Background Globally, there is increasing emphasis on the importance of understanding the ways in which social inequality and injustice impact individual and community mental health. Set in the states of Uttar Pradesh and Uttarakhand, India, this thesis examines the complex relationships between individuals, communities and the social environment in relation to mental health. North India is characterised by stark gender and socio-economic inequalities and social exclusion for people with psycho-social disability (PPSD) and mental health services in these study areas were essentially absent. Community mental health competency means people are collectively able to participate in efforts to promote, prevent, treat and advocate for mental health. This thesis reflexively examines the presence and absence of community mental health competence in the upper Ganges region. Methods A mixed methods approach allowed for a multi-level examination of community mental health competence, and generated four sub-studies. In-depth interviews with thirteen PPSD and eighteen caregivers in Bijnor and Saharanpur (Uttar Pradesh state) were carried out in 2013 providing data for qualitative analysis. These data were analysed using qualitative content analysis to examine experiences of exclusion and inclusion of PPSD in sub-study I, and thematic analysis to examine the gendered experiences of caregivers in sub-study II. A community based sample of 960 people in Dehradun district (Uttarakhand) were surveyed in 2014 to examine the prevalence, treatment gap and social determinants of depression in substudy III, and the attitudes and preferred social distance from people with depression and psychosis were investigated in sub-study IV. Multi-variate regression analysis in both studies was conducted with Stata software Version 13.1. Results Within the domain of knowledge, relatively low community mental health literacy, a diverse range of explanatory models of mental health, and creative and persistent efforts in helpseeking were the themes identified. Within the domain of safe social spaces, social exclusion was harsh and prevalent for PPSD, with contrasting sub-domains of belonging, social support, social participation and ahimsa (non-violence). Women were disadvantaged more than men in most spheres of caregiving. Social determinants of depression with an adjusted odds ratio of more than 2.0 included being a member of the most oppressed caste or tribal group, having taken a recent loan, and not completing primary schooling. The prevalence of depression was 6.0% in the community sample, and there was a 100% treatment gap for counselling, and a 96% treatment gap for anti-depressant therapy, even though 79% of those with depression had visited a primary care provider in the previous three months. Social determinants of health and access to care are proposed as additional domains of community mental health competency. The prevailing gender regime that values males and disadvantages women influenced every domain of community mental health competency, particularly increasing caregiver burden, social exclusion and experiences of physical violence for women.  Conclusions In this thesis I have refined and strengthened a conceptual framework that portrays community mental health competence as a tree, where foundational roots of social determinants of mental health support four branches depicting access to care, knowledge, safe social spaces and partnerships for action. This tree model proposes that all five domains must operate in unison to support action for community mental health involving: development of community knowledge; promoting social inclusion, gender equality and participation; addressing upstream health determinants; and increasing access to mental health care.

Syftet med denna studie är att studera pedagogers syn och åsikter kring mobbning på skolgården och hur de vill arbeta för att motverka detta; genom till exempel övervakning eller rastverksamhet. Vi ville även undersöka om pedagoger upplevde att det fanns en skillnad mellan flickor och pojkars mobbning, och om detta påverkade deras arbete på rasten. Vi har i studien använt oss av ett sociokonstruktionistiskt perspektiv. Vi valde att genomföra intervjuer på fyra skolor med totalt fjorton personer. Intervjuerna analyserades sedan för att identifiera teman som reflekterade pedagogernas tankar. Resultaten visade att många pedagoger är positiva till rastverksamhet men har främst andra idéer på hur mobbning skall bekämpas på skolgården. Många pedagoger såg skillnader mellan flickor och pojkars mobbning, vilket stämde väl överens med tidigare forskning. För att motverka skillnader ville pedagogerna gärna blanda flickor och pojkar mer i lek. När det kom till pedagogers roll på skolgården visade det sig att många pedagoger ogillade titeln rastvakt, samtidigt som de sa emot sig kring denna roll då de efterlyste mer övervakning på skolgården.

The purpose of the study is to investigate former students’ view of their experiences of schools for students with intellectual disability. Both students of this study have a mild form of intellectual disability. The question of this study is to find out more of their experiences from their whole schooling.   The theoretical frame of the study is based on a life narrative perspective. The focus in this perspective was the social interaction and the students’ experiences of schooling. The method was a life narrative perspective were former students with intellectual disability talked about their life story in special schools.   The result of the study showed that students who were included in the ordinary school, and have the opportunity to remain in the ordinary class, got a better view of the school. If the students instead were forced to attend lessons in special school, against their own wish, they become disappointed, sad and frustrated. To separate students from their regular class could have devastating consequences, especially for the person who was excluded from their friends. The result also showed that the person who was excluded from the ordinary school felt ashamed and would not be connected with a group that was specially treated   As a teacher for students with special need we have to be aware of what the pupils need instead of what the school offer. We should not forget that all our decisions will have an impact of the students’ former life. / Målet med studien är att undersöka före detta elevers syn på deras erfarenheter i skolan för elever med intellektuell funktionsnedsättning. Studiens båda elever har en lindrigare funktionsnedsättning. Studiens frågeställning är att få reda på mera om deras erfarenheter genom hela deras skoltid.   Studiens teoretiska utgångspunkt utgår från ett livsberättande perspektiv. I fokus på detta perspektiv var det sociala samspelet och elevernas egna erfarenheter om skolgången. Metoden som användes var livsberättelseperspektivet där före detta elever med intellektuell funktionsnedsättning berättade sin livsberättelse om grundsärskolan.   Studiens resultat visade att elever som var inkluderade i den vanliga skolan, och hade möjlighet att stanna kvar i den vanliga klassen, fick en bättre uppfattning av skolan. Om eleverna istället blev tvingade att delta på lektioner i en speciell skola, mot deras egen önskan, blev de blev besvikna, ledsna och frustrerade. Att dela upp elever från den vanliga klassen kunde få förödande konsekvenser, speciellt för personen som blev exkluderad från sina vänner. Resultatet visade också att personen som blev exkluderade från den vanliga skolan kände skam och ville inte tillhöra en grupp som blev särbehandlad.   Som en lärare för elever med särskilda behov måste vi vara uppmärksamma på vad eleverna behöver istället för vad skolan erbjuder. Vi får inte glömma bort att alla våra beslut kommer att ha en påverkan på elevernas kommande liv.

The purpose of this study is to examine, analyse and compare to what extent the preschool teachers' child perspective influences their attitude towards different forms of circle time. More specifically, our aim is, firstly to examine how preschool teachers see children's possibilities for influence and participation depending on the form of circle time, and secondly how children are included or excluded within different forms of circle time. We will be using the following questions as a guidance to draw a conclusion: • To what extent does the preschool teacher's child perspective impact on their approach in circle time? • To what extent does the form of circle time affect the inclusion or exclusion of children according to the preschool teachers? • How is the children's influence and participation affected by different forms of circle time? This is a qualitative study based on both semi-structured interviews with preschool teachers and observations of circle time. The fieldwork was carried out at four different preschools in the Stockholm area. The main theoretical frame is based on several notions that are of importance at preschool: inclusion and exclusion, influence and participation, and preschool teachers approach on children. The results show that the child perspective of the majority of the preschool teachers respects the children's own way of thinking and therefore builds on a free will, leads to a more harmonious atmosphere without demonstrative admonitions. The majority of the preschool teachers prefer circle time with a small number of children in order to be able to show consideration both for the tranquil and the go-ahead child's behaviour. The results also show that circle time with less children improves the children's possibility for influence and inclusion compared to traditional circle time. This is because it gives the preschool teacher more time to focus on and notice every single individual. It is the preschool teacher's responsibility to create a circle time that is interesting for the children. This can be achieved either by giving the children more influence or by allowing them to decide if they want to participate at circle time.

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

Since the development and implementation of Participatory Budgeting (PB) as a democratic process adhering to civic improvement demands through municipal budget allocations, it promised great potential as a governance tool. Its core intentions are inclusion, participation and the redistribution of wealth to serve vulnerable members of society. Since India has the second greatest unequal wealth distribution in the world, the implementation of PB seemed promising. Surprisingly, however, Pune is currently the only city with an actively utilized PB mechanism, which indicates various inefficiencies, discrepancies and intentional dualities, resulting in exclusion, low participation and the misappropriation of resources. The purpose and intentions of PB are therefore ultimately reversed, however still it is still labeled as PB due to the lack of a standardized and recognized PB definition. This study utilizes in-depth interviews and data sources provided by various members of the two Non-Governmental Organizations (NGOs) currently or previously active in PB in Pune. The outcome is a clear depiction of the NGO perspective upon the core intentions of PB, identifying two main hurdles to participation, which remains unattested due to a lack of governmental will. Contributions are made through the development of a definition, the expansion of existing participation theory in the unique context of governmental resistance in a developing country and practical recommendations for the city of Pune.

Thesis describes the complex problem of social exclusion. It is devided into two parts - theoretical and practical. The theoretical works mainly with the literature and other sources to describe main terms, expecially the social exclusion and socially excluded localities. It also focuses on the Act 111/2006 Sb., on the Assistance in material need. It also mentions the social benefits, that are given in situation of material poverty. The practical part analyzes the situation in Chomutov, construes the work of municipality and of the contact department of the Labour Office. This part is dedicated to describe their cooperation in the field of social affairs.

Doctor of Philosophy / Department of Computing and Information Sciences / Gurdip Singh / In this dissertation, we propose a cyber-physical system model, and based on this model, present algorithms for a set of distributed computing problems. Our model specifies a cyber-physical system as a combination of cyber-infrastructure, physical-infrastructure, and user behavior specification. The cyber-infrastructure is superimposed on the physical-infrastructure and continuously monitors its (physical-infrastructure's) changing state. Users operate in the physical-infrastructure and interact with the cyber-infrastructure using hand-held devices and sensors; and their behavior is specified in terms of actions they can perform (e.g., move, observe). While in traditional distributed systems, users interact solely via the underlying cyber-infrastructure, users in a cyber-physical system may interact directly with one another, access sensor data directly, and perform actions asynchronously with respect to the underlying cyber-infrastructure. These additional types of interactions have an impact on how distributed algorithms for cyber-physical systems are designed. We augment distributed mutual exclusion and predicate detection algorithms so that they can accommodate user behavior, interactions among them and the physical-infrastructure. The new algorithms have two components - one describing the behavior of the users in the physical-infrastructure and the other describing the algorithms in the cyber-infrastructure. Each combination of users' behavior and an algorithm in the cyber-infrastructure yields a different cyber-physical system algorithm. We have performed extensive simulation study of our algorithms using OMNeT++ simulation engine and Uppaal model checker. We also propose Cyber-Physical System Modeling Language (CPSML) to specify cyber-physical systems, and a centralized global state recording algorithm.

This study compares the novel Svinalängorna by Susanna Alakoski and the film version, based on the theme of exclusion. The study aims to see the potential the film can have in comparison with the book when it comes to representing the theme of exclusion in the teaching of literature as part of the upper secondary subject of Swedish. This has been investigated using coding and analysis of narrative technique. Key scenes have then been set in relation to multimodality. The result shows that exclusion generally seems to be depicted in the same way in the book and the film. At the same time, the products differ in their focus on different aspects of exclusion. The aspect of poverty, for example, is more prominent in the book, while social problems are more prominent in the film. The fact that the film is multimodal was found to reinforce the exclusion, and the result shows that the film is probably best suited for use in teaching from the point of view of film as comparison.

I vår kandidatuppsats har vi valt att utifrån intervjuer med unga män och kvinnor med invandrarbakgrund från tre olika bostadsområden, Andersberg, Vallås och Nyhem i Halmstad,belysa deras upplevelse av sitt bostadsområde och vilken betydelse bostadsområdet kan ha för deras interaktion med det omgivande samhället. Vi har i vår studie utgått från den fenomenologiska metodansatsen då vi fokuserar på deras egna upplevelser och erfarenheter. Vi har samlat in vårt empiriska material genom att använda oss utav en kvalitativ forskningsmetod då vi genomförde nio semistrukturerade intervjuer. Resultatet vi har kommit fram till visar att respondenterna från Andersberg och Vallås anser att deras bostadsområde har en stor betydelse för dem eftersom de har bra relationer med varandra i sitt bostadsområde jämfört med det omgivande samhället och därför har de en stor inre interaktion med varandra i sitt bostadsområde. Till skillnad från unga män och kvinnor från Nyhem upplever de inte det på samma sätt, då deras bostadsområde inte har så stor betydelse för dem och deras yttre interaktion med det omgivande samhället är mycket bättre. / In our bachelor essay we have chosen to highlight by interviews with young men and women of immigrant background from three different neighborhoods, Andersberg, Vallås and Nyhem in Halmstad, we wan’t to highlight their experience of their neighborhood and the importance of their residential area and what significance that area has upon their interaction with the surrounding society. In our study we have used the phenomenological method approach since we focus on young people’s experiences. We have collected our empirical material through a qualitative research method since we performed nine semi structured interviews. The result we have reached shows that the respondents from Andersberg and Vallås feel that their residential area plays a big part since they have good relations with each other within the residential area in comparison to the surrounding society. Therefore, they have a large inner interaction with each other within the residential area. The young man and women immigrants from Nyhem have a different experience since their residential area does not play such a big part for them and their interaction with the surrounding society is much better.