The diploma thesis titled "Social exclusion of Roma at the local level and strategy of overcoming" is divided into two parts - theoretical and practical. The goal of the thesis is to answer two main research questions: "What are the specific characteristics of life of the Roma in socially excluded locality Smíchov?" and "How do the Roma living in Smíchov perceive possibilities of the overcoming social exclusion of the Roma?". The theoretical part is insight into the problems of social exclusion of the Roma in the Czech Republic. It outlines the history of the Roma and the general concepts of coexistence of majority and minority. It also contains a description of the specific features of the social exclusion of the Roma in the Czech Republic and opportunities of social work in the Roma community. The theoretical part is followed by empirical part, which is based on a framework analysis of ten interviews with Roma respondents from Smíchov. The research examined the economic situation, social contacts, education level, life satisfaction and difficulties experience of discrimination and attitudes towards media image of Roma, politics and the police.

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Sweden’s social and labor policy have been influenced by strong labor movements. The role of trade unions is of significance, when speaking of labor market integration of refugee immigrants. This study aimed to examine how the Swedish Trade Union Confederation, LO, supports integration of refugee immigrants on the Swedish labor market. Through semi-structured interviews with representatives from LO, reasons of exclusion of refugee immigrants from the labor market, strategies to integrate refugee immigrants on the labor market and current policies regarding integration of refugee immigrants, were investigated. The empirical data was analyzed using theoretical frameworks of social exclusion, empowerment and Esping-Andersen’s categorization of welfare state regimes. According to the LO representatives, refugee immigrants are excluded from the Swedish labor market due to reasons such as lack of language skills, discriminatory unemployment and segregated housing conditions. The results show that there is a lack of strategies used by LO to integrate refugee immigrants on the labor market, although elements of providing information and forms of influence for conscientizing and empowerment have been identified. Removing administrative barriers combined with protection of collective agreements and the solidary welfare state system are identified as important for a successful integration on the labor market. The findings are related to the shift of Sweden’s welfare state, from a universal to a more liberal one.

Thesis (PhD (Mathematical Sciences))--Stellenbosch University, 2008 / Please refer to full text for abstract.

<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>

This thesis is a work of political philosophy. It aims to set out an egalitarian understanding of the promotion of social capital. The first chapter of the thesis is an introduction to social capital, and contains a normative criticism of contemporary social capital policy-making. A typology of theoretical approaches to social capital policies are outlined in the second chapter, including neoliberal constitutionalism, civic republicanism, and egalitarian pluralism. Of these approaches, egalitarian pluralism seems best able to promote social capital while balancing the competing values of freedom and equality. The third chapter builds on the egalitarian pluralist approach and investigates a relational egalitarian strategy for the promotion of social capital. / Thesis (Master, Philosophy) -- Queen's University, 2013-11-29 11:11:33.823

Darbe analizuojamos skurdžiai gyvenančios šeimos vaikų socialinės atskirties įveikimo galimybės specialiojoje mokykloje. Tyrimo rezultatai atskleidžia, kad skurdžiai gyvenančios šeimos vaikai, besimokantys specialiojoje mokykloje, yra veiksmingiau įgalinami įveikti socialinę atskirtį lyginant su tos pačios šeimos vaikais, kurie mokosi įprastoje pagrindinėje mokykloje. Tyrimo tipas – kokybinis, dalyvių atranka – kriterinė, tyrimo lauką sudarė šeima, specialioji mokykla, kaimo bendruomenė. Duomenys buvo renkami pusiau struktūruoto interviu, standartizuoto interviu paauglių problemoms įvertinti, stebėjimo ir dokumentų analizės metodais. Gauti tyrimo duomenys rodo, kad skurdžiai gyvenančios šeimos vaikai gali paveldėti tėvų gyvensenos bruožus – nedalyvavimą ugdymo veikloje ir integracijos stoką, žemą motyvaciją, neišmoksta naudotis daiktais, pinigais, planuoti laiką ir veiksmus, neišmoksta taupumo, jiems charakteringa yra ankstyva seksualinio gyvenimo pradžia, jie išgyvena stiprų marginalumo jausmą, neapsaugotumą, priklausomumą ir nevisavertiškumą. Atėję mokytis į įprastą kaimo pagrindinę mokyklą priklausantys skurdo kultūrai vaikai ir mokytojai tarpusavyje nesusikalba, juos diskriminuoja suaugusieji ir bendraamžiai dėl neturto ir „nesuprantamo“ elgesio, dėl išgyvenamų stiprių marginalumo jausmų, neapsaugotumo, priklausomumo ir nevisavertiškumo emocinės būsenos šie vaikai sunkiai adaptuojasi mokykloje. Dėl būdingo skurdui gyvenimo nuolatinėje streso situacijoje tokių vaikų... [toliau žr. visą tekstą] / This research work analyse the possibilities in school for children with special needs to defeat social exclusion of children living with family in Poverty. Results of research establish that children living with family in Poverty and go to in school for children with special needs are more effective enable to overcome social exclusion as compared to children of this family who go to simple secondary school. Results of research also establish children living with family in Poverty are heritors of the poor life some characteristics.

In this thesis, I investigate my professional practice as an independent health adviser in the UK National Health Service. Inclusion and exclusion, power, innovation and rejection in nursing are themes that have emerged from my work within a milieu where the dominant discourse is systems thinking. I have analysed why systems thinking predominates in UK healthcare services, and examine the benefits and limitations of this approach. Similarly, I have studied complex responsive processes theory and assessed the value and drawbacks of this way of thinking. A key focus of this research has been to consider how innovation occurs in organisations. NHS policymakers include examples of good practice in a number of recent policy documents and encourage staff to emulate these examples to improve their services. This overlooks the unique setting in which staff work, and disregards their collective working styles and roles. Power relationships, local ideological perspectives, histories and pertinent environmental factors all render the adoption of established blueprints inadvisable. Nor do such policy documents consider potential unintended consequences of the innovation: for example, reducing the waiting times to access treatment in one area can have a detrimental effect on other services. Using narrative accounts from my professional practice, I critically evaluate the concepts of power, innovation and systems thinking. I draw attention to a number of particular dissonances that I consider many nurses and health care workers to be experiencing as rejection within their work-based relationships. These challenges include a fear of job loss, the difficulty of managing national targets and local service delivery, a loss of consumer confidence in clinicians, the pressures of increased regulation, and tensions between clinical and managerial staff. These concerns led me to examine the nature of the employer–employee relationship. The psychological contract is a way of describing the relationship between employers and employees in terms of optimistic reciprocal agreements and expectations. These positive assumptions tend to underplay or overlook the unpredictability of organisational life, such as financial constraints that might threaten job security. When disruption arises, employees may feel wary of their managers and distressed that their psychological contract has been violated. I argue that trust is a concept requiring continual renegotiation through the ongoing patterning of relationships that emerge through the conversations between people as employees participate in the organisation’s development. My thesis departs from the traditional view of positing the psychological contract as a central feature of employment. Instead, I propose that the complex responsive processes perspective offers a legitimate and useful way of deepening our understanding of employer–employee relations. I have used a reflexive research method, challenging Alvesson and Skoldberg’s (2000, p.250) reflexive interpretation framework for its individualistic approach. I demonstrate that my method is social and iterative, and extend the framework in order to illustrate the way in which I developed my reflexive approach. This framework presents a way of demonstrating the movement of interpretation based on the researchers’ judgment and intuition that guides the research process (Alvesson and Skoldberg, 2000). My original contribution to practice offers a different way of looking at healthcare organisations from that proposed by many healthcare consultants. I engage with staff to analyse their day-to-day relationships by reflecting on their micro-interactions with colleagues as we try to make sense of what is happening in their departments. I introduce the notion of interdependence, and encourage clients to engage in dialogue and seek to influence what occurs through their relationships with their colleagues. There is no blueprint for success: rather than focusing on supposed ‘organisational systems’, we concentrate on what is actually happening in their ongoing work elationships.

This study focuses on the issue of social exclusion in British tennis. It commences with a critique of current LTA policy, presenting exclusion as static, ahistorical and underpinned by false dichotomies of age and social class. Aspects of Norbert Elias’s theoretical approach are employed throughout as an analytical framework. Initially, the roots of exclusion in British tennis are sought through historical analysis. Aspects of the Civilising Process help direct attention towards wider social processes to explain the prevalence of exclusion, particularly in tennis clubs. Cost was a crucial factor in determining early access, but as tennis became more accessible to lower classes, codes of behavioural etiquette helped demarcate members along status lines. Into the mid-20th century, the globalisation, professionalisation and commercialisation of tennis pushed the LTA to adopt a more performance-oriented outlook, but this has come to oppose the more relaxed culture of tennis clubs. Thus, a power struggle emerged between these two institutions, and, underpinned by thirty interviews with leading figures in British tennis as well as extensive documentary analysis, the third section documents these developments from the 1980s. Crucially, tennis clubs remain largely amateur and voluntary-run organisations, yet are important locations for the implementation of the LTA’s demanding talent development objectives. These recent developments are understood with the help of Elias’s Game Models theory. The fourth section presents findings from a ten-month ethnographic study of social exclusion in a tennis club; a micro-analysis of club member relations underpinned by Elias’s Established-Outsider Relations theory. Overall findings suggest that social exclusion in British tennis is far more complex, multi-faceted and historically-rooted than what current LTA discourse presents. Differences in age and class are less central, and instead preconceived notions of social status based on longevity of membership, adherence to behavioural norms and playing standard are powerful determinants of inclusion.

This thesis presents an exploration of the nature, extent and characteristics of a disciplinary Inclusion Room (IR), from the perspectives of students and staff in a South West secondary school. Over the past five years, this school has significantly reduced fixed term exclusions and improved school attainment against Local Authority averages. This research presents an organisational response to a socio-cultural problem and the paradoxical lenses of social inclusion and discipline. The research uses Cultural Historical Activity Theory (CHAT) as a theoretical and methodological framework. I explore inclusion and professionalism using the perspectives of nine students who entered disciplinary IR and nine staff who knew the students. Inclusion constructs explored include participation, equality and diversity. Professionalism is deliberated through a continuum of managerial control/discretionay judgement, individualistic models/collegial approaches and bureaucratic/continuous learning dimensions. Mixed methods used include document analysis, an on-line questionnaire, student and staff interviews, visual timelines and observations of the students in classrooms. The analysis of IR considers primary, secondary and tertiary contradictions along with disciplinary rules, community and division of labour/power constructs amongst participants to develop a rich understanding of the context. Exploratory data, in the form of a questionnaire, suggests that the students and staff broadly share understanding of inclusion policy, practice and culture in this school. Interviews, further informed by examination of documents, student timelines and observations, show how a disciplinary IR is integrated into, and complements, educational processes; participation (being there), equality and diversity, within the school. Professionalism is characterised by discretionary lenses, collegial working and continuous learning governed by problem solving to support that educational vision. Findings from this work are generalisable as the research develops experience of the school in a naturalistic manner and is illustrative of expectations rather than formal predictions. Nevertheless, schools can use the findings to consider how a disciplinary IR can complement educational processes through increasing participation, equality and diversity. Goals for inclusion can be enhanced through collaborative partnerships and active, ongoing engagement amongst students and staff to develop the educational experience.