The aim of this study is to provide increased knowledge about the experiences of some Swedish students with intellectual development disorder who are enrolled in compulsory school for pupils with learning disabilities and study according to that curriculum but attend school as integrated students. The study examines how these students understand opportunities and experiences of participation and inclusion in their learning environment and social existence based on self-perceived experiences. Furthermore, this study explores how inclusion and participation are manifested in the school environments. This study utilized a qualitative research design, micro-ethnography. The participants were one to three children aged 6-14 years with intellectual development disorders who are enrolled in compulsory school as integrated students. During the two-month-long study, we acted as participant observers making observations of the participants in the different school settings while simultaneously functioning as resources for the classes. We also engaged the participants in recorded conversations concerning points that needed to be clarified. Data were analyzed using four aspects of the Participation Model as well as two aspects from the Index of Inclusion. The results show that participants often had difficulty expressing themselves when commenting upon their participation experience. The participants almost always chose adult contact over contact with other children of the same age. Participants were allowed to make decisions that were respected, however, most of the decisions were decisions to not take part in an activity. Participants generally took part willingly in activities that required individual participation with some adult support. The school settings were generally very accepting of participants. A prerequisite for participation was support from adults and access to an adapted learning environment. Without various supports, it was difficult for participants to take part in many activities within the educational culture. It was difficult to discern participants' subjective feelings and experiences of inclusion through their own actions and words, as we were not able to observe participants reflecting upon this experience. Furthermore, it was difficult to ‌fit our data into a theoretical framework that allowed us to interpret inclusion. We observed multiple occasions where educators had plans for inclusion for an activity, however, often the execution of the activity led to exclusion of participants. Much of the inclusion was in the physical form of help from other students as well as staff who removed barriers to learning and participation. Furthermore, we observed that all adults in the school environment provided support for students to feel included by being valued and allowing participation on their own terms.  By utilizing the integrated students’ voices about participation and inclusion, this study can exemplify the challenges and difficulties of achieving inclusion and participation for all students in a School for All and hopefully provide schools with direction in both the development and improvement for all students within the fields of inclusion and participation. / Syftet med studien är att bidra till ökad kunskap om självupplevda erfarenheter hos några svenska elever med intellektuell funktionsnedsättning. Eleverna är inskrivna i grundsärskolan och studerar enligt särskolans läroplan och går som integrerade elever i grundskolan. I studien undersöks hur dessa elever, i handling och med egna ord, gavs möjlighet att förstå och erfara delaktighet och inkludering i sin lärmiljö och sociala samvaro utifrån självupplevda erfarenheter. Vidare undersöktes hur inkludering och delaktighet demonstreras i skolmiljöerna. Studien är en kvalitativ mikroetnografisk forskningsdesign där urvalet är 1-3 barn i åldrarna 6-14 år med intellektuell funktionsnedsättning som går som integrerade i grundskolan. Studien genomfördes under en tvåmånadersperiod där vi agerade som deltagande observatörer och gjorde regelbundna observationer av deltagarna i olika skolmiljöer. Under studiens gång presenterade vi oss och agerade som resurser för klasserna. Vi engagerade också deltagarna i studien i enstaka uppföljande samtal om aspekter som behövde tydliggöras. Den insamlade datan analyserades utifrån delaktighetsmodellens fyra aspekter samt utifrån två aspekter från Index of Inclusion. Resultaten visar att deltagarna uppvisade svårigheter att uttrycka sig angående sina upplevelser av deltagande. Vidare visar resultaten att deltagarna oftast valde vuxenkontakt framför kontakt med andra barn i samma ålder. Deltagarna gavs möjlighet att fatta beslut som respekterades, men många av besluten var aktiva beslut att inte delta i en aktivitet. Deltagarna deltog oftast frivilligt i aktiviteter som krävde individuellt deltagande med visst vuxenstöd. De olika skolmiljöerna visade på hög grad av erkännande av deltagarna. En förutsättning för delaktighet var stödet från vuxna och tillgång till en tillgänglig lärmiljö. Utan olika stöd, var det svårt för deltagarna att delta i många aktiviteter inom undervisningskulturen. I studien var det svårt att skapa förståelse för deltagarnas känslor och erfarenheter av begreppet inkludering genom deras egna handlingar och ord eftersom vi inte kunde observera deltagare som reflekterade över denna subjektiva upplevelse. Vi fann det mycket svårt att försöka passa in vår data i ett teoretiskt ramverk som gjorde det möjligt att tolka inkludering. Vi observerade flera tillfällen där lärare planerade för inkludering i en aktivitet, som ofta ledde till uteslutning av deltagare i slutändan. Synliggörandet av inkludering visade sig i fysisk form genom hjälp från andra studenter samt lärare/personal som avlägsnade hinder för lärande och deltagande. Vi kunde konstatera att alla vuxna i skolmiljön gav sitt stöd för att få eleverna att känna sig inkluderade och delaktiga utifrån deras egna villkor. Genom synliggörandet av elevernas röster om delaktighet och inkludering kan denna studie exemplifiera utmaningarna och svårigheterna med att uppnå inkludering och delaktighet för alla elever i en skola för alla och förhoppningsvis ge skolor vägledning i både utveckling och förbättring för alla elever inom områdena inkludering och delaktighet.

The presented diploma thesis is concerned with the personality of Friedrich/ Bedřich Feigl, a painter from the classical modern era, and attempts to understand the milieu in which he lived during the two periods of his life. Based on extant sources (letters, memoirs, press of the period, the painter?s own texts) and using historical-antropological optics, Bedřich Feigl, a Prague German of Jewish origin, is placed into a web of social relationships which formed in the first half of the twentieth century. The thesis is divided into two basic parts. The first one focuses on the Prague period, when Feigl, together with his contemporaries, started to build his own artist?s story. The second part deals with Feigl?s life in Berlin, with the possibilities to succeed as a part-foreigner in a foreign country, and also touches Feigl?s perception of his own identity.

Une Ligne de Produits Logiciels (LPL) supporte la gestion d’une famille de logiciels. Cette approche se caractérise par une réutilisation systématique des artefacts communs qui réduit le coût et le temps de mise sur le marché et augmente la qualité des logiciels. Cependant, une LPL exige un investissement initial coûteux. Certaines organisations qui ne peuvent pas faire face à un tel investissement, utilisent le « Clone-and-own » C&O pour construire et faire évoluer des familles de logiciels. Cependant, l'efficacité de cette pratique se dégrade proportionnellement à la croissance de la famille de produits, qui devient difficile à maintenir. Dans cette thèse, nous proposons une approche hybride qui utilise à la fois une LPL et l'approche C&O pour faire évoluer une famille de produits logiciels. Un mécanisme automatique d’identification des correspondances entre les « features » caractérisant les produits et les artéfacts logiciels, permet la migration des variantes de produits développées en C&O dans une LPL. L’originalité de ce travail est alors d’aider à la dérivation de nouveaux produits en proposant différents scenarii d’opérations C&O à effectuer pour dériver un nouveau produit à partir des features requis. Le développeur peut alors réduire ces possibilités en exprimant ses préférences (e.g. produits, artefacts) et en utilisant les estimations de coûts sur les opérations que nous proposons. Les nouveaux produits ainsi construits sont alors facilement intégrés dans la LPL. Nous avons étayé cette thèse en développant le framework SUCCEED (SUpporting Clone-and-own with Cost-EstimatEd Derivation) et l’avons appliqué à une étude de cas sur des familles de portails web. / A Software Product Line (SPL) manages commonalities and variability of a related software products family. This approach is characterized by a systematic reuse that reduces development cost and time to market and increases software quality. However, building an SPL requires an initial expensive investment. Therefore, organizations that are not able to deal with such an up-front investment, tend to develop a family of software products using simple and intuitive practices. Clone-and-own (C&O) is an approach adopted widely by software developers to construct new product variants from existing ones. However, the efficiency of this practice degrades proportionally to the growth of the family of products in concern, that becomes difficult to manage. In this dissertation, we propose a hybrid approach that utilizes both SPL and C&O to develop and evolve a family of software products. An automatic mechanism of identification of the correspondences between the features of the products and the software artifacts, allows the migration of the product variants developed in C&O in an SPL The originality of this work is then to help the derivation of new products by proposing different scenarios of C&O operations to be performed to derive a new product from the required features. The developer can then reduce these possibilities by expressing her preferences (e.g. products, artifacts) and using the proposed cost estimations on the operations. We realized our approach by developing SUCCEED, a framework for SUpporting Clone-and-own with Cost-EstimatEd Derivation. We validate our works on a case study of families of web portals.

When working from the systems psychodynamic stance, consultants experience that they become part of the group dynamics through projection, projective identification, transference and counter-transference. This research was undertaken to explore the impact on consultants doing systems psychodynamic consultation in their own formal system within a large financial institution in South Africa. Findings were that primary (race, gender and age), and secondary (social identity, language and skills, or level of expertise in this consulting stance) diversity factors strongly impact on them. Consultants play a strong containment role. Consultants experienced the effect at all levels of their lives, including intellectual (struggling to function and think clearly), physical (insomnia, eating disorders, usual exercise not helping), emotional (crying and anger) and social (their work not being understood by friends and family, growing apart from loved ones). For all of them the positive spin-off was the personal growth on the journey that they embarked on. / Industrial and Organisational Psychology / M. Comm. (Industrial and Organisational Psychology)

From the point of view of literary qualities, Prophetic Traditions stand out among Arabic literature. This study aims at selecting some unique words the Prophet used, and search for their presence or absence in the Arabic Although several sources were used, the reliance for the choice of words is mainly on An-Nihayah fi gharib al-Athar of Ibn al-Athir; and for comparison, several published works. literature. The objective is to find out how the Prophetic words affected the literature. An analysis is attempted to arrive at the meaning of these words as used in Hadith literature, literatures preceding or following it, and compare to find whether they have been used at all, and, if used, in the same meaning or not, or whether they are used in a unique sense. Thus, this study brings to light differences between Prophetic literature, and literatures other than it. / Arabic & Islamic Studies / M.A. (Islamic Studies)

時尚產業快速蓬勃發展，讓其生產鏈共同製造出的環境污染，已讓我們不得不正視其嚴重性，涵括了全球大量使用農藥的棉花田、面料染色需要大量的水資源、第三世界的血汗工廠、以及大量生產的廉價服飾，人們的慾望不斷被挑起，低廉的價格讓人們得以毫不節制地不斷購買服飾，穿不到的服飾變成在第三世界被掩埋的垃圾，這些對環境的傷害和浪費的資源，已遠超過我們可以回收的資源了。時尚產業已成為繼石油之後，位居環境汙染的No.2的幫兇。當一切的美意不再，時尚產業開始省思甚麼才是真正的美好?時尚產業所創造的社會價值是甚麼? 現行「從搖籃到墳墓」(cardle-to-grave)的產品設計不僅在環境上造成傷害，也缺乏經濟效益，因此在許多方面，尋求永續性的替代方案， 發展出創新的再利用方法所帶來的利益， 將比大部分人所能想像的還要多。 本研究主要的目的在於了解並釐清通過回收再造的循環經濟理念，時尚產業的企業以創造社會價值為前提，以商業手法獲取合理利潤得以持續經營的商業模式創新。因此，在研究問題上首先將先釐清循環經濟的本質與面貌，接著探討時尚產業對環境之衝擊和影響以及永續時尚的定義和商品結構。同時，藉由國內外最新的循環經濟的商業模式創新分析，與研究者對於時尚產業運作方式的資料收集，深入剖析永續時尚如何結合消費市場變化與社會的脈絡二者合而為一的過程，以提供國內時尚產業了解國際永續時尚營銷市場的脈動與需求，以提昇開發全球永續時尚產品的能力。 並藉由研究結果提供國內時尚產業對永續時尚資訊運用上，與歐美時尚產業同步運作的速度，並統整永續時尚產業鏈的機制與系統，以期台灣時尚產業、製造業成為發展永續時尚的亞太區重心。通過研究的探討，研究者以永續時尚為核心，提出創新商業模式。以平台概念串接消費者和供應商使其為橋梁，將永續時尚資訊收集途徑系統化，並能使其資訊透明化和有提供有效環保數據，並銷售得到消費者信賴的對地球友善之商品選項，期待成為有利於雙方的商業模式。 / Due to rapid developments in the fashion industry, the transformed production chain has created high environmental impacts. There are various sources in the production processes that casued destructions to the world, for example: the use of pesticides in cotton fields, fabric dyeing consuming great amount of water resources, the use of the third world Sweatshops, and a mixture of strategies of mass-produced cheap clothing. Consumers’ desires are constantly being provoked by those low-price and fast fashion while clothes were thrown to the third world to be buried. The pace of waste generation is far more faster than the speed of material recycling. It’s time to think about values verse demages created by the fashion industry. The primary goal of this study is to understand and clarify the concept of circular economy that promotes greater resource productivity. The aim is to reduce waste and avoid pollution by promoting a sustainable fashion design model on a crowdsourcing platform. Sustainable fashion is a part of the growing design philosophy and trend of sustainability, it is to create an eco-system which can be supported indefinitely in terms of human impact on the environment and social responsibility. The system can be seen as an alternative trend against fast fashion. For these purposes, this study will clarify the relationship of circular economy and fashion industry though the primary focus has remained on improving the impacts of productive processing and material provenance. Meanwhile, the study will examine business cases of circular economy to enhance the development of sustainable fashion platform. The findings are useful for Taiwan fashion industry to strengthen their design and development of sustainable fashion to lead Asia Pacific center. The study explored the influence of sustainable fashion on aspects of design, production, marketing, and innovative business model. The proposed platform provides information and goods of sustainable fashion and builds a channel which connects suppliers and consumers.

No description available.

The work is focusing on children personality development in the sense of developing ability to live meaningful life, positive thinking and programming of own goals. Theoreti- cally are described key laws of life that children learn through the completed project. This projecttakesintoaccountandusesthepsychologicalassumptionsofrelevantagegroup.The project also applies methods and techniques of dramatic education.The result of the project is evaluation of the successfulness and effectiveness from the long term perspective and thereforeitscontributioninrelationtochildrenandtheirabilitytolivetheirlivesmeaningfully. Keywords: Dramatic education, positive thinking, programming of own goals, personality develo- pment, self-perception, conscious intentions, the power of thoughts

Cette recherche s’inscrit dans le cadre de travaux en ergonomie cognitive et s’intéresse à l’entrée dans le métier d’enseignants néo-titulaires du second degré en contexte d’éducation prioritaire. En mobilisant la théorie sémio-logique du cours d’action (Theureau, 2004), elle s’attache à décrire la dynamique de construction de leur activité professionnelle à travers une variété de contextes (en classe et hors classe). L’étude a été menée durant une année scolaire en collaboration avec cinq enseignants néo-titulaires de quatre disciplines scolaires exerçant au sein d’un collège d’éducation prioritaire de l’académie de Créteil. Plusieurs catégories de données ont été recueillies en fonction des contextes: a) des données d'enregistrements audio et vidéo de leur activité en classe, b) des données d'autoconfrontation sur la base de ces enregistrements, c) des données relatives à l'écriture d'un journal de bord, d) des données d'entretiens de remise en situation sur la base de ces traces écrites. L’analyse des contenus de signification mobilisés par les enseignants a permis d’accéder à la compréhension de leur activité située et de repérer quelques traits de leurs « mondes propres » évoluant au cours du temps (révélant leurs préoccupations, leurs attentes, leurs connaissances, leurs émotions). Les résultats révèlent comment l’activité professionnelle des enseignants se construit de manière fluctuante selon des phases alternatives de confort / inconfort, de stabilité et d’instabilité, d’économie de soi et de recherche d’une plus grande efficience dans l’exercice de leur métier. Les changements de relation dynamique avec leurs propres situations scolaires se traduisent par la construction d’équilibres provisoires et transitoires et par des conversions importantes dans leurs façons de percevoir et d’appréhender les évènements face à divers contextes professionnels. Les modélisations synthétiques des trajectoires professionnelles des enseignants montrent ainsi de nombreuses oscillations dans le processus d’acculturation professionnelle. / This study is concerned with the field of cognitive ergonomics and looks at teacher career initiation in the context of priority education: activities, experiences and career trajectories. Drawing on the semio-logical framework for the analysis of course of experience (Theureau, 2004), this study seeks to describe the dynamics of professional engagement in a variety of contexts (in an out of the classroom).The study was carried out over one school year with five beginner teachers from four subject areas in a priority education secondary school in the Créteil local authority. Different types of data were collected and analyzed: a) audio and video recordings of classroom activity, b) self-confrontation data pertaining to these recordings, c) data from reflective logs, d) data from interviews re-assessing situations pertaining to the information from logs. The analysis of key content mobilized by the teachers led to an understanding of their situated activity and enabled the identification of features relating to their “own worlds” progressing over time (concerning their concerns, their expectations, their knowledge, their emotions). Results show how the professional activity of the teachers is built up in various stages according to alternate phases of ease / difficulty, stability and instability, self-preservation and a quest for greater efficiency in their professional activities. Dynamic changes in the relations with their own classroom situations are reflected in the construction of temporary and transitory moments of stability and in marked changes in their ways of perceiving and apprehending events in different professional contexts. Synthetic modeling of the teachers’ career trajectories shows a number of fluctuations in the process of professional acculturation.

My diploma thesis on the Using board games in the Czech language lesson in primary school is divided into two parts. The first part deals with theoretical starting points based on experiential and constructivist pedagogy. It focuses on the game from several points of view - as a free activity and joy during life and as a didactic method in which pupils' education is realized, a class climate is formed and a board game is applied. Further there are described places where you can play board games outside the school environment. The second part is devoted to the production of my own board games and their subsequent use in the teaching of the Czech language in the fourth year of primary school. In conclusion, I reflect on their suitability for teaching, highlight their advantages, possible pitfalls and suitable variations and forms of gradation. KEYWORDS Game, board game, Czech language, experiential pedagogy, constructivist pedagogy, activation methods, pupil, teaching, primary school, own experience and enjoyment