In a time when education and inclusion, are very much on the political agenda, what makes some teachers confident and competent teachers of special educational needs (SEN) and others less so? This thesis aimed to explore a variety of factors; attitude to inclusion; school climate; burnout and general teaching self-efficacy as they relate to self-efficacy for inclusive teaching. It also aimed to explore the teaching practices of teachers who report high self-efficacy for inclusive teaching scores. 66 participants, selected from seven primary schools took park in the first phase of the research. From this sample, five participants were selected for their high self-efficacy for inclusive teaching scores and were interviewed about their inclusive teaching practice. A mixed methods approach was used; utilising questionnaires in the first phase to explore the six factors and the correlations between them. Interviews were employed in the second phase to explore the inclusive practices of participants. Initial statistical analysis from the questionnaires indicated that years teaching experience, as well as aspects of attitude to inclusion, school climate, burnout and general teaching efficacy are predictive of self-efficacy for inclusive teaching scores. Regression analysis indicated that attitude to inclusion; school climate and general teaching self-efficacy were together the best predictors of self-efficacy for inclusive teaching. Thematic analysis from the interviews suggested that stress was a major factor for the participants. It also identified that participants who were good at including children with SEN were those who got to know their children well, and who were engaged, motivated members of staff. The study concluded with a consideration of how the above results are relevant to educational psychologists by suggesting that their role is vital in supporting teachers to get to know children holistically and in supporting staff with stress management through supervision or staff clinics.

The thesis is focused on the elderly population - seniors and their safe living in their own environment. The main target is to improve their quality of living, independence and self-sufficiency through assistive and security services. We will acquaint with the various organizations that deal with this issue. As an example we will show you a senior´s flat that is equipped with points and elements falling into these technologies and overall assessment.

Essa pesquisa objetivou analisar a trajetória das políticas públicas de Educação Especial, no Brasil, no período 2003-2014, verificando as contradições, limites e avanços, assim como as concepções de inclusão dos sujeitos que interagem na formulação dessas políticas. A abordagem de pesquisa adotada foi análise documental, na perspectiva do materialismo histórico dialético, de publicações feitas pelos sujeitos coletivos envolvidos na passagem das políticas de Educação Especial para o campo das políticas de inclusão. Verificamos que, no movimento em que as políticas de Educação Especial passam para o campo das políticas de inclusão, estavam envolvidos sujeitos coletivos (movimentos sociais protagonizados pelas pessoas com deficiência, organismos internacionais, governo federal e instituições privado-assistenciais) com diferentes concepções de inclusão. Nessa trajetória, evidenciaram-se três principais contradições, que compõem a atual política de Educação Especial Inclusiva: a ampliação do direito com a precarização do direito, ou seja, as pessoas com deficiência passaram a ter acesso à escola regular pública, mas com menos tempo de atendimento especializado e sem a modificação estrutural e pedagógica da escola para acolhê-las; ampliação das vagas às pessoas com deficiência em escolas públicas e, ao mesmo tempo, a ampliação do financiamento público a instituições privadas, através de convênios de prestação de serviço de atendimento educacional especializado ou da compra de vagas em escolas especiais exclusivas; a política garante a acessibilidade física e tecnológica através das salas de recursos multifuncionais, no entanto, não promove a garantia de currículo adaptado, capacitação de profissionais, nem a redução de alunos por turma do ensino regular com inclusão. A concepção de inclusão presente nas políticas públicas de Educação Especial é pouco profunda (não considera a gênese da exclusão), atrelada a matrícula, ao ingresso no ensino regular e à preocupação com a inserção no mercado de trabalho e no mercado consumidor. Essa concepção deriva da ideologia conservadora de que a maior participação na lógica da produção da sociedade capitalista permite o fim da exclusão ou da desigualdade. Evidenciamos em nossas análises que a desigualdade é inerente à sociedade capitalista, ou seja, o capitalismo a produz e precisa dela para se reproduzir. Assim, ampliar a participação nesta lógica contribui para a manutenção da ordem e não rompe com a produção das desigualdades. Da mesma forma, a inclusão escolar mantém a produção e reprodução da exclusão na educação e não rompe com a desigualdade presente historicamente na área. / This study was aimed to analyze the trajectory of Special Education public policies in Brazil, from 2003-2014, verifying their contradiction, limitations and advances as well as the conceptions of inclusion of subjects that interact in the elaboration of these policies. The research approach was qualitative, performed through documentary analysis, in the perspective of dialectical historical materialism, of publications written by the collective subjects involved in the passage of Special Education policies to the field of inclusive policies. We verified that, in the movement in which Special Education policies transfer to the field of inclusive policies, collective subjects were involved (social movements protagonized by peoples with disabilities, international organisms, federal government and private-care institutions) with different concepts of inclusion. In this trajectory, it was evidenced three main contradictions that compose the current Inclusive Special Education policy: the magnification of the right with the precariousness of this right, which means that subjects with disabilities were granted access to the regular public school, but with less time of specialized care and without structural and pedagogical modifications on the school that received them; expansion of vacancies for people with disabilities in public schools and, at the same time, an increase in the public funding to private institutions through service provision agreements of specialized educational services or the purchase of vacancies in exclusive special schools; the policy allows physical and technological accessibility by means of multi-functional resources; nevertheless, it does not promote any guarantee of an adapted curriculum, training of professionals, or the reduction in the number of students by class in the inclusive regular education. The conception of inclusion present in the public policies of Special Education is shallow (it does not consider the genesis of exclusion), and is linked to the registration and admission in the regular education, and to the concern with the insertion on the labor market and consumer market. This conception comes from the conservative ideology that greater participation in the logic of production of the capitalist society allows the end of exclusion and inequality. Our analyses evidenced that the inequality is inherent in capitalist society, that is, capitalism produces it and needs it to reproduce. Therefore, expanding the participation in this logic contributes to the maintenance of order and it does not break with the production of inequalities. In the same way, scholar inclusion maintains the production and reproduction of exclusion in the education and does not break with the inequality historically observed in the field.

O denominado Projeto Inclusivo nas escolas de Ensino Regular, embora desgastado na atualidade pelo seu uso excessivo sem a contrapartida governamental, bem como a de diversos setores da sociedade de ações efetivas , reflete problemáticas importantes de serem pensadas acerca da precarização e da desigualdade de suas condições. Para polemizar a formação escolar como um conjunto de relações marcadas por certos modos de inclusão/exclusão do educador e do aluno no processo de ensino-aprendizagem, implicados com a organização do trabalho e dos bens produzidos socialmente, este trabalho de pesquisa tentou abordar as condições em que o ensino acontece, circunscrevendo o tempo/espaço da constituição sócio-histórico-política da educação. Pensar as práticas educacionais é abraçar o desafio de deixar-se afetar por suas questões, potencializando acontecimentos. A questão é problematizar o Projeto Inclusivo e seus efeitos como formas de publicizar a vida e a produção dos critérios de organização político-pedagógica. Tornar público significa empoderar o outro de saber e ação, fazer circular as análises, tornar públicas as instituições (valores, critérios, princípios) em jogo para uma produção de conhecimento. O objetivo é fazer entrar nos diversos campos do cotidiano escolar uma nova micropolítica que abra as portas para as trocas, para a avaliação dos efeitos das práticas, potencializando intervenções efetivas. / The so-called Projeto Inclusivo in the regular schools, although eroded away nowadays for its overuse without the governmental response as well as the response from many other sectors of the society by means of effective actions, reflects important problematics to be considered in relation to its poor and unequal conditions. To arouse the controversies over the school formation as a group of relations marked by certain kinds of inclusion in and exclusion of the educator and the students from the process of teaching-learning, implicated in the organization of the work and the goods socially produced, the present research tried to discuss the conditions in which the learning process occurs, circumscribing the time/space of the social-historical-political educational constitution. To reflect on the educational actions is to accept its challenge and let oneself get involved in its issues, potentializing happenings. The main point is to arouse the Projeto Inclusivos problematics and its effects as forms of turn life and the political-pedagogical organizing criteria production into public. To turn something into public means give the other the power of knowing and acting, making the analysis circulate, turning into public the institutions (values, criteria, principles) that are involved in the knowledge production. The aim is to introduce in the many fields of the schools routine a new micropolitics that opens the doors to the changings, to the evaluation of the actions effects, giving force to effective interventions.

Made available in DSpace on 2014-06-11T19:26:00Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-11-30Bitstream added on 2014-06-13T20:33:33Z : No. of bitstreams: 1 borges_ma_me_prud.pdf: 649402 bytes, checksum: cb9548a9ac72e9b9f21bbd7bba4043a7 (MD5) / Esta pesquisa intitulada “A inclusão de alunos com deficiência em cursos presenciais de graduação da Universidade Federal de Juiz de Fora”- UFJF- está vinculada à Linha de pesquisa Políticas Públicas, Organização Escolar e Formação de Professores do Programa de Pós-Graduação em Educação – Mestrado da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista – UNESP- Presidente Prudente. O objetivo foi investigar a realidade escolar de estudantes com deficiência que ingressaram em cursos presenciais de graduação da UFJF. A pesquisa foi estruturada com base na abordagem qualitativa e desenvolvida a partir do estudo de caso. Contou com a participação de quinze alunos, matriculados em sete diferentes cursos de graduação. Para a coleta de dados utilizou-se um questionário e entrevistas do tipo semiestruturadas, realizadas em duas etapas. Na etapa inicial os alunos preencheram o questionário e participaram da primeira entrevista, que foi gravada. Na segunda etapa, eles receberam a primeira entrevista transcrita e procederam à leitura, realizaram as alterações que acharam pertinentes e responderam a mais três questões. Os resultados apontaram que ainda é baixo o número de aluno com deficiência na UFJF. Desse grupo todos realizaram o Ensino Básico em escolas regulares e a maioria em escolas públicas. Verificamos o predomínio de alunos com deficiência física e o maior número de estudantes do sexo feminino. Também se destacou o interesse por cursos da área de Ciências Humanas e o maior número de matrículas foi registrado no Curso de Serviço Social. Os alunos ressaltaram que a maior dificuldade encontrada no cotidiano é a ausência de algumas condições básicas e específicas, a pouca capacitação dos docentes e a falta de divulgação das atividades do setor envolvido com o processo inclusão na Universidade / The present research entitled “The inclusion of students with disabilities in graduation courses which they have to attend at Universidade Federal de Juiz de Fora” – UFJF – is connected to the research on Public Politics, School Management and Professors Education in the Post-graduation Program in Education – Mestrado da Faculdade de Ciências e Tecnologia da Universidade Estadual Paulista – UNESP- Presidente Prudente. The objective of this research was to investigate the school reality of students with disabilities who have entered these graduation courses at UFJF. The research was structured on the basis of the qualitative approach, which and developed from the case study. We have counted on the participation of fifteen students, registered in seven different graduation courses. For the data collection we have used a questionnaire and semistructuralized interviews, carried out in two stages. In the first stage the students filled in the questionnaire and participated of the first interview that was recorded. In the second stage, they received the interview, which had been transcribed, read it, altered some parts, and answered three more questions. The results pointed that the number of students with deficiency in UFJF is still low. All the participants of this group finished Elementary school in regular schools and the majority in public schools. We have verified the predominance of students with physical deficiency and most of them are female students. Moreover, it has been verified the interest in the Human Sciences courses, such as Social Service with the largest number of registrations. The students have stood out that the biggest daily difficulty is the lack of some basic and specified conditions, little qualification of the professors and spreading of the activities which involve the process of inclusion

Made available in DSpace on 2014-06-11T19:31:44Z (GMT). No. of bitstreams: 0 Previous issue date: 2011-05-23Bitstream added on 2014-06-13T21:03:15Z : No. of bitstreams: 1 piza_mhm_dr_mar.pdf: 3955102 bytes, checksum: 7e0a0aaec96e056cab11be01dae945e8 (MD5) / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior (CAPES) / Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) / Not available.

abstract: Volcanic devolatilization is one of the major processes in the global nitrogen cycle. Past studies have often estimated the magnitude of this flux using volcanic emission measurements, which are limited to currently active systems and sensitive to atmospheric contamination. A different methodological approach requires appropriate analytical parameters for nitrogen analysis in silicate glasses by secondary ion mass spectrometry (SIMS), which have not yet been established. To this end, we analyze various ion implanted basaltic and rhyolitic glasses by SIMS. We demonstrate that water content significantly affects the ion yields of 14N+ and 14N16O−, as well as the background intensity of 14N+ and 12C+. Application of implant-derived calibrations to natural samples provide the first reported concentrations of nitrogen in melt inclusions. These measurements are from samples from the Bishop Tuff in California, the Huckleberry Ridge Tuff of the Yellowstone Volcanic Center, and material from the Okaia and Oruanui eruptions in the Taupo Volcanic Center. In all studied material, we find maximum nitrogen contents of less than 45 ppm and that nitrogen concentration varies positively with CO2 concentration, which is interpreted to reflect partial degassing trend. Using the maximum measured nitrogen contents for each eruption, we find that the Bishop released >3.6 x 1013 g of nitrogen, the Huckleberry Ridge released >1.3 x 1014 g, the Okaia released >1.1 x 1011 g of nitrogen, the Oruanui released >4.7 x 1013 g of nitrogen. Simple calculations suggest that with concentrations such as these, rhyolitic eruptions may ephemerally increase the nitrogen flux to the atmosphere, but are insignificant compared to the 4 x 1021 g of nitrogen stored in the atmosphere. / Dissertation/Thesis / Masters Thesis Geological Sciences 2016

O denominado Projeto Inclusivo nas escolas de Ensino Regular, embora desgastado na atualidade pelo seu uso excessivo sem a contrapartida governamental, bem como a de diversos setores da sociedade de ações efetivas , reflete problemáticas importantes de serem pensadas acerca da precarização e da desigualdade de suas condições. Para polemizar a formação escolar como um conjunto de relações marcadas por certos modos de inclusão/exclusão do educador e do aluno no processo de ensino-aprendizagem, implicados com a organização do trabalho e dos bens produzidos socialmente, este trabalho de pesquisa tentou abordar as condições em que o ensino acontece, circunscrevendo o tempo/espaço da constituição sócio-histórico-política da educação. Pensar as práticas educacionais é abraçar o desafio de deixar-se afetar por suas questões, potencializando acontecimentos. A questão é problematizar o Projeto Inclusivo e seus efeitos como formas de publicizar a vida e a produção dos critérios de organização político-pedagógica. Tornar público significa empoderar o outro de saber e ação, fazer circular as análises, tornar públicas as instituições (valores, critérios, princípios) em jogo para uma produção de conhecimento. O objetivo é fazer entrar nos diversos campos do cotidiano escolar uma nova micropolítica que abra as portas para as trocas, para a avaliação dos efeitos das práticas, potencializando intervenções efetivas. / The so-called Projeto Inclusivo in the regular schools, although eroded away nowadays for its overuse without the governmental response as well as the response from many other sectors of the society by means of effective actions, reflects important problematics to be considered in relation to its poor and unequal conditions. To arouse the controversies over the school formation as a group of relations marked by certain kinds of inclusion in and exclusion of the educator and the students from the process of teaching-learning, implicated in the organization of the work and the goods socially produced, the present research tried to discuss the conditions in which the learning process occurs, circumscribing the time/space of the social-historical-political educational constitution. To reflect on the educational actions is to accept its challenge and let oneself get involved in its issues, potentializing happenings. The main point is to arouse the Projeto Inclusivos problematics and its effects as forms of turn life and the political-pedagogical organizing criteria production into public. To turn something into public means give the other the power of knowing and acting, making the analysis circulate, turning into public the institutions (values, criteria, principles) that are involved in the knowledge production. The aim is to introduce in the many fields of the schools routine a new micropolitics that opens the doors to the changings, to the evaluation of the actions effects, giving force to effective interventions.

Essa pesquisa objetivou analisar a trajetória das políticas públicas de Educação Especial, no Brasil, no período 2003-2014, verificando as contradições, limites e avanços, assim como as concepções de inclusão dos sujeitos que interagem na formulação dessas políticas. A abordagem de pesquisa adotada foi análise documental, na perspectiva do materialismo histórico dialético, de publicações feitas pelos sujeitos coletivos envolvidos na passagem das políticas de Educação Especial para o campo das políticas de inclusão. Verificamos que, no movimento em que as políticas de Educação Especial passam para o campo das políticas de inclusão, estavam envolvidos sujeitos coletivos (movimentos sociais protagonizados pelas pessoas com deficiência, organismos internacionais, governo federal e instituições privado-assistenciais) com diferentes concepções de inclusão. Nessa trajetória, evidenciaram-se três principais contradições, que compõem a atual política de Educação Especial Inclusiva: a ampliação do direito com a precarização do direito, ou seja, as pessoas com deficiência passaram a ter acesso à escola regular pública, mas com menos tempo de atendimento especializado e sem a modificação estrutural e pedagógica da escola para acolhê-las; ampliação das vagas às pessoas com deficiência em escolas públicas e, ao mesmo tempo, a ampliação do financiamento público a instituições privadas, através de convênios de prestação de serviço de atendimento educacional especializado ou da compra de vagas em escolas especiais exclusivas; a política garante a acessibilidade física e tecnológica através das salas de recursos multifuncionais, no entanto, não promove a garantia de currículo adaptado, capacitação de profissionais, nem a redução de alunos por turma do ensino regular com inclusão. A concepção de inclusão presente nas políticas públicas de Educação Especial é pouco profunda (não considera a gênese da exclusão), atrelada a matrícula, ao ingresso no ensino regular e à preocupação com a inserção no mercado de trabalho e no mercado consumidor. Essa concepção deriva da ideologia conservadora de que a maior participação na lógica da produção da sociedade capitalista permite o fim da exclusão ou da desigualdade. Evidenciamos em nossas análises que a desigualdade é inerente à sociedade capitalista, ou seja, o capitalismo a produz e precisa dela para se reproduzir. Assim, ampliar a participação nesta lógica contribui para a manutenção da ordem e não rompe com a produção das desigualdades. Da mesma forma, a inclusão escolar mantém a produção e reprodução da exclusão na educação e não rompe com a desigualdade presente historicamente na área. / This study was aimed to analyze the trajectory of Special Education public policies in Brazil, from 2003-2014, verifying their contradiction, limitations and advances as well as the conceptions of inclusion of subjects that interact in the elaboration of these policies. The research approach was qualitative, performed through documentary analysis, in the perspective of dialectical historical materialism, of publications written by the collective subjects involved in the passage of Special Education policies to the field of inclusive policies. We verified that, in the movement in which Special Education policies transfer to the field of inclusive policies, collective subjects were involved (social movements protagonized by peoples with disabilities, international organisms, federal government and private-care institutions) with different concepts of inclusion. In this trajectory, it was evidenced three main contradictions that compose the current Inclusive Special Education policy: the magnification of the right with the precariousness of this right, which means that subjects with disabilities were granted access to the regular public school, but with less time of specialized care and without structural and pedagogical modifications on the school that received them; expansion of vacancies for people with disabilities in public schools and, at the same time, an increase in the public funding to private institutions through service provision agreements of specialized educational services or the purchase of vacancies in exclusive special schools; the policy allows physical and technological accessibility by means of multi-functional resources; nevertheless, it does not promote any guarantee of an adapted curriculum, training of professionals, or the reduction in the number of students by class in the inclusive regular education. The conception of inclusion present in the public policies of Special Education is shallow (it does not consider the genesis of exclusion), and is linked to the registration and admission in the regular education, and to the concern with the insertion on the labor market and consumer market. This conception comes from the conservative ideology that greater participation in the logic of production of the capitalist society allows the end of exclusion and inequality. Our analyses evidenced that the inequality is inherent in capitalist society, that is, capitalism produces it and needs it to reproduce. Therefore, expanding the participation in this logic contributes to the maintenance of order and it does not break with the production of inequalities. In the same way, scholar inclusion maintains the production and reproduction of exclusion in the education and does not break with the inequality historically observed in the field.

Magister Commercii (Information Management) - MCom(IM) / Digital inclusion, through the development of appropriate e-skills, is widely recognised as an essential means of capitalising on the opportunities presented by the information age for social and economic advancement. However, South Africa has not yet clarified its policy of digital inclusion. It has only just begun to tackle the challenge of developing an e-skilled society. As yet there is not an enabling e-skills framework and national implementation strategies are still at an early stage. The conceptual framework for the delivery of e-skills for digital inclusion specifically in the Western Cape of South Africa, which was developed as part of this study, could therefore make a substantial contribution to local research. Certain areas surveyed in this study have been overlooked, underestimated or have yet to be explored by local researchers, while existing research on related areas is generally fragmented and studied in isolation, despite the high interrelationship between the various areas. The conceptual framework that has been compiled offers a coherent holistic perspective, and depicts the logical flow from digital exclusion to inclusion in the Western Cape context. It identifies: (i) the groups most in need of focused inclusion efforts; (ii) significant barriers to inclusion; (iii) specific e-skill clusters for digital inclusion; (iv) guidelines for delivering these e-skills; and (v) the objectives of digital inclusion that the Western Cape should strive to attain. Each of these research areas has been investigated in the context of an on-going provincial e-skills for digital inclusion initiative, focused on training (largely marginalised) community e-centre employees. The qualitative research used semi-structured interviews with ten recently trained individuals, as well as three programme facilitators. Overall, digital inclusion in the Western Cape is conceived as a gradual process, initially concerned with achieving relatively basic objectives such as enabling citizens to access information and increasing the use of ICT in the province. It is envisioned that these short-term outcomes will eventually translate into longer-term advantages for individuals as well as the larger society. Having the appropriate knowledge and attitudes is as important for digital inclusion as having skills. Therefore the term ‘digital competence’ is preferable to ‘e-skills’. The competence areas include combinations of technical and cognitive abilities, the latter being more relevant to the broader inclusion impacts, yet more challenging to instil. These findings, which have been combined with strongly learner-centred guidelines, are presented in the conceptual ‘Digital Competence for Digital Inclusion’ framework. It is hoped that curriculum developers will give serious consideration to this framework and the recommendations contained in this study. It could form a useful basis for the development of digital inclusion throughout the country and e-skills related academic research.