Bakalauro baigiamajame darbe nagrinėjamas įstatymų ir kitų teisės aktų, reglamentuojančių asmenų, grįžusių iš įkalinimo įstaigų, socialinę integraciją, įgyvendinimas Akmenės rajono pataisos inspekcijos atveju. Darbo teorinėje dalyje pateikiamos asmenų, grįžusių iš įkalinimo įstaigų, socialinės atskirties ir jų socialinės integracijos, bei įstatymų ir kitų teisės aktų, reglamentuojančių asmenų, grįžusių iš įkalinimo įstaigų, socialinę integraciją, sampratos, atskleidžiamas visuomenės ir valstybės vaidmuo sprendžiant asmenų, grįžusių iš įkalinimo įstaigų, socialinės integracijos problemas. Darbo tiriamojoje dalyje, naudojant dokumentų analizės, interviu ir veiklos savianalizės metodus, analizuojama Akmenės rajono pataisos inspekcijos veikla įgyvendinant įstatymus ir kitus teisės aktus, reglamentuojančius asmenų, grįžusių iš įkalinimo įstaigų, socialinę integraciją, išskiriamos problemos, bei pateikiami problemų sprendimo būdai. / Implementation of laws and other deeds regulating social integration of individuals released from imprisonment institutions taking the case of Correctional Inspectorate of Akmenė district is analyzed in Bachelor thesis. In theoretical part of the thesis the conceptions of social separation and social integration of individuals released from imprisonment institutions are presented together with conceptions of laws and other deeds, regulating social integration of individuals released from imprisonment institutions. The role of society and state in solving social integration issues of individuals released from imprisonment institutions is revealed. In the research part of the thesis the activities of Correctional Inspectorate of Akmenė district regarding implementation of laws and other deeds regulating social integration of individuals released from imprisonment institutions are analyzed by methods of document analysis, interviews and self-analysis of activities, identifying problems and suggesting solutions to the problems.

This thesis examines the role of computer competence in elders’ well-being as they experience a reduced ability to communicate in very old age. My research question was “How do elders over 80 interact with computers? Employing narrative inquiry, I sought stories from 10 elders living in Victoria, B.C. Narrative style open-ended interviews were conducted one on one. Challenging stereotypes, these participants were computer literate people who happen to be very old. Depending on their relationships, learning from their children was a valuable resource. I found no evidence that they required any special senior friendly websites. These elders learned to use what interested them on the computer—no more. The computer is an extension of their ability to communicate their social messages as they age. The denouement of my narrative research is that computers give voice to elders; nevertheless, decision makers need to respect elders’ right to refuse computer uses.

<p>During Apartheid, South African education policies were largely based on a system of&nbsp / racial segregation, resulting in unequal educational opportunities between black and white students.&nbsp / Current education policies centred on Access and Equity have been ratified to address the education issues of the past. However, there still remains a concern about the poor performance and&nbsp / consequently, the high drop out rate, particularly amongst black South African university students. The findings of various studies have shown that the factors that contribute to poor academic performance range from inadequate pre-university schooling and financial issues to poor language proficiency, inadequate social support and insufficient social integration. The present study employed a qualitative approach to explore first-year students&rsquo / perceptions of the influence of social integration on academic performance. Tinto&rsquo / s Student Integration Model provided the conceptual basis for the conduction of the study. Three focus groups were used to collect the data which were analysed according to thematic analysis procedures. The main finding of the study&nbsp / was that academic and social experiences were intrinsically linked in the first year of study. Moreover, the findings indicate that friends, belonging to nonacademic organisations and lecturer-student interaction (as three indicators of social integration) influenced first-year students&rsquo / academic performance. South African contextual factors such as socio-economic status and language&nbsp / were found to be a potential hindrance to good academic performance. The implications of these findings are discussed.</p>

Mémoire numérisé par la Division de la gestion de documents et des archives de l'Université de Montréal

This study investigates how lecturers at the University of Kwa-Zulu Natal construct pedagogy to socially include and/ or exclude students. The focus is particularly on two disciplines: English literary studies in the Faculty of Human Development and Social Sciences and English education in the Faculty of Education. The research question for the study is: how does the construction and practice of teaching in English literary studies and English education disciplines serve to include and/or exclude students? This question draws attention to how disciplinary knowledge structures inform pedagogic practice and how the disciplinary identity of these disciplines impact on pedagogic practice to include and/ or exclude. Since this study is grounded in a critical interpretive paradigm, it used social realist (Archer, 1995, 1996) and critical realist (Bhaskar, 1979) theories to conceptualise and to engage critically with the phenomenon of social inclusion and exclusion in Higher Education Institutions (HEIs). The substantive theories of Maton (2000), Bourdieu (1988) and Bernstein (1990) were used to understand how disciplinary knowledge and identities are constructed in the respective disciplines to include and/ or exclude. Classroom observation, documentary evidence and interviews were used as research instruments. Phenomenology was chosen as a research design. Research findings suggest that, irrespective of the discourses of equity and open access to HEIs, among other things, students from poor educational and socio-economic backgrounds are still excluded. Data suggests that the ways in which lecturers construct pedagogy heavily impact on the way inclusivity is achieved. Given the fact that not all students are able to acquire epistemological access equally, this study found that the system favours only those students who acquire the necessary linguistic and cultural capital prior to entering HEIs (Bourdieu, 1988). / Thesis (M.Ed.) - University of KwaZulu-Natal, Edgewood, 2011.

Darbe aptariama neformaliojo meninio ugdymo samprata, jo reikšmė asmens raidai bei taikymo vaikų globos namuose sunkumai; analizuojama meninės veiklos svarba globos namuose augančių paauglių integracijai į visuomenę. Baigiamojo darbo tikslas – ištirti, kaip neformalusis meninis ugdymas padeda globos namuose augantiems paaugliams integruotis į visuomenę. Darbo tikslui pasiekti iškelti šie uždaviniai: išanalizuoti neformaliojo meninio ugdymo sampratą formaliojo švietimo kontekste; apibūdinti neformaliojo meninio ugdymo reikšmę asmens raidai; išsiaiškinti neformaliojo meninio ugdymo taikymo vaikų globos namuose sunkumus; apibūdinti paauglių sėkmingo integravimo/si į visuomenę prielaidas; ištirti, kaip neformalusis meninis ugdymas padeda globos namuose augantiems paaugliams įgyti integravimo/si į visuomenę svarbių įgūdžių. Tyrimo objektas – neformaliojo meninio ugdymo svarba globos institucijoje augančių paauglių integracijai į visuomenę. Tyrimas atliktas trijuose Šiaulių ir Radviliškio rajonų vaikų globos namuose, naudojant anketinės apklausos metodą buvo apklausti 61 juose augantys paaugliai. Išanalizavus mokslinę literatūrą ir švietimo dokumentus gautos šios išvados: neformalusis meninis ugdymas - viena iš švietimo sistemos sričių, tenkinanti individualius auklėtinių meninio lavinimosi ir savirealizacijos poreikius, skatinanti asmens raidą bei kultūros brendimą. Vykdant neformalųjį meninį ugdymą vaikų globos namuose susiduriama su sunkumais: pasigendama socialinio teisingumo... [toliau žr. visą tekstą] / The thesis considers the conception of non-formal art education, its significance to the development of personality and the difficulties of its application in child care homes. The paper also includes the investigation into the importance of artistic activities to the social integration of teenagers raised in child care homes. The aim of the bachelor thesis is to determine how non-formal art education facilitates social integration of teenagers raised in child care homes. The following tasks were set to achieve this goal: to study the conception of non-formal art education in the context of formal education, to characterize the significance of non-formal art education to personality development, to ascertain the difficulties in the application of non-formal art education in child care homes, to describe the preconditions for the successful social integration/self-integration of the teenagers, to investigate how non-formal art education helps teenagers in child care homes to acquire skills necessary for social integration/self-integration. The object of the research is the significance of non-formal art education to the social integration of teenagers in child care homes. The research was conducted in the form of survey (a questionnaire) in three child care homes in Šiauliai and Radviliškis regions. The survey included 61 teenager respondents from these child care homes. The analysis of scientific literature and education documents led to the following conclusions: non-formal... [to full text]

This research considers the nature of social integration between individuals living in desegregated neighbourhoods in post-apartheid Cape Town. Social integration is understood as a dynamic process between individuals from apartheid's different racial classifications as opposed to the common emphasis in the literature on the static outcome of a neighbourhood being integrated. The research was based on both quantitative and qualitative methods. A quantitative analysis of South Africa's 2001 census results was conducted. From this analysis neighbourhoods in Cape Town with "multiple population dominance', where no single group comprises more than 50% of the suburb population and at least one other group comprises over 25%, were identified. Qualitative fieldwork (semi-structured interviews and mental maps) was conducted in two of these 'multiple population dominance' suburbs. Based on research in these neighbourhoods I conclude that labelling a suburb as physically desegregated implies a level of social cohesion that was not found, and masks the reality of division based on length of tenure and socio-economic status. Within the specific South African context of racial inequality, such opposition to desegregation that is not matched by a shared class is likely to restrict the potential for social integration to develop beyond the confines of black middle-classes moving into 'White' areas, and poor Coloureds and Black Africans living in low-cost housing, thus affecting only a handful of the population.

Structural changes in society have often been related to social problems such as crime, alcoholism and social elimination. In this analysis of the development of social elimination in Sweden during the period 1860-1975, which is mainly based on official data, it is demonstrated that there is not always a causal relationship between structural change and such social problems. If structural changes lead to social problems or not depend on whether the structural changes occur according to a "Budding" or an "Ex­pansion" model. The historical period in which a rapid structural change followed the "Budding" model closely was the time right before and after the turn of the century in which the final leap into the industrial society occured. This was a period characterized by an increasing number of industries, communities and organizations. During this period the structural changes increased the legal economic opportunities, strengthened the social and cultural integration as well as the informal social control within the working class. This period was also a period with decreasing human malad­justment symptoms and social elimination. After World War II a new period of rapid structural changes occured. But now the development followed closely to the "Expansion" model. This was a period when different subsystems in society became larger, more centra­lized specialized and difficult to survey. The consequences were not only more individual freedom and higher standards of living but also many individuals experienced a great deal of social stress together with a decreasing social and cultural integration. Increasing opportunities for crime and drugs to­gether with a decreasing social control increased the risks for social mal­adjustment for many people. This latter period can also be described as a period of rapidly increasing human maladjustment symptoms and increasing social elimination of the socially maladjusted. / digitalisering@umu

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