This paper’s written by Fatih Kulbay and Robin Sütcü, which aim has been to explore how living in a territorially stigmatized place affects one's identity and self-image, but also of the impact that civil society have on the individuals sense of belonging. The aim has also been to exteriorize coping-strategies from the stigmatization. This field study is comprised of semi- structured interviews which have taken place in Fryshuset Husby and Reactor in Husby. Our theoretical framework has been Erving Goffman's concept of stigma which have made operationalized by Bruce G. Link and Jo C. Phelan. The thesis regarding grouping in Norbert Elias and John L. Scotsons The Established and the Outsiders have also been utilized in our analysis as well as previous research. The result has been varying overall on the individuals’ identity and self-image, which have in some cases been strengthened, in other cases lead to further insecurities or frustration, which in turn gave rise to different strategies. Furthermore, a correlation between one’s identity and sense of belonging to Husby and society at large respectively exists, which relates to Goffman's final phase of maturity where these organizations have had a positive impact on the individuals’ identity, self- image and belonging. / Denna uppsats har gjorts av Fatih Kulbay och Robin Sütcü och syftat till att undersöka hur ens identitet och självbild påverkas av att bo på en territoriellt stigmatiserad plats men också av den inverkan civilsamhället har på individens känsla av tillhörighet. Uppsatsen blottlägger även strategier för att hantera stigmat. Vår fältstudie har omfattats av semistrukturerade intervjuer, vilka tagit plats i Fryshuset Husby och Reactor i Husby. Primära teorin har varit Erving Goffmans begrepp stigma som gjorts empiriskt mätbar av Bruce G. Link och Jo C. Phelan. Dessutom har Norbert Elias och John L. Scotsons tes ur Etablerade och Outsiders om grupperingar använts i analysen samt tidigare forskning. Undersökningen har gett varierande resultat kring individernas identitet och självbild, som i vissa fall stärkts, i andra fall lett till osäkerhet och frustration vilka i sin tur givit upphov till olika strategier. Dessutom korreleras deras identitet och känsla av tillhörighet till Husby respektive övriga samhället, som relateras till Goffmans slutgiltiga mognadsfas där organisationer inom den stigmatiserade platsen haft en positiv påverkan på individens identitet, självbild och känsla av tillhörighet.

A discussão sobre “inclusão social" ganha crescente relevância na nossa sociedade. Ela trata do respeito às diferenças, dos direitos e da participação igualitária dos cidadãos. A diversidade de pessoas que evoca essa premissa é imensa, decorrente de aspectos étnicos, sócio-econômicos, sexuais e ligados às necessidades especiais. No caso de crianças com necessidades especiais, particularmente daquelas com deficiências, a inclusão abarca sua participação na sociedade em geral e, especificamente, em instituições de educação regular (“inclusão escolar"). Porém, a despeito da criação de leis e regulamentações, os preconceitos, além da não observância de aspectos como capacitação de educadores e acessibilidade física, dificultam a concretização da inclusão. Considerando a relevância e complexidade do problema e, ainda, que esse processo é freqüentemente mediado por profissionais de saúde, traçou-se como meta estudar a inclusão de crianças com Paralisia Cerebral, com foco nesses profissionais. Indagou-se como eles concebem a e participam da inclusão dessas crianças. Foram investigados os vários profissionais que atendiam duas crianças de três anos, em seguimento em serviços de saúde da região de Ribeirão Preto - SP. O corpus para análise foi obtido por entrevistas semi-estruturadas (neurologista infantil, pediatra, médico de saúde da família, enfermeira, fisioterapeuta, fonoaudióloga, terapeuta ocupacional, psicóloga e assistente social), por visita domiciliar às crianças e famílias e por notas de campo. A coleta e análise foram feitas com base na Rede de Significações. As crianças pivôs - Davi e Letícia - têm comprometimentos decorrentes da Paralisia Cerebral. Porém, cada criança apresenta características distintas. Em Letícia os comprometimentos motores são mais evidentes no lado esquerdo, ela não tem comunicação verbal e usualmente rejeita contato interpessoal. Em Davi a limitação motora é mais evidenciada nos membros inferiores, além disso, ele comunica-se verbalmente e busca o outro. Cada família se organiza e participa no tratamento de maneira bem diversa. A família de Davi é bastante participativa e a de Letícia demonstra-se confusa, quanto ao quadro e tratamento da criança. Os profissionais que atendem às crianças atuam em contextos diversos (serviços públicos primário/secundário/terciário, além de serviços filantrópicos e universitários particulares). Constatou-se que cada contexto proporciona distintas oportunidades aos e práticas discursivas dos profissionais e das pessoas que neles são atendidas, estes aspectos influenciando a forma de atuação com relação à inclusão daquelas crianças. Predominantemente, o olhar destes profissionais é dirigido de maneira descontextualizada à criança individualmente. Porém, tanto as características das crianças, como a organização dos contextos familiares, revelaram-se importantes circunscritores das concepções, expectativas, relações e atuações dos profissionais. A articulação de todos aqueles elementos contribui para circunscrever, para os profissionais, o papel de competente/ impotente frente ao caso, participativo/não-participativo dos processos de inclusão. Ainda, explicita muitas vezes a sobreposição de exclusões, tendo os profissionais dificuldade em lidar com estas situações. Constatamos que o processo de inclusão social e escolar de crianças com Paralisia Cerebral não é algo naturalizado, e sim, a acontecer. E, finalmente, que o processo de inclusão se faz na dialética da inclusão/exclusão das crianças e suas famílias, abarcando situações que nem sempre se dão de maneira digna e decente. / The debate regarding “social inclusion" increasinly acquires relevance in our society. It highlights issues such as respect to differences, common rights and citizens egalitarian social participation. The diversity of groups who evokes the inclusion premise is enormous, mostly related to ethnic, socio-economic, sexual and special needs aspects. In the case of children with special needs, especially those with disabilities, inclusion encompasses their participation in society in general, besides in regular education institutions (“scholar inclusion"). Although there has been the creation of laws and resolutions concerning inclusion, its concretization is being considered as a difficult task, as there are problems such as prejudices, lack of teachers’ training and the presence of architectonic barriers. On account of the relevance and complexity of this issue, besides considering that this processes are usually mediated by health professionals, we set our objective in studying the children with special needs inclusion, focusing on these professionals. The aim is to investigate how health professionals conceive the and participate of the inclusion processes. The various professionals who consult two three-year-old children with Cerebral Palsy were investigated. The emprical data was obtained by semi-structures interviews (child neurologist, pediatrician, family health doctor, nurse, physiotherapist, phonoaudiologist, occupational therapist, psychologist and social assistant), besides domiciliary visit and field notes. Data collection and analysis were made based on the Network of Meanings perspective. The pivot children – Davi and Letícia – have limitations due to the Cerebral Palsy. However, each child presents distinct characteristics. In Letícia, motor limitations are more evident in the child’s left side; besides she does not speak and usually rejects interpersonal contact. In Davi, the motor limitations are highly manifested on the lower limbs; besides, he speaks clearly and he often aims to interact with other people. Regarding the families, both organization and participation in the treatment reveals very diverse characteristics among them. Davi’s family is very much participative, unlikely in Letícia’s family who demonstrates confusion concerning the child’s clinical findings and treatment. The professionals who follow up the children exercise their practices in very diverse contexts (public services - primary, secondary, tertiary -, besides philanthropical and private universitary services). Analysis made evident that, besides the professional graduation, each service context provides distinct opportunities to and discursive practices for the professionals and the families who are attended in that place, constraining diversely the way they conceive and enact regarding those children’s inclusion processes. Predominantly, that professionals act considering the individual child, in a de-contextualized manner. Moreover, the children’s characteristics and the family organization also revealed to be important constraints of the professionals conceptions, expectations, relations and performances. Those elements were undestood to constrain the situation not by themselves, but through their intrinsic articulation, helping to set the professionals on competent/incompetent roles regarding the case; leading them to feel as a participant / not participant in the inclusion processes. Dominantly, it could be identified the superposition of several exclusions, within which the health professionals have difficulties to cope. We have evidenced that the inclusion processes of children with special needs is not a naturalized one, but is continously in development. Finally, it can be said that the children’s and their families’ inclusion processes happen in an inclusion/exclusion dialectics, in which the inclusion situations does not always happen in a decent and respectable manner.

Social exclusion is a psychologically stressful experience that impairs people’s ability to control specific behaviors or events. In the current study, I attempted to reconcile competing predictions regarding whether exclusion is especially harmful to control, or self-regulate, when it is attributed to individual- or group-based characteristics of a person. Per the self-evaluation maintenance (SEM) model, social exclusion should be most detrimental to self-regulation when it is directed at a person’s unique traits, or individual self. In contrast, social identity theory (SIT) predicts that exclusion is especially damaging when it is directed at a person’s group membership. I examined whether the seemingly contradictory predictions made by SEM and SIT are because they relate to different circumstances concerning the fairness of the exclusion experience. Most research regarding individual-based exclusion involves situations in which the exclusion seems fair, or deserved, whereas research regarding group-based exclusion focuses on discrimination, or unfair exclusion. An online exclusion paradigm (i.e., “College Survivor”) was used to examine the role of fairness. During the Survivor game, Latina women experienced either individual- or group-based exclusion that was either fair or unfair. Afterwards, participants were asked to taste and rate three bowls of chocolate that were ostensibly manufactured in three countries that used different recipes. The findings demonstrated that participants consumed the most calories (i.e., showed the greatest loss of self-control) when exclusion was fair and directed towards their individual selves, or when exclusion was unfair and directed towards their group selves.

Nationwide concerns include disproportionate discipline referrals and suspensions of certain student groups and the associated negative student outcomes. The state's department of education cited a school district for suspending Black students with disabilities (SWD) at more than 3 times the rate of all other student groups; yet, the complex nature of the disciplinary disproportionality in this district was unknown. The purpose of this study was to investigate how student-related characteristics including race/ethnicity, gender, age, grade level, disability status, and school location, may predict number of discipline referrals, types of discipline referrals, and types of suspensions issued to students. Guided by the theory of behaviorism, this nonexperimental, ex post facto study examined archival discipline data for the 5523 students who received at least 1 office referral during the 2015-2016 school year. Chi-square analyses showed SWD had higher numbers of referrals, received referrals for subjective offenses, and were more likely to receive out-of-school suspension than no suspension or in-school suspension compared to nondisabled students. Regression analyses indicated students who were Black, male, identified as SWD, or in secondary school were at significantly greater risk of office referral and exclusionary discipline than other student groups. By understanding the patterns of discipline outcomes associated with student-related characteristics, school administrators within the local district are now able to select and implement evidence-based practices that may reduce exclusionary discipline, allowing all students to participate equally in school. Over time, these practices may lead to positive student outcomes including higher school engagement and increased graduation rates.

Este estudo teve como objetivo investigar como variáveis sociodemográficas (idade, sexo, religião e cidade), níveis de empatia dos participantes e fatores específicos da pesquisa em exclusão (grau de contato, experiência como vítima de preconceito, opinião acerca da homossexualidade e percepção de influência) se relacionam com julgamentos de situações de exclusão contra homossexuais. Essa pesquisa defende a tese de que a exclusão motivada por homofobia é um fenômeno complexo, multifacetado e que precisa ser compreendido também a partir de uma leitura da Psicologia do Desenvolvimento Moral, visto que as noções de equidade e considerações com o bem-estar do outro têm impacto direto sobre a visão do outro como humano que deve ser respeitado em sua dignidade e liberdade. Essa leitura está amparada teoricamente na Teoria do Domínio Social com a compreensão de que os juízos dos adolescentes acerca da realidade estão amparados por conhecimentos de diferentes domínios moral, convencional e pessoal e que além de ponderar entre todos os territórios esses ainda são atravessados por dimensões afetivas, cognitivas e sociais construídas em uma história de vida com experiências complexas. A amostra foi composta por 643 sujeitos. Destes, 45% eram moradores da cidade de Petrolina PE e 55% de São Paulo SP; 44% dos participantes eram do sexo masculino e 56% do sexo feminino, com idades entre 12 e 18 anos (M = 14,6; DP = 1,86). Os dados foram coletados em escolas públicas. Os questionários foram aplicados individualmente em formato autoadministrado e analisados através de procedimentos qualitativos e quantitativos. Os dados demonstraram que apesar da maioria dos adolescentes julgarem a homossexualidade como errada ou nem certa nem errada, isso não torna a exclusão certa, visto que esta foi majoritariamente avaliada como errada por questões morais. As variáveis sociodemográficas estiveram associadas a diferentes julgamentos, e destaca-se o papel importante do gênero nas diferenças dos julgamentos, podendo essa diferença estar associada diretamente as demais variáveis investigadas visto que as meninas apresentaram maiores níveis de empatia e experiências como vítimas de sexismo, bem como, maior contato com pessoas homossexuais e opiniões mais positivas acerca da homossexualidade. Quanto maior o contato com homossexuais, mais vivencias de vitimização de preconceito, maiores níveis de empatia e opinião positiva acerca da homossexualidade, mais os adolescentes avaliaram a exclusão como errada, baseados em critérios morais, convencionais e pessoais. Por outro lado, essas experiências (com exceção da vitimização) fizeram com que eles discordassem mais de razões convencionais e pessoais de que é certo excluir. Em relação às influências de pais, professores e amigos, observa-se pouca influência dos pais e professores nos julgamentos adolescentes, sendo mais evidente a influência de outros adolescentes tanto em relação aos conteúdos de igualdade e quanto na manifestação de afetos negativos em relação à homossexuais. Os resultados demonstraram ainda claramente a coexistência dos domínios nos julgamentos dessa temática. Por fim, destaca-se que esse estudo buscou contribuir para a compreensão de um fenômeno complexo sob a ótima da Psicologia do Desenvolvimento Moral, sendo esse um campo ainda pouco explorado / The purpose of this study was to investigate how sociodemographic variables (age, sex, religion and city), levels of empathy of participants and specific factors of exclusion research (degree of contact, experience as victim of prejudice, opinion about homosexuality and perception of influence) relate to judgments of situations of exclusion against homosexuals. This research defends the thesis that exclusion motivated by homophobia is a complex and multifaceted phenomenon, and that needs to be understood also from Moral Development Psychology, since the notions of equity and considerations with the well-being of the other have a direct impact on the vision of the other as a human who must be respected in their dignity and freedom. This reading is theoretically supported in the Social Domain Theory with the understanding that the adolescents\' judgments about reality are supported by knowledge of different domains - moral, conventional and personal - and that besides pondering between all the territories these are still crossed by affective, cognitive and social dimensions built on a life story with complex experiences. The sample consisted of 643 subjects. Of these, 45% were residents of the city of Petrolina - PE and 55% of São Paulo - SP; 44% of the participants were male and 56% female, with ages between 12 and 18 years (M = 14.6; SD = 1.86). Data were collected in public schools. The questionnaires were individually applied in a self-administered format and analyzed through qualitative and quantitative procedures. The data showed that although most adolescent judge homosexuality to be wrong, neither right nor wrong, it does not make the right exclusion, since it was mostly judged to be wrong on moral domain. The sociodemographic variables were associated with different judgments, and the important role of gender in the differences of the judgments is highlighted, and this difference may be directly associated with the other variables investigated since the girls presented higher levels of empathy and experiences as victims of sexism as well such as greater contact with homosexual people and more positive opinions about homosexuality. The greater the contact with homosexuals, the more experiences of victimization of prejudice, higher levels of empathy and positive opinion about homosexuality, the more adolescents evaluated the exclusion as wrong, based on moral, conventional and personal criteria. On the other hand, these experiences (with the exception of victimization) made them disagree more with conventional and personal reasons that it is certain to exclude. Regarding the influences of parents, teachers and friends, there is little influence of parents and teachers in adolescent judgments, being more evident the influence of other adolescents both in relation to the content of equality and in the manifestation of negative affections towards homosexuals. The results also demonstrated clearly the coexistence of domains in the judgments of this theme. Finally, it is emphasized that this study sought to contribute to the understanding of a complex phenomenon under the optimum of Moral Development Psychology, being a field still little explored

Niosomes are synthetic microscopic vesicles consisting of an aqueous core enclosed in a bilayer consisting of cholesterol and one or more nonionic surfactants. They are made of biocompatible, biodegradable, non-toxic, non-immunogenic and non-carcinogenic agents which form closed spherical structures (self assembly vesicles) upon hydration. With high resistance to hydrolytic degradation, niosomes are capable of entrapping many kinds of soluble drugs while exhibiting greater vesicle stability and longer shelf life. In this work, a potential drug delivery system has been designed, synthesized and characterized. For the synthesis of niosomes, a hydration process was developed with varying design parameters such as mass per batch, angle of evaporation, rotation speed of vacuum rotary evaporator and nitrogen flowrate to produce uniform thin film in 50 ml round bottom flask. The rehydration process was developed by varying the choice of solvents (H2O, phosphate buffer solution (PBS) and PBS/5(6)-carboxyfluorescein (CF) as a drug model) and hydrating temperature of below and above gel transition temperature. Lastly, a sonication process to produce unilamellar vesicles was partially optimized based on the particle distribution and the number of vesicles formed with sonication time. As a result of this process, unilamellar and multilamellar vesicles were formed with the combination of different nonionic surfactants (sorbitan monostearate-Span 60, sorbitan monopalmitate-Span40 and sorbitan monolaurate-Span20), cholesterol and an electrostatic stabilizer (dicetyl phosphate). The vesicles were examined using light scattering optical microscopy and UV microscopy. Optical sensing technology (Particle Sizing System) is used to determine the vesicles' size distribution. Gel exclusion chromatography (GEC) is discussed as a method to separate unencapsulated CF while retaining vesicle integrity. Particle Sizing System and luminescence spectrophotometer were used to determine CF encapsulation percentage and leakage. Result: Span 20, Span 40 and Span 60/Niosomes were made with mean particle size of 0.95-0.99 micro (mu)m. Typical concentrations of vesicle per ml/per mass of surfactant used were in the range of 1.46-1.79x108 . Typical encapsulation efficiencies were in the range of 48.8-62.9% for all three Span/Niosome systems. Niosomes were found to be stable for 9 days. The largest vesicles were observed with Span 60 with highest entrapment efficiency as compared to Span 20 and Span 40.

Les roches argileuses sont considérées comme de potentielles roches-hôtes pour le stockage en profondeur des déchets radioactifs de Haute Activité et de Moyenne Activité à Vie Longue (déchets HA-MAVL). L'iode 129 et le sélénium 79, issus des déchets nucléaires, sont considérés comme deux des radio-éléments les plus pénalisants en termes de sûreté. Cependant, l'iode et le sélénium présentent, vis-à-vis des conditions d'oxydo-réduction, des propriétés qui nécessitent une attention particulière quant à leur état d'oxydation. Une étude comparative sur la migration du sélénium et de l'iode au travers de roches argileuses a donc été réalisée afin de déterminer, dans un premier temps l'effet des conditions redox sur la migration du sélénium et de l'iode, et dans un second temps l'influence de la minéralogie sur le comportement de ces éléments. A cet effet, deux roches argileuses ont été étudiées, à savoir les argilites toarciennes de Tournemire (France) et les Argiles à Opalines (OPA) du Mont Terri (Suisse). L'étude des iodures dans les roches argileuses indurées a permis de confirmer le rôle de la pyrite oxydée et de la MON dans la rétention des iodures. On soupçonne notamment que la rétention des iodures serait contrôlée cinétiquement. Lors de l'étude de la migration du sélénium, nous nous sommes intéressé aux formes les plus oxydées de cet élément, à savoir le Se(IV) et le Se(VI). La migration du Se(IV) est fortement liée à des processus d'oxydo-réduction. En effet, lors de la diffusion de cet élément dans le Toarcien supérieur et l'OPA, une fraction importante du Se(IV) est réduite. Cette réduction semble fortement associée à la présence de fer dans la roche. L'étude du Se(VI) nous a permis de mettre en évidence un comportement dépendant de la concentration initiale : la rétention est significative aux plus faibles concentrations et non aux fortes concentrations. Les analyses spectroscopiques montrent une faible réduction du Se(VI) au contact du fer dans la roche. Néanmoins, nous ne pouvons pas exclure que cette réduction soit d'origine microbienne.

Le travail des adolescents dans le cadre des stratégies familiales est un phénomène incontournable de la société péruvienne contemporaine et met en lumière trois espaces sociaux fondamentaux : la famille, le travail et l'école. Dans la métropole de Lima/Callao, les interactions des adolescents travailleurs entre ces pôles de socialisation offrent une pléiade de questionnements et en particulier celui de leurs trajectoires scolaires. Cette thèse analyse le processus de déscolarisation qui touche une partie des adolescents travailleurs de Lima. Elle se base sur une enquête de terrain approfondie qui a permis d'explorer l'hétérogénéité et la complexité de ce fait social dévoilant des situations quotidiennes allant de la précarité à la survie.

<p>As in society in general, exclusion of individuals takes place in the school system. Even though schools – according to the curriculum – are supposed to cherish diversity, many children are left outside of the community formed during school activities. In order to gain knowledge of how schools can prevent and inhibit exclusion, this work aims to study how the problem is interpreted and managed. The study included six pedagogues: three pre-school teachers and three 1–7th grade teachers. Using a qualitative method with interviews, I have examined whether there is a difference between the two groups’ of interpretation and management of exclusion.In the analysis, the relational and categorical perspectives are used. The study shows, among other things, that the pre-school teachers are more categorical in their interpretation of exclusion than the 1–7th grade teachers. In spite of this, the pre-school teachers emphasize – to a greater extent than the 1–7th grade teachers – that the school’s social dimensions have a strong impact on their work. The study also shows that the 1–7th grade teachers have a more individualized approach to their work against exclusion. Further, the study shows that the work against exclusion of school children is mostly practised on individual- and group level, and that the particular school in this study lacks an official and joint approach for inclusion.</p>

<p>This comparative research synthesis examines teenage motherhood in the UK and in Sweden. The UK has the highest rate of teenage motherhood in Western Europe and Sweden has the lowest. Firstly, the article examines the reasons as to why the rates differ to such an extent between these countries. Secondly, it compares the extent to which teenage mothers are socially excluded in the UK and in Sweden. Finally, it looks at how the available social support for teenage mothers differs between the UK and Sweden. The synthesis concludes that low expectations due to poverty is the main factor as to why teenage motherhood is more common in the UK than in Sweden, but that the level of social exclusion that teenage mothers face in both countries is similar. The support that teenage mothers in the UK obtain from society is customised towards them as a specific group, whilst teenage mothers in Sweden receive support that is formulated for vulnerable people in general.</p>