Įteisinus bendrojo ugdymo sistemoje specialųjį ugdymą ir įsitvirtinus požiūriui, kad nė vienas neturi būti atskirtas, kad kiekvienas yra unikalus, visi specialiųjų ugdymosi poreikių turintys vaikai šiandieninėje mokykloje turėtų jaustis saugiai. Specialiųjų ugdymosi poreikių turinčių moksleivių ugdymas ir socializacijos sėkmė labiausiai priklauso nuo pedagogų ir bendraklasių nuostatų, elgesio. Tiek šiame darbe pristatytame tyrime, tiek kituose tyrimuose, atliktuose mūsų šalyje ir užsienyje, matoma, kad bendrojo lavinimo mokyklose ugdant vaiką su specialiaisiais ugdymosi poreikiais susiduriama su universaliomis, kompleksinėmis problemomis. Specialiųjų poreikių vaikų ugdymo bendrojo lavinimo mokyklose situacijai įvertinti interviu metodu buvo interviu metodu apklausta 14 pedagogų, dirbančių su specialiųjų poreikių moksleiviais, administracijos atstovas ir anketavimo metodu 140 moksleivių, kurių klasėse mokosi spec. poreikių turintys vaikai, 13 moksleivių su specialiaisiais ugdymo(si) poreikiais, ir 13 tėvų, kurių vaikams taikomos specialiojo ugdymo programos. Tyrimas įrodė, kad tenkinant moksleivių specialiuosius ugdymosi poreikius bendrojo lavinimo mokykloje svarbūs tokie veiksniai: · socialiniai (nevisavertis bendrojo lavinimo mokyklos ir specialiųjų ugdymosi poreikių turinčio moksleivio šeimos bendradarbiavimas; tėvai, vengdami pašalinių neigiamo poveikio atsisako specialiųjų ugdymo programų, specialistų pagalbos); · pedagoginiai (mokytojai neturi pakankamai žinių... [toliau žr. visą tekstą] / After validation of special education in the system of comprehensive education and fixation of the opinion that none has to be isolated, that everybody is unique, all children with special educational needs should feel securely in today’s school. Education and success of socialization of schoolchildren with special educational needs are dependant most of all on attitudes and behaviour of pedagogues and classmates. Both in this presentable research and other researches accomplished in our country and abroad, it is observable that education of a child with special educational needs faces with versatile, complex problems. For evaluation of the situation of children’s with special needs education in comprehensive schools the method of interview was applied and 14 pedagogues working with schoolchildren with special needs and a representative of administration were interviewed, 140 schoolchildren, in whose classes the children with special needs study, 13 schoolchildren with special education (learning) needs and 13 parents, to whose children the special programs of education are applied, were surveyed by the method of questionnaire. The research proved that the following factors are important for meeting of special educational needs in comprehensive schools: · social (non full-rate cooperation of a comprehensive school and the parents of a schoolchild with special educational needs; the parents, on purpose to avoid negative influence of people round about, refuse programs of... [to full text]

Since its inception in April 2011, “SlutWalk” has grown from a Toronto-based rally and march against victim-blaming and sexual violence into a globalized movement spanning six continents. Given that its mainstream visibility is unprecedented for any contemporary feminist movement, SlutWalk represents a unique opportunity to examine representations of feminist politics in the Canadian mainstream news media. Drawing on the theoretical and methodological tools of feminism and cultural studies, I offer a contextualized reading and discourse analysis of the representations of SlutWalk across print, radio, and televisual media during its first nine months of press. On the surface, the media portrays SlutWalk in a fair and positive light, taking seriously its messages about police accountability, victim solidarity, and women’s liberation as key tenets for ending victim-blaming. Nonetheless, these “fair” messages are constituted by and constitutive of neoliberal, white supremacist, and postfeminist discourses of the “reality” of sexual violence, which undermine intersectional feminist efforts to eradicate sexual violence. I argue that mainstream media representations of SlutWalk reproduce a watered-down version of feminism and a decontextualized understanding of sexual violence that resonates most with white, heteronormative, educated women. Overall, I suggest that the mainstream visibility of SlutWalk is possible only insofar as its representations steer clear of any substantive critique of patriarchal violence as it articulates with racism, heterosexism, and institutional violence. Average media consumers of stories about SlutWalk are most likely afforded a sense that “managing” sexual violence and “liberating” women might be achieved within the existing status quo and through a sole focus on (white) women. In conclusion, I reiterate the need for intervention and engagement with the mainstream reproduction of discourses about feminism, and offer suggestions for how this might be achieved. / Thesis (Master, Kinesiology & Health Studies) -- Queen's University, 2012-09-18 16:05:33.045

This study focuses on Black Metal and Death Metal music as complimentary forms of commodified evil, which, in contrast to most other forms of commodified evil, provide an alternative form of modern escapism. In particular, it demonstrates that in glorifying evil their respective natures and essences effectively suggest to us that the ability to overcome our problems, and cope with the world's atrocities, lies not in the vain hope that justice will prevail, but rather, in embracing evil and actively cultivating a desensitizing ethos of utter indifference to the plight and suffering of others. In addition, because Black Metal and Death Metal have both generated their own distinct sub-cultures, which are predominantly populated by marginalized youths, this study simultaneous begs the question: What is it that motivates them to produce and/or endorse forms of music, and thereby become members of sub-cultures, which ostensibly promote such a negative world view? Consequently, it also demonstrates some of the important ways in which they can serve to help their proponents regain a sense of power and control over their lives. It then concludes by looking at Black Metal and Death Metal's (potential) social effects - both negative and positive.

This study explores the experiences of students with social, emotional, and behavioural difficulties (SEBD), both in mainstream schools and residential school settings. The subjects are 29 students attending a New Zealand residential special school for boys with SEBD. Through voicing their views on their schooling experiences and suggesting ideas for improvement, the boys provided educators and policymakers with a better understanding of ways in which the schooling experience of boys with SEBD can be more positive and successful. A qualitative research design was utilised to gain the students’ insights into the salient features of their mainstream and residential schooling experiences. In order to highlight student voices in the research process and thesis writing, a phenomenological approach was utilised to shape the core methodology. Interviewing was chosen as the primary method of data collection for the analysis. In-depth, semi-structured interviews raised a number of salient features of the boys’ schooling experiences. The findings are summarised and merged into three main themes; the mainstream school experience, the residential school experience, and boys’ suggestions and recommendations for school improvement. The findings suggest a considerable degree of consistency between the boys concerning the difficulties experienced in mainstream schools. They highlight the importance of cultivating strong, positive student-teacher relationships and relationships among peers; the need for more effective disciplinary practices; the need to recognise the learning needs of students with SEBD as a priority; and the need to address bullying issues more effectively. The findings also provide valuable insights into some of the ways in which placement in a residential school for boys with SEBD are perceived to be effective for these students. The benefits of a residential school programme identified by the boys included improved learning and behaviour, improved relationships with others, and a greater capacity to deal with difficult feelings. The factors enabling these improvements were identified and included positive relationships with teachers, effective behavioural management based on fair sanctions and rewards, small classes, teachers’ instructions, the availability of academic support, better relationships with peers, and an effective anti-bullying policy.

The number of children diagnosed with Autism Spectrum Disorders (ASD) is on the rise, both in the United States and around the world. The Individuals with Disabilities ACT (IDEA 2004) and No Child Left Behind Act (2001) mandate that children with disabilities, including children with ASD, be educated in the Least Restrictive Environment (LRE). The general education classroom is increasingly identified as the LRE. General education teachers are increasingly responsible for educating students with ASD, often with little or no training on ASD or intervention methods. Few previous studies have explored general education teachers’ experiences and attitude towards inclusion of learners with ASD. This study examines general education teachers’ perceptions of the effectiveness of inclusion in their schools and their experiences teaching in inclusive settings. This study illuminated two areas of interest: first, teachers were supportive of inclusion, and second, teachers identified areas where they felt inclusion policies needed to be improved in order for inclusion practices to be more effective. This paper subsequently analyzes the aforementioned trends and provides recommendations for further study of inclusion of students with ASD in the general education classroom.

Research indicates that large numbers of young people are underachieving in UK schools, and that school exclusion levels are unacceptably high. In addition, there are increased numbers of students unable to secure a place in mainstream schools. These unplaced and excluded young people are described by New Labour as `vulnerable', `disaffected' or at risk of disaffection (Social_Exclusion_Unit 1998b). The numbers of young people considered `disaffected' indicates a national problem and so, in response to this, there is a government led drive to `socially include' `excluded' young people and young people considered `at risk' of `exclusion'. This UK study examines the principles and practices of practitioners working with identified `at-risk' and `hard to reach' populations. This thesis seeks to unpack this complex situation of social `exclusion' and `inclusion' as it relates to education by asking; who are the `actors' in this expanding world of `social inclusion'? How can some practitioners `reach' and `include' so called `hard to reach' `disaffected' young people? This research explores socially inclusive practice. It aims to investigate whether a model of socially inclusive practice exists or can be established that could be used by educators, parents, human resource (HR) professionals and others concerned with client services in the helping professions. Social exclusion is one of the key concerns of the New Labour agenda. Inclusive education is perceived as central to promoting social inclusion (Social_Exclusion_Unit 1998b) and as a result there are a number of social inclusion projects operating throughout the UK. These projects generally offer provision for young people who, in the judgement of excluding mainstream practitioners, should be placed outside of their responsibility. These excluding practices reflect the values and ideal of the institution and how they perceive their own ability to respond to the total needs of the learner in their care. Excluded young people are typically referred to pupil referral units (PRU's), study centres or other education provision established to meet the statutory requirement of the education authority to maintain education provision. The practitioner is the focus of this investigation and preliminary issues associated with an investigation into social inclusion practice will be considered in an attempt to identify `what works' in opening up educational opportunities to an inclusive culture. This study then, examines the practice and rationale employed by staff at a project providing education otherwise than at school (EOTAS) to young people unplaced, excluded or at risk of exclusion from mainstream school by analysing empirical data collected over a 3-year period using qualitative instruments. Grounded Theory is the methodological approach used to elicit data and the findings provide valuable insights into inclusive education practices. In addition, a number of relevant and important issues are identified. The theoretical model that emerges is informed by the insights and issues that emerge in this, the first major UK study, into inclusive practice in education where the practitioner is the main focus of the study. This research puts forward a model of professional understanding for inclusive education and makes a contribution to the development of new approaches. The results offer clear indicators for a transferable framework of socially inclusive practice.

The key focus of this research project is the marginalisation of radical and alternative politics in modern democratic societies, how they have been presented in a mainstream theatrical context and what strategies a political playwright can employ to present the issues of those politics while overcoming such marginalisation. Referencing cultural theorists including Noam Chomsky, Naomi Klein and Howard Zinn, this study argues that contemporary cultures operate within the boundaries of an internalised conservative value set propagated through systems of coercion utilised by the media, governments and corporations. With a specific interest in contemporary theatre, this study proposes that this internalisation functions as an efficient and nearly invisible censor, rendering more complex the task of the political playwright in communicating with a wider and more inclusive audience and that by examining the methods used in the manufacture of consent and then returning to the strategies utilized by political playwrights in the past and at present, we can better identify how to bypass that internal censor and do something more than " preach to the converted." This project comprises two interrelated components; one is an original full length play script, Pornography: The True Confessions of Mandy Lightspeed; the other is an exegesis which compliments and augments the play. The play script represents %60 and the exegesis the remaining %40 of the examinable output of this project, although both are considered integral (and integrate) parts of the whole. Central to both these texts is the question; " How has political theatre been presented in the past and what strategies can the playwright employ to make issues of radical or alternative politics more accessible to a mainstream theatre audience?"

The role of local Chinese media has become more important as the size of the Chinese community in New Zealand has increased rapidly in recent years. The function of local Chinese media could be like a bridge connecting the Chinese community and the mainstream society. This was an exploratory study which examined the current situation of local Chinese media to determine such issues as to whether they are the main source of information for the Chinese community, what if any difficulties they are facing and how they may develop in the future. A general research was conducted for the local Chinese media in Auckland, which covers brief introductions for some local Chinese newspapers, radio, websites, and the sole Chinese television company-World TV. Meanwhile, the researcher collected 102 questionnaires and conducted 10 in-depth interviews from the local Chinese residents and the staff working in local Chinese media companies. The findings of research suggest that most local Chinese residents utilize Chinese language media as a tool to collect daily information either from local society or their original countries. The local Chinese media not only provides information for the local community, but also has social value as a means for self-representation of the Chinese community in New Zealand and better adaptation to the mainstream society. On the other hand, the funding shortage as well as the tough competition became the obstacles for the future development for the local Chinese media. The results of this research may point to what the government’s role should be.

This thesis critiques mainstream environmentalism and pushes for Grassroots Struggle and Hope during an Era of Escalating Catastrophe.

Objektet för denna uppsats är att, genom 2010-tals-fenomenet normcore, belysa hur det i en västerländsk samtidskontext (2010-tal) går att närma sig subkultursbegreppet. Normcore är en attityd vilken trendprognos-gruppen K-HOLE i sin rapport ”Youth mode: A Report on Freedom” (2013) presenteras som en anti-attityd, vilken utgår från anonymitet och anpassningsbarhet. Detta som en reaktion på ungdomens strävan efter originalitet och autenticitet. Istället för en coolhetsnorm där man sticker ut gestaltas denna coolhetsnorm snarare av att vara en del av grupp genom att smälta in; alltså en slags attack mot subkulturer inifrån. Genom en diskursanalys av dags- och tidskrifter behandlas normcore som ett flytande fenomen, vilket under dess snart femåriga livslängd (2018) konstruerats efter flertalet representationer. Denna diskursanalys av normcore ställs sedan i relation till tidigare forskning om hipsterdiskursen och subkulturbegreppet. Detta för att i uppsatsens kärna utveckla en teori om ”subkulturens dialektik” i en västerländsk samtidskontext (2010-tal).