando como eixo principal para a sua apreensão a perspectiva das expressões da "questão social" sobre condição juvenil. A partir deste debate, a análise da construção da Política Nacional de Juventude toma como pressuposto que esta surge como resposta às manifestações da "questão social", mediada pelas características históricas do processo de constituição das políticas sociais brasileiras e pelas inflexões das novas exigências do modo de produção capitalista, a partir da ofensiva neoliberal e do processo de reestruturação produtiva, no contexto sócio-histórico engendrado no pós-1970. O binômio "inclusão/exclusão social" e o "protagonismo juvenil" são apresentados como os principais eixos que orientam a política, sendo relevante a compreensão do seu significado no contexto das ações voltadas para a juventude. Por fim, buscou-se analisar como os princípios de tal política se materializam no ProJovem, e os limites postos para a efetivação do programa. Para a análise da Política Nacional de Juventude e do ProJovem optou-se por uma pesquisa documental, com base nos instrumentos legais, relatórios e publicações dos profissionais que atuam no programa na realidade do Rio de Janeiro. / This study presents ProJovem as carry out of the Youth National Policy, in Lulas government. The central analyze consist in the idea that the Youth National Policy, in the way of its conception, made almost exclusively by the ProJovem, found its limits in the recent social transformations and ends to bring back historical constitution logics of the Brazilian social policies, due to politicians and economics after 1970, compromising this way the format of its objective, so that, the policy referred has as its axis the education tripod, professional qualification and citizenship, subordinates to the capitalism principles. To this analyze, it was done a bibliographic revision aiming to understand the formulations about youth, as well as its particularities in the Brazilian reality, having as a main axis to its apprehension the perspective from the social issues expressions about youth condition. From this debate, the analyze of the Youth National Policy construction taken as main idea its appearance as an answer to the social issues manifestations, certain by the historical characteristics of the Brazilian social policies constitution processes and by the pressures of the new capitalist production requirements, from the neoliberal offensive and of the productive re-build process, in the historical-social context after 1970. Social inclusion/exclusion and the youth leading part are present as central axis to orient the policy and it is relevant to understand its meaning in the context of the actions to the youth. Finally, it was searched to analyze the principles of the policy in the ProJovem, and its limits to the effective of the program. To the checking of the ProJovem and the Youth National Policy to opt for document research, based on legal instruments, reports and professional publications from people that work in the reality of the program in Rio de Janeiro.

Submitted by Liliane Ferreira (ljuvencia30@gmail.com) on 2018-05-03T13:42:07Z No. of bitstreams: 2 Dissertação - Elisângela Leles Lamonier - 2018.pdf: 2776695 bytes, checksum: eb92840528ceb39d77cec1724b6cebaf (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Approved for entry into archive by Luciana Ferreira (lucgeral@gmail.com) on 2018-05-03T14:52:02Z (GMT) No. of bitstreams: 2 Dissertação - Elisângela Leles Lamonier - 2018.pdf: 2776695 bytes, checksum: eb92840528ceb39d77cec1724b6cebaf (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) / Made available in DSpace on 2018-05-03T14:52:02Z (GMT). No. of bitstreams: 2 Dissertação - Elisângela Leles Lamonier - 2018.pdf: 2776695 bytes, checksum: eb92840528ceb39d77cec1724b6cebaf (MD5) license_rdf: 0 bytes, checksum: d41d8cd98f00b204e9800998ecf8427e (MD5) Previous issue date: 2018-03-27 / The inclusion of people with disabilities and other specific educational needs poses a major challenge to education. This work intends to collaborate so that this educational paradigm seen as a challenge is broken. The same is linked to the line of research on Educational Policies, Management and Teacher Training, of the Programa de Pósgraduaçaõ em Educação - PPGE, of Universidade Federal de Goiás / Regional Jataí. The objective of this study is to understand the social representations of people with disabilities and other specific educational needs of the Instituto Federal de Educação, Ciência e Tecnologia Goiano - Campus Iporá, about their perspectives of professional future, as well as to identify and analyze the laws that support inclusive education, in the scope of public educational policies that safeguard their rights, both educational and professional. It presents as a starting point the questions: What are the public inclusion educational policies that ensure the rights of people with disabilities and other specific educational needs in vocational training courses? What are the social representations of people with disabilities and other specific educational needs about their future career prospects? In an attempt to answer them, the research will make use of the Theory of Social Representations TSR, as a theoretical-methodological contribution; also of the knowledge built on these historical subjects, as well as bibliographical and documentary research that will support the analysis of reality in what concerns the subjects of the research. For the data collection, we used the semi-structured interview. The research starts from the need to understand that inclusive education is present in all educational institutions and it needs observations of how it is happening and to understand if these contribute to the professional formation, creating perspectives of professional future in the subjects involved in the educational process. The study will be guided by Moscovici (1978, 1995, 2001, 2003), Jodelet (2001, 2007), among other authors who see in TRS a search for answers to social phenomena; and the indictment of legislation that supports Inclusive Education in Brazil, such as: Constituição Federal/ 88, Estatuto da Criança e do Adolescente/ 90, Jomtien Convention (1990), Salamanca Declaration (1994), Law of Guidelines and Bases of Education - LDB (1996), Disability Rights of the UN (2006), National Policy on Special Education from the perspective of Inclusiva (2008), Lei Brasileira de Inclusão - BLI (2015), among several others considered relevant to the research. From the analysis, it is concluded that the subjects of the research value formation, anchor their future perspectives in education and work, by personal necessity, but mainly by valuing their "self" that historically and socially was excluded and marginalized. Even though they are aware of their future prospects, they are aware of the difficulties they will face in order to enter the labor market and the challenges that are still to come, mainly because it is not a natural process; on the contrary, the whole process of these subjects was historically marked by struggles and compulsion, as evidenced by the numerous laws that protect their rights as citizens. / A inclusão das pessoas com deficiência e com outras necessidades educacionais específicas representa um grande desafio para a educação. Este trabalho pretende colaborar para que esse paradigma educacional visto como desafio seja rompido. O mesmo está vinculado à linha de pesquisa sobre Políticas Educacionais, Gestão e Formação de Professores, do Programa de Pós-Graduação em Educação - PPGE, da Universidade Federal de Goiás/Regional de Jataí-GO. O objetivo deste estudo é compreender as representações sociais das pessoas com deficiência e com outras necessidades educacionais específicas, do Instituto Federal de Educação, Ciência e Tecnologia Goiano – Campus Iporá, sobre suas perspectivas de futuro profissional, bem como identificar e analisar as legislações que amparam a educação inclusiva, no âmbito das políticas públicas educacionais que resguardam seus direitos, tanto educacional como profissional. Apresenta como ponto de partida os questionamentos: Quais são as políticas públicas educacionais de inclusão que asseguram os direitos das pessoas com deficiência e com outras necessidades educacionais específicas nos cursos de formação profissional? Quais são as representações sociais das pessoas com deficiência e com outras necessidades educacionais específicas sobre suas perspectivas de futuro profissional? No intento de respondê-las, a pesquisa fará uso da Teoria das Representações Sociais – TRS, como aporte teórico-metodológico; também dos conhecimentos construídos sobre estes sujeitos históricos, além de pesquisa bibliográfica e documental que subsidiarão a análise da realidade no que tange os sujeitos da pesquisa. Para a coleta de dados utilizamos a entrevista semiestruturada. A investigação parte da necessidade de compreender que a educação inclusiva está presente em todas as instituições de ensino e necessita de observações de como ela está acontecendo e compreender se estas contribuem para a formação profissional, criando perspectivas de futuro profissional nos sujeitos envolvidos no processo educativo. O estudo será norteado pela TRS, representada por Moscovici (1978, 1995, 2001, 2003), Jodelet (2001, 2007), entre outros autores que veem na TRS uma busca de respostas para os fenômenos sociais; e pelo indiciário de legislações que amparam a Educação Inclusiva no Brasil, como: Constituição Federal – CF/88, Estatuto da Criança e do Adolescente – ECA/90, Convenção de Jomtien (1990), Declaração de Salamanca (1994), Lei de Diretrizes e Bases da Educação – LDB (1996), Convenção sobre os Direitos das Pessoas com Deficiência da ONU (2006), Política Nacional da Educação Especial na perspectiva da Inclusiva (2008), Lei Brasileira de Inclusão – LBI (2015), entre diversas outras consideradas relevantes para a pesquisa. A partir das análises, conclui-se que os sujeitos da pesquisa valorizam a formação, ancoram suas perspectivas de futuro na educação e no trabalho, por necessidade pessoal, mas principalmente por valorização do seu “eu” que histórica e socialmente foi excluído e marginalizado. Porém, mesmo conscientes de suas perspectivas futuras, são conhecedores das dificuldades que enfrentarão para inserirem-se no mercado de trabalho e os desafios que ainda estão por vir, principalmente porque não é um processo natural; pelo contrário, todo o processo que tange estes sujeitos foi historicamente marcado por lutas e obrigatoriedade, como comprovado pelas inúmeras legislações que amparam os seus direitos como cidadão.

Made available in DSpace on 2014-07-29T15:13:39Z (GMT). No. of bitstreams: 1 Tese parte 1 Cristiane de Quadros.pdf: 1970356 bytes, checksum: 4154fefe0c5f4882ee568941b2e59c93 (MD5) Previous issue date: 2011-07-11 / The thesis here presented, linked to the research line Teacher Formation and Professionalization of the Postgraduate Program on Education at the Federal University of Goiás (UFG), in partnership with the Program of Academic Cooperation (Procad) and Doctorate Interinstitutional Program (Dinter) Procad/Capes/Dinter/UFT/UFG, has the aim to rescue the genesis and the historical meaning of disability. In other words, concerned to understand, from the madness history told by Foucault, the conception of disability stated/invented in the Modern Age and its implications in order to educate and legislate about disabled persons in Brazil. In this sense, highlight remnants from a certain culture from a certain file. Thus, the research seeks to mine in the fragmented history the special education not only the chronologic order of their development (dates and facts); is investigated by the archeology of its meaning, by discontinuities of its social structures. Therefore uses the sum of discourses about the madness, the abnormality/normality and the disability, which may offers us a history that helps to comprehend why and how the special school and the inclusion process, constituted as such nowadays. Furthermore, realize how the normality device is expressed in the special treatment as well in the way to legislate about disabled persons. It constitutes in a literature and documental research of a historical nature. Foucault is our main interlocutor in the discussions here presented, so that the author is used as a theoreticalmethodological reference in the research. The main consulted documents (LOPES, 1929), primary sources, correspond to the Archivos Brasileiros de Higiene Mental, belonging to the Liga Brasileira de Higiene Mental LBHM (Brazilian League for Mental Hygiene) (1925-1937), institution founded in Brazil by Gustavo Riedel in 1923. Other primary and secondary documents, from the Ministry of Education and why international recommendations were also consulted. The research allows to realize how the idea of being disabled or of being different was stated historic, social and culturally. The discussions about the processes of social exclusion/inclusion here shown set up the speeches that make present in the cultural context, educational and legal contemporaneous and underlie and constitute the institutional practices focused to the disabled or different persons. However, is verified that the concept of inclusion stated by the contemporaneity, notwithstanding that propose a new concept to comprehend the disabled remains to express, between the lines, the idea of standardization and control of the social body. / A tese ora apresentada, vinculada à linha de pesquisa Formação e Profissionalização Docente do Programa de Pós-Graduação em Educação da Universidade Federal de Goiás (UFG), em parceria com o Programa de Cooperação Acadêmica (Procad) e Programa de Doutorado Interinstitucional (Dinter) Procad/Capes/Dinter/UFT/UFG, tem o objetivo de resgatar a gênese e o sentido histórico da deficiência. Em outras palavras, preocupou-se em compreender, a partir da história da loucura contada por Foucault, a concepção de deficiência construída/inventada na Idade Moderna e quais suas implicações na forma de educar e legislar sobre o deficiente no Brasil. Neste sentido, salientar resquícios de uma dada cultura de um dado arquivo. Assim, a pesquisa busca garimpar na história fragmentada da educação especial não apenas a ordem cronológica do seu desenvolvimento (datas e fatos); é investigada pela arqueologia do seu significado, pelas descontinuidades das suas estruturas sociais. Utiliza, assim, a soma dos discursos percebidos sobre a loucura, a anormalidade/normalidade e a deficiência, que nos ofereça uma história que auxilie a compreender porque e como a escola especial e o movimento de inclusão, se constituíram como tal, na atualidade. Além disso, perceber como o dispositivo de normalidade se expressa no atendimento especializado e também na forma de legislar sobre o deficiente. Constitui-se em uma pesquisa bibliográfica e documental de cunho histórico. Foucault é nosso principal interlocutor nas discussões apresentadas, portanto o autor é utilizado como referencial teórico-metodológico da pesquisa. A principal fonte pesquisada (LOPES, 1929), fontes primárias, corresponde aos Archivos Brasileiros de Higiene Mental, pertencentes à Liga Brasileira de Higiene Mental LBHM (1925-1937), instituição fundada no Brasil por Gustavo Riedel em 1923. Outros documentos de fontes primárias e secundárias, do Ministério da Educação, a partir das recomendações internacionais, também foram consultados. A pesquisa permite perceber como a idéia do ser deficiente ou do ser diferente foi determinada histórica, social e culturalmente. As discussões sobre os processos de exclusão/inclusão social apresentadas no texto embasam os discursos que se fazem presentes no contexto cultural, educacional e legal contemporâneo e que fundamentam e constituem as práticas institucionais voltadas ao sujeito deficiente ou diferente. Entretanto, verifica-se que a concepção de inclusão inventada pela contemporaneidade, ainda que proponha uma nova proposta para a compreensão do deficiente, continua a expressar, nas entrelinhas, a idéia de normalização e de controle do corpo social.