Individuals that are diagnosed with a neurodiverse condition (including, among other things, ADHD, autism, dyslexia, and Tourette syndrome) are not feeling included in organizations in today’s society. The feeling of not being included stems from experiencing discrimination, from bullying and harassment, and not given the same opportunities regarding succeeding at work. The discrimination experienced by neurodiverse individuals in work environments is partly a result of the managers' limited knowledge about the various neurodiverse conditions and how to include them in organizations. In Sweden between 10-15% have a neurodiverse condition, 3% of adults have ADHD, 1-2% have autism, 0,5% have Tourette’s syndrome and 5-8% have dyslexia which indicates that the problem with including neurodiverse individuals is affecting a portion of the population as well as the organizations themselves. This study’s purpose is to examine what managers’ ideas are about how to promote inclusion for neurodivergent employees in Swedish organizations. To conduct this research a literature review was carried out to gather knowledge about neurodiversity and the conditions the term entails, inclusion and the problems of employment for individuals with neurodiversity and it guided the research to a gap in previously written studies. An interview guide was created to use during the semi-structured interviews, a total of five interviews were performed both through online video chats and in person to gather relevant, in-depth information to answer the research question. The results indicated that managers are on the right track in progressing towards promoting inclusion of neurodivergent individuals during the stages of attracting, orientation and familiarization, and in training. However, the interviews also indicated that managers could devote more efforts in adapting towards neurodivergent individuals in the stages of recruitment process, performance tracking, progression plans, and in evaluating processes. Interestingly, as seen in the findings regarding the stages of creating awareness and keeping employees, the managers understand the importance of educating themselves and other employees regarding neurodiversity within their organization. Although, the overall findings indicates that their knowledge regarding neurodiversity is insufficient, even though they are advocating for the significance of including neurodivergent individuals in organizations. A possible reason for the lacking adjustment in inclusion practices towards neurodivergent individuals is that organizations need further resources in terms of human resources as well as the economic aspects of it. Finally, the study shows that the majority of the managers had not reflected anything regarding potentially negative outcomes from the signals that inclusion practices can produce and be perceived by other employees within the organization, which can be crucial in understanding how to successfully implement inclusion practices for neurodivergent individuals

La prédiction du comportement à long terme des matériaux cimentaires est un enjeu majeur pour contribuer à l'étude de la durabilité des structures précontraintes. Le présent travail porte sur l'utilisation de la méthode de l'inclusion équivalente, approche d'homogénéisation multi-échelle simplifiée, pour la prédiction du fluage dans ces matériaux. Le fluage est modélisé par la viscoélasticité linéaire sans vieillissement. La méthode de l'inclusion équivalente permet de contourner certaines difficultés et limitations que présentent les approches classiques. Pour les matériaux cimentaires, fortement hétérogènes, les approches multiéchelles classiques sont ou bien numériquement lourdes et très complexes à mettre en œuvre, ou bien pas suffisamment détaillées pour prendre en compte les spécificités d'une microstructure. La méthode de l'inclusion équivalente présente un juste-milieu et permet de calculer des microstructures simplifiées de type matrice-inclusions et de fournir des estimations ou des bornes sur le comportement homogénéisé. Sous sa forme variationnelle, la méthode de l'inclusion équivalente n'a jusqu'alors été mise en œuvre que pour des inclusions de forme sphérique. Le présent travail propose d'étendre cette méthode à des inclusions de forme ellipsoïdale dont la variation de l'élancement permet de modéliser de nouveaux éléments asphériques tels que les fissures, les fibres et les cristaux de portlandite. Cette complexification de la géométrie a un impact sur le temps de calcul, qui est amplifié dans le cadre du fluage. Le second volet du travail porte alors sur l'extension de la méthode de l'inclusion équivalente à la viscoélasticité linéaire sans vieillissement par l'intermédiaire de la transformée de Laplace-Carson. Une méthodologie efficace (tant du point de vue de la précision que de celui du temps de calcul) est finalement proposée pour effectuer l'inversion numérique de cette transformée / The prediction of long-term behaviour of cementitious materials is a major concern which contributs to the study of the durability of prestressed structures. This work focuses on the use of the equivalent inclusion method, simplified multi-scale homogenization approach, for the prediction of creep in these materials. Creep is modelled by the non-ageing linear viscoelasticity. The equivalent inclusion method overcomes certain difficulties and limitations posed by conventional approaches. For cementitious materials (highly heterogeneous), conventional multi-scale approaches are, either digitally heavy and complex to implement, or not sufficiently detailed to take into account the specificities of a microstructure. The equivalent inclusion method presents a middle way and allows the calculation of simplified matrix-inclusion type microstructures and to provide estimates or bounds on the homogenized behaviour.Under its variational form, the equivalent inclusion method has, up to now, been implemented only for spherical inclusions. This work proposes to extend this method to ellipsoidal inclusions whose variation of slenderness allows the modelling of new aspheric elements such as cracks, fibers and portlandite crystals. Such enrichment of the geometry has an impact on the computation time, that is amplified in the context of creep. The second aspect of the work then applies to the extension of the equivalent inclusion method to the non-ageing linear viscoelasticity by means of the Laplace-Carson transform. An effective methodology (both from the viewpoint of precision and calculation time) is finally proposed to perform the numerical inversion of this transform

Made available in DSpace on 2015-04-16T15:23:41Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 5414158 bytes, checksum: 2d39e99939334253b690c52811255243 (MD5) Previous issue date: 2014-02-26 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This research analyzes the Digital Inclusion from the perspective of informational and social inclusion. The object of the analysis is a Digital Inclusion project from a public organization, the municipal government of João Pessoa-PB, named Telecentres of Information and Education, known as Digital Stations, located in the city of João Pessoa - PB. The theoretical framework used for this research relates the concepts of digital inclusion with the informational and social inclusion, highlighting the relations with citizenship and social participation. In this sense, the Digital Inclusion should be understood as a strong ally to social inclusion, because we comprehend that Digital Inclusion provides the individuals abilities to process information in the context of specific needs, and from this, individuals can recognize themselves as capable to understand and solve social problems they experience. The overall objective is to "Analyze the Telecentres of Information and Education project - Digital Stations under the theoretical Information Science assumptions about Digital Inclusion". The specific objectives include the analysis of the concepts that guide the project, its functioning conditions and the proposal of guidelines to provide improvements and solve existing problems in the Digital Stations. The methodological approach includes content analysis, documentary research, interviews and questionnaires with project participants. It was created a framework of analysis that enabled the investigation and subsequent classification of the research object in three levels of digital inclusion, and serve as the basis for the development of analytical categories based on content analysis of Bardin (2010).The results indicate the need for better planning, able to rearrange the current project, in order to carry out effective connections among informational inclusion, citizenship and social inclusion in the Digital Stations. It was also identified that the project is in the technical-operational level, but it has potential indicatives for the informational and social levels. Finally, guidelines were proposed for improving the operation of the investigated object, which ones were created based on the identification of the most urgent needs of Digital Stations and on the theoretical framework discussed in the context of Information Science / Esta pesquisa analisa a inclusão digital na perspectiva da inclusão informacional e social. Tem como objeto de análise um projeto de inclusão digital proveniente de uma organização pública, a prefeitura municipal de João Pessoa (PB), chamado de Telecentros de Informação e Educação, conhecido como Estações Digitais, localizado na cidade de João Pessoa PB. O referencial teórico utilizado para esta pesquisa relaciona os conceitos de inclusão digital com os de inclusão informacional e social, ressaltando as relações com a cidadania e a participação social. Neste sentido, a Inclusão Digital deve ser compreendida como forte aliada à inclusão social, pois se entende que a Inclusão Digital propicia aos sujeitos habilidades para tratar a informação no contexto de necessidades específicas, e a partir disto, os indivíduos podem se auto reconhecer como capazes de entender e solucionar os problemas sociais que vivenciam. A discussão também é feita no âmbito das políticas públicas, para que se possa compreender como as mesmas têm atuado neste tema nos últimos anos. O objetivo geral é Analisar o projeto Telecentros de Informação e Educação Estações Digitais sob os pressupostos teóricos de Inclusão Digital da Ciência da Informação . Os objetivos específicos incluem a análise dos conceitos que orientam o Projeto, suas condições de funcionamento e a proposição de diretrizes para proporcionar melhorias e sanar problemas existentes nas Estações Digitais. O percurso metodológico inclui análise de conteúdo, pesquisa documental, entrevistas e questionários com os participantes do Projeto. Foi elaborado um quadro de análise que possibilitou a investigação e posterior classificação do objeto de pesquisa em três níveis de inclusão digital, além de servir de base para a elaboração das categorias de análise, a partir da análise de conteúdo de Bardin (2010). Os resultados indicam a necessidade de melhor planejamento, capaz de redefinir o Projeto atualmente em vigência para que as conexões entre inclusão informacional, cidadania e inclusão social sejam efetivamente realizadas nas Estações Digitais. Também foi constatado que o projeto encontra-se no nível técnico-operacional, mas com indicativos de potencialidades para os níveis informacional e social. Por fim, foram elaboradas diretrizes como proposta de melhoria de funcionamento do objeto investigado, criadas com base na identificação das necessidades mais urgentes das Estações Digitais e embasadas no referencial teórico discutido no âmbito da Ciência da Informação

La prédiction du comportement à long terme des matériaux cimentaires est un enjeu majeur pour contribuer à l'étude de la durabilité des structures précontraintes. Le présent travail porte sur l'utilisation de la méthode de l'inclusion équivalente, approche d'homogénéisation multi-échelle simplifiée, pour la prédiction du fluage dans ces matériaux. Le fluage est modélisé par la viscoélasticité linéaire sans vieillissement. La méthode de l'inclusion équivalente permet de contourner certaines difficultés et limitations que présentent les approches classiques. Pour les matériaux cimentaires, fortement hétérogènes, les approches multiéchelles classiques sont ou bien numériquement lourdes et très complexes à mettre en œuvre, ou bien pas suffisamment détaillées pour prendre en compte les spécificités d'une microstructure. La méthode de l'inclusion équivalente présente un juste-milieu et permet de calculer des microstructures simplifiées de type matrice-inclusions et de fournir des estimations ou des bornes sur le comportement homogénéisé. Sous sa forme variationnelle, la méthode de l'inclusion équivalente n'a jusqu'alors été mise en œuvre que pour des inclusions de forme sphérique. Le présent travail propose d'étendre cette méthode à des inclusions de forme ellipsoïdale dont la variation de l'élancement permet de modéliser de nouveaux éléments asphériques tels que les fissures, les fibres et les cristaux de portlandite. Cette complexification de la géométrie a un impact sur le temps de calcul, qui est amplifié dans le cadre du fluage. Le second volet du travail porte alors sur l'extension de la méthode de l'inclusion équivalente à la viscoélasticité linéaire sans vieillissement par l'intermédiaire de la transformée de Laplace-Carson. Une méthodologie efficace (tant du point de vue de la précision que de celui du temps de calcul) est finalement proposée pour effectuer l'inversion numérique de cette transformée / The prediction of long-term behaviour of cementitious materials is a major concern which contributs to the study of the durability of prestressed structures. This work focuses on the use of the equivalent inclusion method, simplified multi-scale homogenization approach, for the prediction of creep in these materials. Creep is modelled by the non-ageing linear viscoelasticity. The equivalent inclusion method overcomes certain difficulties and limitations posed by conventional approaches. For cementitious materials (highly heterogeneous), conventional multi-scale approaches are, either digitally heavy and complex to implement, or not sufficiently detailed to take into account the specificities of a microstructure. The equivalent inclusion method presents a middle way and allows the calculation of simplified matrix-inclusion type microstructures and to provide estimates or bounds on the homogenized behaviour.Under its variational form, the equivalent inclusion method has, up to now, been implemented only for spherical inclusions. This work proposes to extend this method to ellipsoidal inclusions whose variation of slenderness allows the modelling of new aspheric elements such as cracks, fibers and portlandite crystals. Such enrichment of the geometry has an impact on the computation time, that is amplified in the context of creep. The second aspect of the work then applies to the extension of the equivalent inclusion method to the non-ageing linear viscoelasticity by means of the Laplace-Carson transform. An effective methodology (both from the viewpoint of precision and calculation time) is finally proposed to perform the numerical inversion of this transform

Ce travail de recherche a été mené afin de contribuer à l’enrichissement des connaissancesrelatives à l’inclusion financière. Partant du postulat que la pérennité d’une activité estconditionnée par son équilibre économique, que celui-ci soit construit sur la base de moyensprivés, publics ou mixtes, nous avons interrogé la relation entre inclusion financière etpopulations précarisées sous l’angle des effets des business models des services financiers, ennous limitant au marché français.Nous démontrons qu’en dépit d’une réglementation française apparemment protectrice pour leconsommateur et à visée inclusive, les modèles bancaires actuels entretiennent l’exclusion.L’amélioration des conditions d’accès et d’usage des populations précaires aux servicesfinanciers est donc conditionnée par des évolutions que le marché seul ne peut organiser.Nous concluons de surcroît que les dispositifs publics ou associatifs expérimentés pour luttercontre l’exclusion bancaire ne correspondent aux besoins des exclus que pour certains profils,dans certains contextes. De plus, l’hypothèse de pérennité de leurs modèles économiques nepeut être confirmée.Enfin, nous avançons et justifions qu’en matière de services financiers, un modèleéconomique soutenable et inclusif est conditionné par des transformations socioéconomiques.La première tient en l’officialisation de l’accès à la monnaie en tant que serviced’intérêt général, la seconde procède de la réhabilitation de la valeur de l’épargne. L’inclusionfinancière n’a pas vocation à résoudre le problème du niveau des ressources mais, au constatde besoins récurrents en crédit de liquidité, elle progresse lorsque se diffusent des offres quiévitent de détériorer les conditions de vie de l’emprunteur. Tel est l’objectif du modèle quenous proposons. / This research was conducted in order to contribute to the enrichment of knowledge onfinancial inclusion. Starting from the premise that the sustainability of a business depends onits economic balance, whether built on the basis of private, public or mixed resources, wequestioned the relationship between financial inclusion and deprived populations focusing onthe effects of the financial services’ business models, limiting ourselves to the French market.We demonstrate that despite a French regulation, seemingly protective for consumers andinclusive-oriented, current banking models maintain exclusion. Improving the conditions ofaccess to and use of financial services by insecure people is conditioned by developments thatthe market alone cannot organize.We conclude further that measures tested by the Government or the voluntary sector to fightagainst banking exclusion do only match the needs of excluded people for certain profiles, incertain contexts. Moreover, the assumption of the sustainability of their business modelscannot be confirmed.Finally, we argue and justify that, as regards financial services, a sustainable and inclusiveeconomic model is conditioned by socio-economic transformations. The first one refers to theformalization of the access to the currency as a service of general interest, the second onecomes from the rehabilitation of the value of savings.Financial inclusion is not intended to address the problem of resource level, but consideringthe finding of recurring liquidity credit needs, it progresses when offers that avoid damagingthe living conditions of the borrower are spread. This is the objective of the proposed model. / Esta investigación se realizó con el fin de contribuir al enriquecimiento de los conocimientossobre la inclusión financiera. Partiendo de la premisa de que la sostenibilidad de una empresadepende de su estabilidad económica, que ésta sea construida sobre la base de recursosprivados, públicos o mixtos, cuestionamos la relación entre inclusión financiera y poblacionesdesfavorecidas en términos de efectos de los modelos de negocio de los servicios financieros,limitándonos al mercado francés.Se demuestra que a pesar de una legislación francesa aparentemente protectora para losconsumidores y a finalidad inclusiva, los modelos bancarios actuales mantienen la exclusión.Mejorar las condiciones de acceso a y de uso de los servicios financieros por parte de laspersonas en situación de precariedad está condicionado por evoluciones que el mercado por sísolo no puede organizar.Concluimos además que los dispositivos públicos o asociativos experimentados para lucharcontra la exclusión bancaria sólo coinciden con las necesidades de los excluidos para ciertosperfiles, en ciertos contextos. Por otra parte, la hipótesis de la continuidad de sus modelos denegocio no se puede confirmar.Por último, se argumenta y justifica que en lo que se refiere a los servicios financieros, unmodelo económico sostenible e integrador está condicionado por transformacionessocioeconómicas. La primera se halla en la formalización del acceso a la moneda como unservicio de interés general, la segunda procede de la rehabilitación del valor de los ahorros. Lainclusión financiera no pretende resolver el problema del nivel de recursos pero, considerandoque las necesidades de crédito de liquidez estén recurrentes, se mejora cuando se difundenofertas que evitan influir negativamente en las condiciones de vida de los deudores. Este es elobjetivo del modelo propuesto.

Doctor of Education / Department of Special Education / Warren J. White / Historically, the provision of special education has moved from settings isolated from children without disabilities to services in public school classrooms with non-disabled peers. As advocates began to impact civil rights legislation, the educational rights of individuals with disabilities were realized, and laws began to protect them. Public Law 94-142, 1975 and subsequent reauthorizations assured these students a free and appropriate public education and, to the greatest extent possible, with non-disabled peers. In 2002, the No Child Left Behind Act of 2001 became law. Its goal is that all children, including children with disabilities, attending public schools in the United States would be proficient in reading and mathematics by 2014. Consequently, students with disabilities have had an increased presence in general education classrooms. Some leaders in the field of special education imply that teacher preparation might not be keeping up with current trends and that it is their responsibility to make changes to teacher education programs so that beginning teachers are prepared for current job demands. The primary purpose of this study was to determine what is being taught in elementary education teacher preparation programs regarding how to teach students with disabilities who are educated entirely or in part in general education settings. The goal was to provide information to IHE’s considering more comprehensive and specialized training for elementary preservice general educators by making critical program adjustments in order to prepare effective educators in the context of classrooms in which students with disabilities receive some of their education, and importantly, to inform those adjustments. This study explored levels to which preferred knowledge and skills for including students with disabilities in elementary general education classrooms are taught and assessed. It also looked at differences among state licensing and university graduation coursework requirements. The study represented approximately 15,075 preservice teachers from 72 different universities in the United States. It revealed a full range of levels at which skills are taught and assessed. There are notable inconsistencies in special education requirements for general education teacher candidates seeking initial licensure.

Mobile financial services, specifically mobile money, has the potential to expand access to financial services to millions of unbanked people in South Africa. As such, it looks very promising in terms of financial inclusion. However, concerns exist that mobile money can be detrimental to financial integrity since there are several proven risk factors linked to mobile financial services. These risk factors make mobile money very susceptible to money laundering. The potential for abuse and the need for appropriate controls is therefore something which cannot be ignored. While the South African legislator has made provision for comprehensive anti-money laundering preventative measures by means of the Financial Intelligence Centre Act 38 of 2001, there exists no South African legislation explicitly concerned with mobile money. It is therefore difficult to determine what the regulatory stance is in terms of mobile money in South Africa. The Financial Action Task Force (FATF) is, however, currently focusing attention on the effect which mobile money may have on financial integrity. The latest FATF Recommendations make provision for several anti-money laundering controls which are specifically applicable to mobile money, including controls regarding money or value transfer services and new technologies. While it is always difficult to balance financial integrity and financial inclusion, the risk-based approach makes it possible for governments to implement effective antimoney laundering measures, thereby preserving financial integrity, without the need to compromise on financial inclusion objectives. The fact that South Africa has not fully adopted a risk-based approach is a problem which needs to be addressed if mobile money is to deliver on its promises for financial inclusion, without being detrimental to financial integrity. / LLM (Import and Export Law), North-West University, Potchefstroom Campus, 2015

Mobile financial services, specifically mobile money, has the potential to expand access to financial services to millions of unbanked people in South Africa. As such, it looks very promising in terms of financial inclusion. However, concerns exist that mobile money can be detrimental to financial integrity since there are several proven risk factors linked to mobile financial services. These risk factors make mobile money very susceptible to money laundering. The potential for abuse and the need for appropriate controls is therefore something which cannot be ignored. While the South African legislator has made provision for comprehensive anti-money laundering preventative measures by means of the Financial Intelligence Centre Act 38 of 2001, there exists no South African legislation explicitly concerned with mobile money. It is therefore difficult to determine what the regulatory stance is in terms of mobile money in South Africa. The Financial Action Task Force (FATF) is, however, currently focusing attention on the effect which mobile money may have on financial integrity. The latest FATF Recommendations make provision for several anti-money laundering controls which are specifically applicable to mobile money, including controls regarding money or value transfer services and new technologies. While it is always difficult to balance financial integrity and financial inclusion, the risk-based approach makes it possible for governments to implement effective antimoney laundering measures, thereby preserving financial integrity, without the need to compromise on financial inclusion objectives. The fact that South Africa has not fully adopted a risk-based approach is a problem which needs to be addressed if mobile money is to deliver on its promises for financial inclusion, without being detrimental to financial integrity. / LLM (Import and Export Law), North-West University, Potchefstroom Campus, 2015

In this essay I have examined the inclusion in the school, specifically in the classroom and leisure time center. Inclusion means briefly that all students, regardless of their capability for school work, should be part of the planned teaching, and also be able to assimilate the knowledge that is intended to be conveyed. During my years as an educator in classroom and after-school center I've seen how this inclusion is very complicated to implement and sometimes impracticable. I have investigated how inclusion works and how it does not work in both the classroom and in the leisure time center. I have done this by examining the inclusion from three different perspectives: student´s, educator´s and school´s. I show and discuss how different inclusion can be perceived depending on which perspective you look from. I also describe how inclusion is shaped, both positively and negatively, by external factors, so-called framework factors. I discuss how these framework factors provide or do not provide educational opportunities and how they condition the educator´s practice. Opportunities that sometimes are taken advantage of and sometimes overlooked.

The aim with this study was to explore how English as a second language can be taught in order to reach all type of students and levels. The study was carried out in a third grade class in a specific school from Sweden that works towards inclusive education and language development. The result is based on the analysis of seven observations of English lessons, two interviews and an inquiry that the students answered. Policy documents and previous research were also analyzed. Variation of the language input was a fundamental issue of all of the research results for language learning. Student activity by language use like the pupils were active by using the language: dramatizing, singing, doing rhymes, repeating, dancing, listening, guessing, reading, writing… was observed during the study. The results showed that this way of teaching leads to an activation of all students interests and motivation. Feedback and a positive environment where the student feels welcome to speak in the second language accompanied with positive response from the teacher affects the student self-confidence, which is crucial in young language learners. In conclusion, the findings of the study showed that a positive and active teaching where the students are showered with the language is the key for a level appropriate and inclusive education.