Abstract Is it possible to create a more inclusive citizenship? The main objective of this essay is to explore the different possible ways of how to create a more inclusive society and citizenship based on the two principles of jus soli and jus sanguinis and how these principles are connected to the question of distributive justice. The method used is primarily a qualitative text analysis of academic literature. Theories in the field of political science such as theories of justice, theories of democracy- and citizenship have been implemented in the essay to achieve a more complete analysis of possible ways to create a more inclusive citizenship. The result of this research was that with inclusion follows exclusion and that it is impossible to create an inclusive citizenship from neither principles nor content. Citizenship is a human right according to The Universal Declaration of Human Rights. Many theorists agree on that with citizenship there should also be freedom, rights and obligations. Therefore, a part of the study will examine how large a roll the state should play in terms of positive and negative freedom. To illustrate how the two priciples and the citizenship content can be used in real life, two contries will demonstrate how citizenship can be used in practice. The two contries are Sweden and the United States of America. The conclusion is that how to become a citizen and the question of justice are intimately connected, but that the puzzle of inclusion and exclusion can not be finally solved within the nation state. Keywords: Citizenship, Inclusion, Jus Soli, Jus Sanguinis, Rights, Duties,

Diagenetic histories of Proterozoic and Paleozoic carbonate strata on Victoria Island, in the Canadian arctic, are poorly understood, and their potential to be associated with base metals or petroleum is unknown. Using fluid inclusion and geochemical techniques, it was determined that the diagenetic fluid compositions of two major carbonate units, the Wynniatt Formation and the “Victoria Island formation”, were largely controlled by fluid-rock reactions in reservoirs and by mixing of multiple fluids. Diagenesis of the Wynniatt Formation resulted from the progression from a shale-dominant fluid mixture to a meteoric-dominant mixture. Fluid composition of “Victoria Island formation” was a shale-dominant mixture. A change in fluid:rock from low to high was recorded during diagenesis of both units. Metals and hydrocarbons transported to the study sites were ac-quired by the fluids during interaction with the respective source reservoirs. Mixing of diagenetic fluids follows the established ‘mixing model’ used to explain many other min-eralised locations. The diagenetic fluids that affected the strata in this study were compa-rable to those that produced the Polaris Zn-Pb deposit. This similarity suggests that there is potential for mineralisation on Victoria Island.

Friendship matters. Practical support, caring, moral guidance, enjoyment, improved health and greater life expectancy are but a few of its benefits. Despite living in a stigmatizing social environment where isolation is common among disabled youth, some disabled teens establish strong friendships. A nuanced understanding of these meaningful friendships from the perspective of disabled teens was constructed through this qualitative study. Teens aged 15 to 20 who self-identified as experiencing stigma due to disability were recruited from urban, suburban and rural areas of Nova Scotia, Canada. Each teen was involved in a friendship of at least six months’ duration and had a close friend (with or without a disability) who was also willing to participate. Seven boys and seven girls, all but one of whom were disabled teens, took part in the study. These seven sets of friends engaged in research interviews and participant observation sessions. Nine adults who witnessed the friendships develop over time were also interviewed. Preliminary coding was completed using Atlas.ti. This was followed by a deeper, critical approach to analysis which generated three inter-connected themes. The first theme outlines how stigma disrupts the friendships of disabled youth though a range of processes (labeling, stereotyping, status loss, separation) that arise from and contribute to ableism – discrimination against disabled people. The second theme, finding a balance between adult support and surveillance, emphasizes the crucial role adults play in facilitating the friendships of disabled youth. The final theme, disrupting oppression to create enduring friendship, highlights the strategies used by these disabled teens to make and keep friends in a stigmatizing society. Strategies most often used that appeared to be effective for participants were disrupting norms about friendship, coming out as disabled, connecting through stigma, and choosing self-exclusion. Two strategies – horizontal hostility and passing as nondisabled – were potentially harmful to disabled youth and in some ways limited friendship opportunities. Ideas to counter the harmful effects of ableism while creating lasting friendships are addressed to disabled teens, to their families, to allies in the education system, and to the broader community.

The purpose of this descriptive study was to determine whether and how Canadian occupational therapists contribute to child care inclusion. Over 200 Canadian paediatric occupational therapists completed a web based survey identifying the nature of their practice related to inclusion. Findings confirmed that Canadian occupational therapists do support child care inclusion, and that some characteristics of their practice and clients influence the degree of inclusive practice. Results also suggested that occupational therapists could improve their support for child care inclusion by increasing their focus on institutional environments, increasing referrals to child care programs, and increasing the amount of time spent in child care environments. Further study is required to provide a more in-depth understanding of occupational therapy and child care inclusion; this might be best accomplished through qualitative study of practices of occupational therapists identified to be most inclusive in this study.

No description available.

No description available.

Inquiry-based learning (IBL) has existed since the early 1500’s and research points to it being a successful pedagogy, so why do so few educators use it? One reason may be the confusion found in the literature encountered by educators. In light of this confusion, how teachers defined and implemented IBL in diverse, 21st Century classrooms was investigated. Looking at whether IBL was, or could be, an inclusive practice was also researched. Furthermore, the possibility that inquiry-based learning (IBL) encompassed differentiated instruction (DI) in its implementation and could therefore be used as a process to incorporate both was explored. To investigate these ideas, current literature was reviewed; including the works of John Dewey and Lev Vygotsky, and a qualitative research project was conducted using a phenomenological method. The research consisted of observations and interviews in the natural setting, of an inclusive elementary classroom.

ABSTRACT What is the situation for disabled children in the Greek educational system today, in the aftermath of the deep-seated socio-economic crisis? The present study is going to give an insight in children disability and how this is handled by the Greek educational system. To specify and illustrate the need for a qualitative perspective, it is necessary to take into consideration not only the exact numbers of disabled students and schools existing for them, along with the usefulness and functionality of their facilities, but also different qualitative aspects and intersecting parameters determining the attitude towards those children, such as gender, sexuality, age and bodily ability; all of them contributing to a specific collective mind-set that has arisen from a nexus of economical, educational, European and local structures, and their upheaval. This is such a study, providing a limited, but qualitative picture of the situation from an intersectional Gender Studies perspective onto legislative documents, the experiences of a few current educational practitioners (herein interviewed), and onto the state of the art of existing research on the topic which is mostly quantitative and statistics-based.  The over-arching question, guiding this investigation, is how the educational rights and well-fare of children with special educational needs, are practiced, cared for and discussed in the present Greek educational system with regard to intersectional gender concerns of inclusion and/or integration. This study hopes thus to provide an interdisciplinary snap-shot of the educational situation for disabled children in a disabled societal context.

The central segment of the Taupo Volcanic Zone (TVZ) is one of the world’s most productive areas of silicic volcanism and geothermal activity. Rhyolites largely predominate the eruptive output in the central TVZ, with only minor basalts, andesites and dacites. The rhyolites show diversity in composition, and form a compositional continuum between two end-member types (R1 and R2), as suggested in previous studies. In this thesis I present results from a quartz- (and rare plagioclase-) hosted melt inclusions study, focussing on the volatile concentration (i.e. H2O, Cl, F, CO2) and their relative distribution between R1 and R2 rhyolites. The main objective is to add further constraints on the magmatic systems with regard to their contribution to the hydrothermal systems in the central TVZ. A comparative study between R1 and R2 melt inclusions show distinct volatile, fluid-mobile, and highly incompatible element compositions. Differences in the bulk volatile concentration of the parental magmas (i.e. basalts intruding the lower crust) are suggested to be at the origin of these volatile disparities. Further analysis on the volatile exsolution of R1 and R2 melts lead to the observation that the two rhyolite types exsolve a volatile phase at different stages in their magmatic history. From Cl and H2O concentrations, it is suggested that R1 magmas exsolve a vapour phase first, whereas R2 rhyolites more likely exsolve a hydrosaline fluid phase. These results have considerable implications for the magmatic contribution into the hydrothermal systems in the central TVZ, as differences in the composition of the resulting volatile phase may be expected. The hydrothermal systems in the central TVZ are subdivided into two groups based on their gas and fluid chemistry; and the current model suggests that there are two distinct contributions: a typical ‘arc’ system, with geochemical affinity with andesitic fluids, located along the eastern margin of the TVZ, and a typical ‘rift’ system, with geochemical affinity with rhyolitic/basaltic fluids, located along the central and/or western region of the TVZ. The addition of the new data on the rhyolitic melt inclusions, leads to a re-evaluation of the magmatic contribution into the hydrothermal systems, with a particular focus on B and Cl. The results indicate a more diverse variety of contributions to the meteoric water in the hydrothermal systems, and also show that the east-west distribution of ‘arc’ and ‘rift’ fluids is not a viable model for the central TVZ. This work emphasises that melt inclusion data and their volatile degassing history cannot be underestimated when characterising and quantifying the magmatic component in hydrothermal fluids. The melt inclusion data also provide further insight into the pre-eruptive magmatic plumbing systems and are particularly important from a hazard perspective. Included in the thesis is a detailed petrological analysis of rhyolite melt inclusions across the central TVZ and an interpretation that large silicic magma systems (in the TVZ) are typically comprised of multiple batches of magma emplaced at some of the shallowest depths on Earth. Tectonic activity is suggested to play an important role in triggering large caldera-forming eruptions as the evacuation of one magma batch could cause a regional-scale readjustment that is sufficient enough to trigger and allow simultaneous eruption of an adjacent melt batch.

Syftet med denna kvalitativa studie var att genom semi-strukturerade intervjuer undersöka hur lärare ser på sin pedagogiska förmåga att individanpassa undervisningen för elever med ADHD, eller liknande svårigheter, samt vilka kunskaper lärare har om ADHD. Vidare undersöktes deras uppfattningar om möjligheter och svårigheter i undervisningen, vilka strategier de kunde använda sig av, samt hur de såg på inkludering. Med en hermeneutisk forskningsansats gavs lärarna möjlighet att fritt uttrycka sina tankar och åsikter kring forskningsfrågorna. Resultatet visar att möjligheter och svårigheter i undervisningen till stor del handlar om vilka resurser de har i form av tid, pengar och personal, eftersom elever med särskilda behov är en extra kostnad för skolorna. Majoriteten av lärarna är beredda att ta egna initiativ till vidareutbildning för att lära sig hur de på bästa sätt kan bemöta dessa elever. Slutsatser som kan dras av resultatet är att lärare borde få mer obligatorisk utbildning om funktionsnedsättningar, samt mer resurser att kunna hjälpa alla elever. Det behövs även mer forskning inom området för att se vad som fungerar i undervisningen av elever med ADHD eller liknande svårigheter