Tesis sobre el tema "Inclusion Climate"

The problem of climate change is not simply scientific or technical, but also political and social. This dissertation analyzes both the role and the ethical foundations of citizenship and citizen engagement in the political and social aspects of climate change communication and policy-making. Using a critical discourse analysis of a policy recommendations drafted by the Southeast Florida Regional Climate Change Compact, I demonstrate how climate change policy documentation naturalizes a particular version of citizenship I call “climate citizenship.” Based on environmental critiques of liberal and civic republican citizenship, I show how this “climate citizenship” would be more productive and ethical if based on theories of environmental citizenship rooted in an ecological feminist ethic of flourishing. This critique of current representations of citizenship in climate change policy offers a theoretically sound basis for future engaged work in rhetoric of science focused on policy-making.

Sanitation is critical for sustainable development. However, the current systems in place are vulnerable to future risks. One of the main risks expected to have severe effects on the earth systems and our societies is climate change. If not dealt with, it threats to hinder or even reverse the progress done in sanitation access so far. On the other hand, countries are lacking the financial capabilities to achieve the sustainable development goals related to sanitation, not to mention the additional costs needed to increase its resilience towards climate variability and extreme weather conditions. Nevertheless, sanitation is not only vulnerable to climate change, it is also a significant contributor to greenhouse gas emissions which drive climate change. It is therefore important to better understand the linkages between sanitation and climate change. The aim of this study is to evaluate the inclusion of sanitation in climate policy and finance. A secondary content analysis is used to identify interest in sanitation in countries’ Nationally Determined Contributions to the Paris agreement. Climate-related official development assistance flows and financial elements of approved project proposals by the Green Climate Fund board are analyzed to quantify climate finance flows supporting sanitation projects. The results indicate that sanitation is largely ignored in countries’ climate agendas constituting only 1% of all countries’ activities with very scarce mitigation activities for the sector. Furthermore, sanitation is marginalized in the international climate finance landscape. Very limited climate-related finance from official development assistance was found allocated to projects with the main focus on sanitation. As for the GCF approved project proposals, only 7 projects out of 99 had sanitation or wastewater-related components and only one project of the 7 received GCF funding. These results indicate a knowledge gap of sanitation’s potential contribution to emissions reduction and the risks from climate change towards sanitation systems. Furthermore, it points out the need for better coordination between development and climate finance in order to reduce the finance gap and help achieve the sustainable development goals and the Paris agreement simultaneously.

Leadership is a well-known complex phenomenon that focuses on important organizational, social and personal processes, where leadership is dependent on a process of social influence, which occurs between the leader and follower (Bolden, 2004). Therefore, leaders need to operate with a certain understanding of leadership and the environment in order to address the increasing pressures and demands that come with being a leader. However, leadership concepts too often focus on leader behaviors apart from their effects on followers; in contrast, Inclusive Leadership (IL) highlights the importance of leadership as a social construction process between the leader and follower. The present study first examines the association of IL and employee engagement (EE), and second, the moderating effect of Psychological Diversity Climate (PDC) on the association between IL and EE. Specifically, context that related to leader characteristics and employee behavior was furthered explored to help shape an understanding on how contextual factors affect the relationship. First, a bivariate correlation revealed that IL was shown to be significantly and positively related to EE. Second, a regression analysis using Andrew Hayes’ PROCESS tool on SPSS was used to examine the moderation, which found that PDC did not significantly moderate the relationship between IL and EE. Additional analyses were further explored to address the insignificant findings for the purpose of explaining if one of IL’s sub-dimensions significantly affected the moderation analysis. Similar, to hypothesis testing, no significant results were found. The results suggest that immediate supervisors play a critical role in enhancing EE; however, no additive effect occurs when a PDC is incorporated. Implications and recommendations for future research are discussed. Data consisted of 221 adult men and women working a minimum of 12 months and 20 or more hours a week to support our model.

The increasing impacts of climate change bear new challenges for the international community. The exacerbation of natural disasters in frequency and scope also confronts the national governments with newly arising problems. Disaster-induced displacement isan increasing phenomenon occurring the last years, which particularly vulnerable regions with a high exposure to national hazards are affected by. The present study addresses the inclusion of disaster IDPs in Disaster Risk Reduction frameworks on international and national level and argues that there is a need to recognize disaster-induced displacement as an increasing issue that should explicitly be addressed and included in policy frameworks on both levels. This was addressed through analyzing international and national key strategies in Disaster-Risk-Reduction. A case comparison of the earthquake in Haiti in 2010 and the yearly recurring floods in Mozambique since 2000 illustrates the implementation of these frameworks in regard to the issue of displacement. Although efforts have been made on both levels to improve the situation of IDPs in the response and recovery phase, it is argued that an inclusion through a community-based approach is needed in all the phases of disaster management to appropriately address the needs of disaster IDPs in the pre-and post-disaster phases.

This qualitative study examined the lived experiences of Queer students at ABC Community College. Using phenomenology as its guiding framework, transcribed interviews were analyzed in order to seek the phenomenon of the experience. Examination of the literature suggested that Queer students’ experiences of discrimination could have a negative impact on academic achievement and that inclusive and affirming spaces have the opposite effect. Further, Queer students search for affirming spaces from their faculty and peers, and the engagement these spaces provide may be good prognosticator academic achievement. When students are provided with inclusive spaces, they may be more likely to come out, live openly, and represent themselves authentically (Kosciw J. G., Greytak, Palmer, & Boesen, 2014). Other researchers are encouraged to replicate the study with a larger number of participants, using a combination of qualitative and quantitative research methods.

Introduction and Aim: Associations between climate change and health have consistently been shown in scientific literature. Despite this, knowledge regarding health adaption policies and inclusion of health implications in climate change policies remain scarce. This thesis aimed to fill the knowledge gap by exploring the extent to which health implications were included in climate change policies of Tonga, Niue and the Cook Islands. Methods: The data used in this thesis consisted of National Climate Change Adaption plans for each country. The plans were analysed using qualitative content analysis. Findings: Three themes were found. The first theme discovered was the exclusion of health sector from development of climate change policies. The second theme showed that health was not a top priority, instead sectors contributing more to the economy were addressed with higher concern. Lastly, it was found that health issues are still poorly included in climate change policies, and health implications were not always recognized by policymakers. The study found that the overall recognition of health impacts was quite low, although there were noteworthy differences between plans. Conclusion: The overall recognition of health implications in the plans was low. However, one plan which included health representatives in the early planning stages had a considerably higher recognition of possible health impacts. This suggests that collaboration between all government sectors in climate change policies is important to ensure important aspects are not being missed. Further research is needed regarding climate change adaption and its links to health, to support policymakers in decision-making.

The global climate is changing rapidly, which pronounces the need for transforming the energy system. The Swedish municipalities have been identified as key actors in Sweden’s decarbonisation due to their far-reaching responsibilities, which encompass energy planning. The municipalities are required to have a Municipal Energy Plan (MEP) regarding the provision of energy, but have increasingly shown climate awareness. Further, the municipalities are responsible also for the spatial planning, and increased climate efforts will largely be dependent on how this planning is conducted. However, the energy system also affects various other environmental impacts. Strategic Environmental Assessment (SEA) can aid to take these impacts and associated National Environmental Quality Objectives (NEQOs) into account, which is necessary in order to avoid that other negative environmental impacts occur due to a decarbonisation and that synergies between NEQOs instead could be utilised. Thus, this thesis aims to examine current municipal energy planning practice and the integration of energy and climate targets into comprehensive planning (Paper I), as well as to explore the performance of SEA and the consideration of NEQOs in municipal energy planning (Paper II). Further, suggestions for strengthening the practice is developed (Paper I and II).To achieve the aims, a document analysis, statistical analyses, thematic analyses and an interview study has been employed. This thesis shows that the Act on Municipal Energy Planning is not followed and that the municipalities proactively focuses on climate change mitigation instead. Moreover, a link between MEPs and Comprehensive Plans is seen regarding energy and climate-related targets, and a continuous energy planning can thus be one way of achieving a spatial planning in line with the climate objectives. SEA is seldom performed despite legal requirements, due to a deficient screening practice. However, when performed, SEA can increase the consideration of NEQOs, particularly those in which negative environmental impacts of climate efforts can occur. The consideration of NEQOs could thus help enhance synergies between a decarbonisation and other NEQOs, which could mobilise support for the MEP and aid its implementation.

QC 20181120

While there was a wealth of research and documentation on meeting student learning needs in mainstream national schools, the world of international schooling appeared to have remained relatively untouched by the march towards inclusion. The motivation for this inquiry was to examine efforts to develop inclusive educational provision in the elementary department of an international school. This small-scale study gave the researcher access to an international elementary school that was considered successful in responding flexibly to the needs of all learners. As there had been little research in the area of inclusion and international schooling the theory for this study was generated from the data and from a comparison with the findings of research on inclusion in national education systems. The research aimed to identify the climate and conditions present in the primary school at the time of the research by considering how it had removed barriers to learning for three students in different levels of learning support. A qualitative approach sought to use the data to understand the context and an ‘emergent’ design combining grounded theory and a case study approach was used. A central principle of constructivist grounded theory is that of giving voice to research participants and this study incorporated the voices, views and experiences of the students alongside their parents, educators and the specialists who worked with them. Data was collected from interviews and multidisciplinary child study meetings. Interviews were carried out with the senior leadership team, the students, their parents and educators. Classroom observations were carried out to supplement interview data for the student in intensive levels of support and further data was collected from school documentation written for parents. The findings indicated that the school climate was characterised by a strong focus on learning, access and solution seeking and the conditions found to support this climate were space and resources. Space was considered in terms of the use of space and the time required to facilitate both collaboration within the wider school community and collaborative teaching practices. Resources considered at the level of school organisation included personnel, therapies, policies and procedures, and the school curriculum. The overall findings from this study indicate that inclusion in this context was a process bound up in a proactive, dynamic, continuous cycle where a focus on solution seeking, learning and access drove the cycle. Based on the findings from this small-scale study it is recommended that international schools locate inclusion in the arena of whole school development where learning, access and solution seeking drives the school development cycle. It is recognised that the emerging theory could not be divorced from the interpretations of the researcher and additional research by a diverse range of researchers, in diverse international school contexts is needed. To better inform international school leaders it is hoped that these results will become part of a larger body of research that better reflects the range of international school contexts.

This thesis assesses the discourses identified in the literature that is critical to BECCS and its inclusion in IAMs used in the construction of RCP2.6 through a Foucauldian inspired discourse analysis. Within this analysis, there is a recognition of the resilience and civic environmentalism discourses that challenge the dominant and incumbent discourses in climate governance; green governmentality and ecological modernisation.This study has also assessed how the literature has implicitly and explicitly confronted the legitimacy that have offered credibility to the inclusion of BECCS in the construction of IAMs used for the achievement of RCP2.6. The predominately source and process-based legitimacy has been questioned via a thorough amount of research that investigates individual assumptions that are commonplace in said IAMs.

The purposes of the study were to (1) describe the demographic characteristics of regular preschool teachers in Shanghai, China along with their levels of self-efficacy and attitudes towards inclusion, and (2) determine whether school climate moderates the association between teachers’ self-efficacy and attitudes towards inclusion. An online survey was completed by 816 preschool teachers in Shanghai who responded to items regarding their demographic characteristics, self-efficacy towards inclusion, perception of school climate and attitude towards inclusion. Bandura (1995)’s theory of self-efficacy provides the theoretical framework. Results of the study indicate that: 1) regular preschool teachers in Shanghai are young and well-educated, 2) regular preschool teachers in Shanghai exhibit high self-efficacy levels towards inclusion, 3) attitudes of regular preschool teachers towards inclusion in Shanghai are generally positive but mixed with concerns, 4) regular preschool teachers’ perceptions of school climate in Shanghai are positive which indicates favorable environmental conditions to implement inclusion, 5) higher self-efficacy levels among preschool teachers in Shanghai are related with more positive teachers’ attitudes towards inclusion and 6) more positive teachers’ perceptions of school climate are associated with more positive teachers’ attitudes towards inclusion. The association between teacher self-efficacy and attitude towards inclusion was not found to be moderated by school climate. However, school climate was found to not only have a direct effect, but also an indirect effect on attitude towards inclusion through teacher self-efficacy (the mediating variable). The Chinese government and education administration are encouraged to enact policies and practices that promote the creation of positive school climate and enhance teachers’ self-efficacy levels as this correlational study suggests that both school climate and teacher self-efficacy may impact teacher attitude. Improved attitudes may then lead preschool teachers to utilize inclusive practices potentially benefiting students in Chinese early childhood education settings. Suggestions for further study and limitations of the study are discussed.

FinTech play a pivotal role in facilitating access to financial products and services. At the moment, the country characteristics that facilitate the use of FinTech are not adequately identified in the literature. This paper attempts to contribute to the understanding of which country characteristics facilitate the use of FinTech and how FinTech can drive sustainable economic development. Based on a sample of 62 developing countries, the 3SLS regression results find a positive effect of the quality of infrastructure and business ecosystem on the use of FinTech. Moreover, the results provide support for a positive significant effect of use of FinTech on financial inclusion and of financial inclusion on sustainable economic development. These findings provide new insight into which country conditions influence the use of FinTech and how improvements in the use of FinTech do affect the level of sustainable economic development.

Lesbian, gay, bisexual, transgender, and queer/questioning students (LGBTQ) face unique challenges during their university or college careers, and while society has generally become more accepting of sexual and gender minorities (SGM) over the past decade, students still often face chilly or outright hostile campus climates, as well as institutional and departmental policies and practices that create barriers to their learning and feeling of belonging in their classrooms and on their campuses. Research suggests that these issues are particularly pervasive in the disciplines of Science, Technology, Engineering and Mathematics (STEM), and there is some evidence to suggest that LGBTQ individuals are underrepresented in these fields, at least in the STEM federal agency workforce (Cech, 2015). In this work, I review the research pertaining to LGBTQ university and community college students in STEM fields, including departmental and campus climate, departmental and institutional policies, and student outcomes. I investigate the evidence for policy and intervention options, and synthesize the recommendations from the literature that can help to support SGM students in classrooms, departments, and institutions of higher education.

The purpose of this research was to develop a taxonomy of workplace diversity and examine its implications for understanding and predicting diversity at work. A 7-dimension taxonomy was originally developed by reviewing contemporary literature on diversity in the workplace. The taxonomy is grounded in Social Identity Theory. Preliminary research found that each of the seven dimensions of the taxonomy were present in 78 critical incidents describing work-relevant diversity dynamics. The current study reports the development and administration of an instrument, the Workplace Diversity Inventory (WDI), which was used to empirically examine the 7-factor model of the taxonomy in over 20 different industries. Exploratory factor analysis using data from 209 respondents supported a six-dimension taxonomy, with one factor from the proposed taxonomy (Leadership) collapsed into two of the included WDI dimensions (Diversity Climate and Organizational Justice). Subsequent confirmatory factor analysis indicated an adequate to good fit for the six-factor model, with the WDI reduced from 47 to 24 items. Results and implications for theory and practice are discussed.

Bachelor Thesis Business Administration III, Organization 15 hp, School of Economics at Linnaeus University of Kalmar, Spring 2016.   Authors: Louise Rosenqvist and Michael Dohrnér   Advisor: Hans Wessblad   Examinator: Mikael Lundgren   Title: ”Där alla tänker lika blir det inte mycket tänkt” – En kvalitativ studie om mångfald och inkludering i organisationer   Purpose: The purpose of the study is to describe how inclusive organizations perceive diversity and inclusion, both as concepts and in terms of practical action.   Method: Semi-structured interviews have been conducted with representatives from six different inclusive organizations. The study has had a qualitative focus. The study's interview questions have been based on a deductive approach.   Conclusion: Previous research showed that there was a lack of qualitative research on diversity and inclusion work in organizations. The study showed that organizations that aim to be inclusive work actively to minimize biases that could lead to exclusion. The study also confirms that factors such as culture, climate, leadership and responsibility all play an important role when organizations work to be inclusive.   This study has also shown that much of the theory surrounding inclusive organizations can be translated into a Swedish context. We believe that more inductive studies on diversity and inclusion in organizations could provide a higher level of explanation, and provide other perspectives, to the work being carried out.   Keywords: Inclusion, diversity, exclusion, integration, organizational culture, organizational climate, leadership.

Across North America concerns have been raised about the social, emotional, and mental health of our youth. Many primary prevention programs have been proposed to address these issues, however, few have met the criteria for effective interventions, including being longitudinal, cross-curricular, emphasizing specific concepts and skills, and being within the skills and understandings of teachers and the school system at large (McCombs, 2004). The Respecting Diversity (RD) program is a social and emotional learning (SEL) intervention designed by teachers that uses a Multiple Intelligences (MI) framework to develop self-awareness, self-respect and respect for diverse others. It teaches skills such as goal setting, meta-cognition, and perspective taking that underlie SEL. The program is designed to develop, a safe, positive classroom climate to begin the school year, and facilitate social and academic learning. The study herein was intended to explore emotional and behavioral outcomes of the RD program. The study involved 218 intermediate (grades 4-7) students and their teachers, divided into intervention and control groups. Students were assessed pre and post intervention for the development of self-awareness, self-respect, awareness of others, and respect for others. Measures of classroom climate were also included. Students completed several measures of SEL, and a selected sample were interviewed to obtain detailed information about their experiences in inclusive diverse classrooms, and with the RD program itself. Data were analyzed using both qualitative and quantitative methods, including thematic content analysis procedures and repeated measures MANCOVA’s. Both students and teachers indicated that the RD program significantly increased students’ self-respect, awareness of others, and respect for others, while students in control classrooms decreased in these factors. Classroom climate also significantly improved for treatment classrooms, and, similarly, decreased in control classrooms. Results are discussed in terms of their educational implications, limitations, and suggestions for further research.

To be able to make inclusion a reality, research has indicated that the learning environment has to be improved through the social climate. In a classroom with many different needs and abilities, the social climate should be positive and flexible, so the students feel comfortable and willing and able to advocate for themselves. The purpose of this thesis was to investigate the importance of social climate as part of the learning environment for students with Special Educational Needs in inclusive classrooms in a U.S. Secondary school. The study was conducted at a private High school in the U.S. The data was collected through semi-structured interviews with Regular Education teachers and Learning Support teachers. The data were analyzed with qualitative thematic analysis, to be able to identify patterns and themes in the data. The main themes that was found in the data was Social Climate, Relationships, Differentiation and Implementation. All the respondents agreed that the social climate had an impact on how well the inclusion and the use of accommodations were used which is in line with previous research. The respondents felt that they themselves could influence the social climate to a large extent. This work took place both through discussions but also by differentiating and adapting activities and working groups. An important part of the work was also through building relationships. between teachers and students. All respondents agreed that a good social climate was important for students' ability to advocate for themselves and use the accommodations they received in Learning Support.

Lesbian, gay, bisexual, and transgender (LGBT) students have unique experiences on campus such as discrimination, exclusivity, and homo/transphobia. Stated simply, this research project intends to address these issues by 1) identify students' perceptions of gender identity and sexual orientation diversity on campus, 2) identify the experiences of LGBT students during their time at the institution, and 3) acknowledge suggestions from the student body for ways the University being studied is, or may continue to be, inclusive of sexual orientation and gender identity. Through the application of the campus climate framework and modification of existing climate surveys, a student-centered campus climate survey was distributed to various classes and student organizations. After a distribution period of seven weeks, the analysis of the data brought about many findings. This study determined that, while students acknowledge that the University attempts to be inclusive, LGBT students continue to experience harassment and discrimination. Individual and systematic interventions as well as suggestions for resource expansion were also provided by students as a means to cultivate a more welcoming environment. With a concluding recommendation that research should continue to be conducted thoroughly and regularly, the University should consider this study the tip of an iceberg when attempting to understand students' perceptions of campus climate. More systematic and intersectional research needs be conducted on campus to determine the how varying student populations interpret everyday life on their college campus.

The governance of climate change adaptation presents a paradox: Climate change is a global risk, yet vulnerability is locally experienced. In order to address this paradox, debates in environmental governance need to find ways of integrating local perceptions of risk with global risk assessments. But how can local inclusiveness be achieved in the context of global environmental risks, and what kinds of institutions are needed? Accordingly, this thesis looks at three inter-related concepts from the social sciences that address the challenge of inclusive policy making, but are as yet under-examined in the context of climate change adaptation: (i) Participation, drawing from development studies; (ii) Expertise, drawing from Science and Technology Studies (STS); and (iii) Deliberation, drawing from political science. It is argued that these concepts have not been sufficiently advanced to take account of the challenges raised by the ‘adaptation paradox.’ The hypothesis of this thesis is that this paradox gives rise to a globalised discourse on adaptation that restricts discussion of risk to ‘global’ and technical expertise, and is not open to localised vulnerability-based knowledge about how risks are experienced. This hypothesis is tested by asking: i) What is the evidence that conflicting definitions of climate risk inhibit inclusive adaptation policy making? And ii) Under what circumstances is local inclusiveness achieved under global climate change policy frameworks? This study collects and analyses a new set of data on the main avenue for the inclusion of vulnerable groups in adaptation policy making: National Adaptation Programmes of Actions (NAPAs). Through a detailed empirical case study analysis of the NAPA process in Bangladesh and Nepal, this study examines the evidence that NAPAs achieved inclusiveness, and the circumstances of more inclusive decisionmaking. This data suggests Nepal took a more inclusive approach to NAPA preparation than Bangladesh; and that this was a result of the choices around how to ‘do inclusiveness’ that were in turn influenced by the historical and political contexts within which these decisions were made. Based on these findings, the thesis argues that current approaches to ‘local inclusiveness’ in global adaptation policy need to pay more attention to the deliberative component of participatory policy making, in terms of how deliberative institutions can shape participatory spaces, and how history and politics have in turn shaped how deliberation takes place in each location.

Stockholm County is currently implementing climate change adaptation, making it essential to distinguish the priorities being made. Previous research has suggested that social dimensions of climate change adaptation in cities, especially in the Global North, are largely ignored. Therefore, this thesis aims to identify how social dimension issues of current local Climate Change Adaptation [CCA] in Stockholm County is perceived by CCA-practitioners and provide an overall understanding of how current local Climate Change Adaptation [CCA] materializes in Stockholm County. Five civil servants working as environmental planners/strategists were interviewed and part of a semi-structured interview study, which was analyzed through thematic analysis and an intersectional framework. The results suggest that current local CCA prioritizes specific climate hazards (Floods and different erosion- related hazards), certain buildings (new developments), and certain evaluations (technical). In addition, heatwaves, existing built environments, and social dimension assessments were shown to be of less focus in current local CCA. The results from the intersectional franmework showed that specific identity categories are considered in certain climate hazards, specifically in heatwaves that have clear health outcomes compared to the other hazards. It also shows that gender seems to be the least explored identity category of vulnerability in current local CCA-practice.
Stockholms län genomför för närvarande klimatanpassnings-åtgärder, vilket gör det viktigt att urskilja hur det tar sig i uttryck. Tidigare forskning har signalerat att sociala dimensioner klimatanpassning av städer, särskilt i det globala Nord, i stort sett har ignorerats. Därför syftar denna uppsats till att ge en övergripande förståelse för hur klimatanpassning inom Stockholms län tar sig i uttryck och vilka sociala perspektiv bedöms relevanta verksamma tjänstemän inom klimatanpassning. Uppsatsen hade två forskningsfrågor: 1) Enligt tjänstemän som arbetar med klimatanpassning inom Stockholms län, vad prioriteras och vad prioriteras inte inom nuvarande klimatanpassnings-praxis för en klimatrisk, och varför? 2)Enligt tjänstemän som arbetar med klimatanpassning inom Stockholms län, vem anses vara sårbar inom klimatanpassning, och var inom nuvarande klimatanpassnings-praxis tas det i åtanke? Uppsatsen har förlitats sig i stort på intersektionalitet som ett analytiskt verktyg och som vägledning i en litteraturstudie. Eftersom klimatanpassning utförs inom fysisk planering av kommunen, har fem tjänstemän som arbetar som miljöplanerare eller miljö-strateger intervjuats i en semistrukturerad intervjustudie. Materialet har analyserades genom tematisk analys. Den tematiska analysen gav tre typer av teman, där en viss prioritering kunde urskiljas. Resultaten tyder på att nuvarande klimatanpassning prioriterar specifika klimatrisker (översvämningar, ras och skred), vissa byggnader (ny bebyggelse) och vissa utvärderingar (tekniska). Dessutom visade resultatet på att värmeböljor, befintliga miljöer och bedömningar av sociala dimensioner är av mindre vikt och fokus inom klimatanpassning. Den tematiska analysen gav även ett fjärde tema kallat Sårbarheter. Under detta tema, presenterades hur sårbarheter inför klimatförändringar uppfattas av de intervjuade tjänstemännen och de angivna sårbarheterna analyserades med ett befintligt intersektionellt ramverk. Resultaten från den intersektionella analysen visar att specifika identitetskategorier beaktas mer i vissa klimatrisker, till exempel vid värmeböljor som har tydliga hälsokonsekvenser jämfört med andra extrema väderhändelser. Den visar också att kön är den minst utforskade i dagens klimatanpassnings- praxis i Stockholms Län.

El clima organizacional se considera parte fundamental de la estrategia de una organización. Conocerlo, proporciona una retroalimentación acerca de los procesos que determinan los comportamientos organizacionales y permite, además, introducir cambios planeados tanto en las actitudes y conductas de los miembros, como en la estructura organizacional (Armenteros & García, 2015). Así se constata en el medio empresarial e institucional, que a lo largo de los últimos años han implementado una serie de estrategias para generar un adecuado clima organizacional, pudiendo gestionar el conocimiento intelectual de la misma, para permitir al trabajador desarrollar todas sus habilidades, destrezas, conocimientos, relaciones interpersonales y capacidades intelectuales. Todo ello contribuye y encamina en el logro de los objetivos de la organización. En particular las organizaciones públicas del Estado de México, hoy en día, desean brindar servicios más eficientes, innovando y sistematizando la mayoría de sus procesos y actividades para lograrlo fácilmente, logrando dar así respuesta a su entorno cambiante, para lo cual necesitan personal calificado y capacitado para la ejecución de cada una de las actividades que se requieran, mediante un clima organizacional saludable y adecuado (Vega, Botello, Rivera, & Partido, 2008). Por lo que en la actualidad. El presente trabajo de investigación titulado: “Relación de Inclusión y Clima Laboral libre de discriminación en el Desempeño del Personal de un Organismo Público del Estado de México: una propuesta de mejora en el Clima Organizacional”, tiene como objetivo fundamental, determinar la relación que existe entre la inclusión y clima laboral libre de discriminación con el desempeño laboral de los servidores públicos; es decir, en qué medida la inclusión y el clima laboral libre de discriminación afectan el buen desempeño laboral de los trabajadores, midiendo la percepción que ellos tienen sobre los aspectos que conforman su entorno laboral. La metodología de investigación aplicada en este estudio, corresponde a un enfoque cuantitativo correlacional y por los datos recopilados es una investigación mixta, porque se aplicó el cuestionario libre de acoso y discriminación y se utilizó evaluaciones de desempeño que ya existían en el sistema de dicha dependencia. Como población de estudio se tuvo a 533 servidores, distribuidos en edificios ubicados en área central (localizado en el centro de la Ciudad de Toluca) y cinco delegaciones del Valle de México: Toluca, Ecatepec, Naucalpan, Tlalnepantla y Nezahualcóyotl. En el estudio realizado en esta investigación a nivel general, la única correlación significativa con el desempeño laboral fue con "Corresponsabilidad en la vida laboral, familiar y personal", pero es una correlación muy débil. Sin embargo, como la variable de desempeño laboral se mide de manera individual y la variable de clima laboral es a nivel grupal, se realizaron los cálculos de las correlaciones para cada una de las cinco delegaciones y una oficina central, sin encontrar tampoco ninguna correlación altamente significativa.

L’Approche TolerableWindows (TWA) est un cadre analytique développé pour étudier les modèles de changements climatiques et pour faciliter le choix des contraintes climatiques. Ce travail contribue à cette approche en introduisant de nouveaux outils de mesure développés dans le cadre de la Théorie de la Viabilité. Pour chaque ensemble de contraintes climatiques K donné, on détermine l’ensemble de toutes les situations climatiques initiales viables x. On entend par situations climatiques initiales viables x celles pour lesquelles il existe au moins une politique d’émission de carbone possible qui empêche l’évolution climatique future - d’état initial x - de transgresser K. L’ensemble des situations climatiques initiales viables x est appelé noyau de viabilité de K. Le concept de noyau de viabilité de K est la pierre angulaire de la méthodologie présentée dans cette étude. La connaissance du noyau de viabilité permet précisément de déduire des mécanismes de régulation qui fournissent, à chaque instant et pour chaque état d’évolution climatique, l’ensemble des politiques d’émissions viables de dioxyde de carbone. Ayant pour objectif de définir des indicateurs appropriés dans un contexte du changement climatique, nous cherchons à mesurer les conséquences de la situation climatique actuelle et à valider le choix des seuils définissant les contraintes climatiques. Les conséquences climatiques peuvent être mesurées en termes de température moyenne globale maximale ou de concentration anthropogène maximale de CO2, ou bien encore en fonction de leurs variations maximales respectives. L’évaluation numérique de ces indicateurs est obtenue grâce à des résultats caractérisant leurs propres étés mathématiques dans le cadre de la Théorie de la Viabilité. Pour cela il a été nécessaire d’étendre l’algorithme de viabilité au cas où le contrôle dépend de l’état; Nous essayons d’abord de répondre à la question suivante : Etant donné un ensemble de contraintes climatiques K et une situation climatique initiale x, existe-t-il une politique d’émission de carbone viable qui garantisse le respect des contraintes climatiques K dans le futur ? Pour un ensemble de contraintes climatiques donné, il peut ne pas exister de politique d’émission de carbone viable. Nous cherchons alors une famille de contraintes climatiques possibles Kl pour lesquelles une politique d’émission de carbone viable existe. Nous l’obtenons à partir d’une paramétrisation des contraintes climatiques K et d’une fonction d’évaluation appropriée. Ce travail n’a pas pour objet de définir une quelconque méthode de prévision de l’évolution climatique. Il vise uniquement à construire, à l’aide des ressources offertes par la Théorie de la Viabilité et par l’analyse numérique multivoque, des outils mathématiques appropriés à l’aide de la décision et d’en évaluer la pertinence en les appliquant aux modèles proposés par les spécialistes de l’étude des impacts climatiques. En particulier ces outils mathématiques visent à éclairer tout décideur ayant à justifier un choix approprié et réalisable des contraintes climatiques futures
The Tolerable Windows Approach (TWA) is an analytical framework developed for studying climate change models and to facilitate the choice of climate guardrails (constraints). We intend to give our contribution to this approach by developing new measurement tools in the Viability Theory framework. For a given climate guardrail set K, we determine the set of all initial climate situations x viable in K. Viable climate situations x in K are those for which there exists at least one carbon emission policy preventing the future climate evolution starting from x, from transgressing K. The set of such viable climate situations x is called the Viability Kernel of K. The viability kernel concept is the cornerstone of the methodology presented in this study. We highlight the fact that this thesis is not devoted to climate forecasting. It only aims at designing, with the help of resources from Viability Theory and from Numerical Set-Valued Analysis, appropriate mathematical tools to help decision making. This is achieved by applying them to the climate model proposed by the experts in the climate impact studies so their pertinence can be evaluated. In particular these tools are developed to highlight decision makers to justify one appropriate and feasible choice of future climate guardrails

Improvisation is a construct that uses a set of minimal heuristic guidelines to create a highly flexible scaffold that fosters extemporaneous communication. Scholars from diverse domains: such as psychology, business, negotiation, and education have suggested its use as a method for preparing professionals to manage complexity and think on their feet. A review of the literature revealed that while there is substantial theoretical scholarship on using improvisation in diverse domains, little research has verified these assertions. This dissertation evaluated whether improvisation, a specific type of dramatic technique, was effective for training pre-service teachers in specific characteristics of teacher-child classroom interaction, communication and affective skills development. It measured the strength and direction of any potential changes such training might effect on pre-service teacher's self-efficacy for teaching and for implementing the communication skills common to improvisation and teaching while interacting with student in an inclusive classroom setting. A review of the literature on teacher self-efficacy and improvisation clarified and defined key terms, and illustrated relevant studies. This study utilized a mixed-method research design based on instructional design and development research. Matched pairs t-tests were used to analyze the self-efficacy and training skills survey data and pre-service teacher reflections and interview transcripts were used to triangulate the qualitative data. Results of the t-tests showed a significant difference in participants' self-efficacy for teaching measured before and after the improvisation training. A significant difference in means was also measured in participants' aptitude for improvisation strategies and for self-efficacy for their implementation pre-/post- training. Qualitative results from pre-service teacher class artifacts and interviews showed participants reported beneficial personal outcomes as well as confirmed using skills from the training while interacting with students. Many of the qualitative themes parallel individual question items on the teacher self-efficacy TSES scale as well as the improvisation self-efficacy scale CSAI. The self-reported changes in affective behavior such as increased self-confidence and ability to foster positive interaction with students are illustrative of changes in teacher agency. Self-reports of being able to better understand student perspectives demonstrate a change in participant ability to empathize with students. Participants who worked with both typically developing students as well as with students with disabilities reported utilizing improvisation strategies such as Yes, and…, mirroring emotions and body language, vocal prosody and establishing a narrative relationship to put the students at ease, establish a positive learning environment, encourage student contributions and foster teachable moments. The improvisation strategies showed specific benefit for participants working with nonverbal students or who had commutation difficulties, by providing the pre-service teachers with strategies for using body language, emotional mirroring, vocal prosody and acceptance to foster interaction and communication with the student. Results from this investigation appear to substantiate the benefit of using improvisation training as part of a pre-service teacher methods course for preparing teachers for inclusive elementary classrooms. Replication of the study is encouraged with teachers of differing populations to confirm and extend results.
Ph.D.
Doctorate
Education and Human Performance
Education; Instructional Technology

The percent of students with behavior disorders (BD) served in general education classrooms has risen steadily over the past three decades. However, when compared to their peers, students with BD have lower grade point averages, more negative attitudes about school, and are more likely to experience poorer life outcomes (e.g. unemployment, incarceration). Therefore, there is a need for further research into best practices for meeting the academic, social, emotional, and behavioral needs of students with BD. The purpose of this mixed methods study was to use a single example of a school setting with demonstrated positive academic outcomes to advance the understanding of a school climate that promotes positive academic outcomes for all students, specifically when students with BD are included in general education classrooms. The school participating in the current study is an urban elementary school that integrated students with BD into general education classrooms, where previously they were educated in substantially-separate classrooms. Participants of this study consisted of three general education teachers, three special education teachers, three administrators, and 43 students (five with behavior disorders and 38 without behavior disorders). Teachers and students completed complimentary versions of the school climate subscale of the Delaware School Climate Survey (Bear & Yang, 2011) to examine perceptions of school climate. Teachers and administrators completed interviews, school activities and classes were observed, and school documents were analyzed to describe the characteristics of the school’s climate. Results revealed that (a) teachers and administrators described implementing purposeful techniques and teaching methods to support all students, specifically those with behavior disorders, (b) teachers and students differed in their perceptions of school climate, and (c) student perceptions of school climate were not significantly associated with their academic outcomes, in the entire sample, or as a function of student behavior disorder status. Implications are discussed relative to the relationship between school climate and academic outcomes when students with behavior disorders are included in general education classrooms.

碩士
南華大學
歐洲研究所
101
As a pioneer in international climate policy-making, the EU uses its ETS as the most important climate policy tools, and creates the world''s largest emissions trading market. The EU ETS also experience several significant reforms by amending the Directives. But in the current European sovereign-debt crisis and the downturn situation of world economy, it’s difficult to assess whether the EU ETS is still functioning in the future. One of the amendments by the EU to include aviation in the EU ETS has already proven to be internationally controversial. The entry into force of an EU law covering international aviation emissions is a significant move in a two-decade process concerning whether and how aviation emissions of CO2 may be abated. This groundbreaking policy which is forward-looking and controversial, takes decades and efforts to be created, revealing Brussels’ true standpoint and intentions in climate change policy. The issues of post-Kyoto climate regime and aviation emissions reduction are still under development. National interest will continue to come to light. Related controversy is hard to solved in the short-term. 　 　　This paper take “the inclusion of aviation in the EU ETS” for example, and seeks to outline the Brussels’ process of interior debate and generalize international response and feedback. In conclusion, As the EU did not foresee effective global measures emerging from cooperation under ICAO, as mandated under the 1997 Kyoto Protocol, the EU extended its EU ETS to control aviation emissions effective January 1, 2012. For accomplishing an international aviation emissions reduction agreement and attain global consensus in the post-Kyoto era, EU use this controversy and dilemma to make a further concessions in order to gain advantages. On the other hand, the inclusion of aviation in the EU ETS would increase revenue and trading volume of the emissions trading market, and even save EU ETS.

La letteratura sulla sicurezza nei luoghi di lavoro ha da sempre principalmente riguardato il concetto di clima di sicurezza - definito come l’insieme delle percezioni riguardanti politiche, pratiche e procedure relative alla sicurezza che influenzano il benessere dei lavoratori - e i comportamenti di sicurezza, rappresentati in termini di comportamenti di compliance – ossia tutti i comportamenti che riguardano l'adesione e il rispetto delle procedure, e più in generale il lavorare in modo sicuro - e i comportamenti di partecipazione alla sicurezza, cioè quei comportamenti volontari che il lavoratore agisce per migliorare la sicurezza nella propria organizzazione. La letteratura sul tema suggerisce inoltre come la tendenza principale della ricerca in questo settore sia stata e sia ancora la capacità del clima di sicurezza di predire i comportamenti di sicurezza, tralasciando una serie di elementi importanti e rappresentativi di nuove prospettive di sviluppo per la ricerca in questo settore. La sfida principale che è emersa da una più ampia review della letteratura riguarda soprattutto l'influenza di altre variabili legate al contesto organizzativo che possono influenzare la performance di sicurezza; in particolare, accanto al clima di sicurezza non si può ignorare l’esistenza nei contesti lavorativi di molteplici climi organizzativi operanti in simultanea, ciascuno con diversi effetti che vanno ad interagire (sommandosi, annullandosi, moltiplicandosi), e con ricadute - ancora poco esplorate - sui comportamenti organizzativi e di conseguenza anche su quelli legati alla sicurezza. Pertanto la finalità principale di questo lavoro di tesi è stata quella di utilizzare un approccio più ampio nello studio delle dinamiche organizzative relative alla sicurezza, e in particolar modo di verificare se altre tipologie di clima organizzativo - oltre al clima di sicurezza - possano avere un impatto sui comportamenti sicuri messi in atto dai lavoratori e sul numero di infortuni sul lavoro nel settore metalmeccanico. Nello specifico, la crescente diversità della forza lavoro nei contesti organizzativi attuali richiede di essere presa in considerazione quando si studia il rapporto tra clima sicurezza e prestazioni di sicurezza; le aziende che desiderino stare al passo con i costanti processi di trasformazione e diversificazione dei mercati odierni, dovranno assumere, coordinare, e sviluppare un'ampia varietà di risorse umane, con conseguenze importanti per le organizzazioni, anche in materia di gestione della sicurezza. Per tale ragione il primo studio del presente lavoro di tesi è focalizzato sulla verifica delle proprietà psicometriche della scala sul clima di diversità sviluppata da Mor Barak, Cherin e Berkman (1998), adattata al contesto italiano. In particolare tale studio rappresenta il primo tentativo di validazione di uno strumento per la valutazione del clima di diversità in un contesto europeo. I risultati mostrano una soluzione tri-fattoriale per il campione italiano e un minor numero di items rispetto alla scala originale; inoltre lo strumento sembra funzionare in modo equivalente sia per gli uomini che per le donne e dimostra buone validità di criterio e discriminante. Pertanto, questo primo studio ci ha consentito di adattare tale strumento al contesto italiano al fine di utilizzarlo negli studi successivi per valutare la relazione tra clima di diversità e comportamenti di sicurezza. Nel secondo studio il costrutto di clima di diversità è stato utilizzato insieme a quello di clima per l'inclusione al fine di verificare il rispettivo impatto sui comportamenti partecipativi di sicurezza a livello individuale, ipotizzando un ruolo di mediazione svolto dalla motivazione del lavoratore a promuovere attivamente la sicurezza sul lavoro. L’innovazione rappresentata da tale studio risiede nel fatto che la letteratura precedente sul tema si era limitata a investigare la relazione tra specifiche e oggettive tipologie di diversità (e.g. differenze nelle caratteristiche sociali e demografiche) dei lavoratori e il loro effetto sull’incidenza di infortuni, senza tenere in considerazione il ruolo giocato dalle percezioni relative alla diversità e a come questa venga gestita in azienda. La scelta di prendere in considerazione anche il costrutto di clima per l’inclusione risiede nel fatto che tale costrutto si fonda sul coinvolgimento attivo e sulla partecipazione dei lavoratori ad attività formali e informali cruciali per l’organizzazione, con ricadute ampiamente dimostrate in termini di qualità del lavoro svolto e benessere dei lavoratori; pertanto è stato ipotizzato che un clima di questo tipo possa avere conseguenze positive anche sui comportamenti di partecipazione alla sicurezza. I risultati dimostrano che il clima di diversità e il clima per l'inclusione sono costrutti differenti ma correlati, e che risultano legati alla sicurezza in modo diverso; infatti il clima di diversità sembra predire i comportamenti di partecipazione alla sicurezza attraverso la mediazione totale svolta dalla motivazione alla partecipazione alla sicurezza, mentre tale motivazione risulta mediare solo parzialmente la relazione tra clima per l’inclusione e gli stessi comportamenti partecipativi nei confronti della sicurezza. Il terzo scopo della presente tesi è stato quello di ampliare l’indagine relativa all’influenza che molteplici climi organizzativi operanti simultaneamente hanno sugli infortuni lavorativi, analizzando i dati a livello di gruppo e utilizzando una tecnica statistica – l’analisi delle corrispondenze multiple – ancora poco considerata nella ricerca sulla sicurezza e più in generale nella letteratura sui climi organizzativi. Oltre al clima di diversità e a quello per l'inclusione, nel presente studio sono stati utilizzati anche i costrutti di clima di sicurezza (e.g., Zohar, 1980; 2000) e clima di comunicazione (Smidts, Pruyn & van Riel, 2001), dal momento che precedenti ricerche hanno sottolineato come prestazione sicure siano strettamente dipendenti dalla qualità della comunicazione e degli scambi sociali tra i lavoratori e i loro supervisori e colleghi. I risultati mostrano la presenza di quattro patterns o configurazioni diverse di climi; tuttavia, la distribuzione degli infortuni non sembra seguire in modo coerente i patterns climatici rilevati; possibili interpretazioni dei risultati riscontrati si rifanno all’effetto alone (Wells, 1907 Thorndike , 1920) e alla letteratura sul "reporting climate" (Probst & Estrada 2010, p. 1443). Riassumendo i risultati dei tre studi è possibile concludere che essi rappresentano un contributo estremamente innovativo alla letteratura sul clima organizzativo e, relativamente alla questione della sicurezza sul lavoro, esplorano percorsi di ricerca non considerati in precedenza.
Main organizational and psychological factors considered by literature about safety concerned the concept of safety climate - defined as individual perceptions about the policies, practices, and procedures related to safety issues affecting well-being at work - and that one of safety behaviors, represented in a dichotomy that comprises both safety compliance and safety participation behaviors. Literature review suggested that the main trend of research in that field has been the focus on the ability of safety climate to predict safety behaviors, not considering some important challenges for research development in this area. The main challenge concerns the influence of other variables related to the social context on safety issues; for instance, the existence of multiple simultaneous organizational climates with different effects on the same safety outcomes. Therefore, the first aim of this PhD thesis was to consider a broader approach when studying organizational dynamics pertaining to safety and to test whether other dimensions of organizational climate can be strictly relevant for safety even if they are not specific to safety. In particular, the increasing presence of diverse workforce in the organizations requires to be taken into account when studying the relationship between safety climate and safety performance; indeed, if companies want to take the most from today’s ever-diversifying markets, they will have to hire, coordinate, and retain a broad base of human resources, with consequences for organizational and group performance, even specifically that one pertaining to safety. For that reason, the first study of the present dissertation has been focused on developing an Italian validation of a useful instrument to measure Diversity Climate, by adapting the Mor Barak, Cherin and Berkman (1998) Diversity Perceptions Scale, the most widely used questionnaire to assess diversity climate, considering the lack of any validated measure of diversity climate in the European context. Results interestingly showed a different factorial solution for the Italian sample using a shorter version than the original scale; moreover the scale seemed to be invariant for both men and women and to show good discriminant and criterion validities. Therefore, this first study allowed us to make this instrument suitable for the Italian context, in order to use it for evaluating whether diversity climate could specifically affect some safety outcomes in the subsequent studies. In the second study the diversity climate measure was used together with a measure of climate for inclusion (Mor Barak, 2005) to test their impact on safety participative behaviors at the individual level and for the first time, by hypothesizing a mediating role performed by the motivation to actively promote safety at work. The choice to consider also the construct of inclusion climate as linked to safety is due to the particular kind of social empowerment and involvement – regardless of workers’ diversities - which form this kind of climate; moreover it has been already demonstrated to influence work quality and behaviors, so we hypothesized that it could also have positive consequences for workers’ involvement and commitment to safety and their safety performance. Results showed that diversity climate and climate for inclusion are different constructs which have different and important impacts on safety; specifically safety participation motivation revealed to fully mediate the relationship between diversity climate and safety participation behaviors, whereas it only partially mediated the relationship between inclusion climate and safety participation behaviors. The third aim of the present dissertation was to enlarge the effort of investigating the impact of distinct facet-specific climates on specific safety behaviors, by exploring the possible influence of multiple existing climates on injury rates at the unit-level and with a qualitative statistical technique - multi-correspondence analysis. In addition to diversity climate and inclusion climate, safety climate (e.g., Zohar, 1980; 2000) and communication climate (Smidts, Pruyn & van Riel, 2001) measures were also used for this purpose, as previous research stressed how safety performance is strictly dependent on the supervisors’ and coworkers’ communication and quality of social exchange. Results showed the presence of four differentiated patterns of climates; however, injury’s distribution did not seem to be coherent with the climates’ patterns, and references to the halo effect (Wells, 1907; Thorndike, 1920) and to the injury “reporting climate” (Probst & Estrada, 2010, p. 1443) have been made to explain those findings. Summarizing the results of the three studies, it is possible to conclude that they represents very innovative contributions to the organizational climate literature, and with regard to the safety area, they explore research avenues not addressed before.

Research Doctorate - Doctor of Philosophy (PhD)
Medical education must prepare doctors to be able to work with patients and communities as they face emerging challenges. Climate change has been described by leading authorities as the defining issue for public health during this century and the greatest of threats to health. Educational interventions are best devised with input from students as stakeholders. This project explored the attitudes of Australian medical students about the health impacts of climate change and the relevance of these issues to medical school curricula. The project also explored the implications of these student attitudes to curriculum planning from the perspective of medical educators. This study is a mixed methods design in three stages. This design was selected because in this new area of educational research, it enabled the exploration of beliefs and ideas for change from stakeholders; the assessment of how representative certain views were amongst the student population, and finally a study of the perceived implications of student opinion on future curriculum design. In Stage 1, 27 students from two universities were interviewed about climate change, and what methods of learning they would most engage with in exploring topics relating to climate change and health. In Stage 2, 283 students from four universities in three states of Australia (RR=8.7%) completed a questionnaire which was informed by issues raised by students in Stage 1. Students indicated support for climate change in the curriculum, but raised concerns about potential loss of other important curriculum content. Analyses showed that support for climate change issues in the curriculum was associated with female gender and with understanding climate change to be relevant to patient care. In Stage 3, fourteen medical educators were asked about their own views on climate change and how the findings from Stages 1 and 2 could influence medical curriculum planning. Climate change was seen as a politically-charged topic. The range of views which students bring to such discussion were seen to require sensitive and skilful management so as to ensure safe learning environments. Our findings indicate that the use of examples relating to climate change health impacts and environmental sustainability in the medical curriculum may be used to teach core knowledge and competencies for doctors, and to give an accurate understanding of the evolving determinants of health in a changing world.

(AJ) Title: Teambuilding activities for classes of children in inclusion. Objective: The main aim of this thesis was the creation of a methodology for an activity called "team building" for classes, which the disabled pupil was integrated into. The main aim was to support the positive creation of relationships within the class team and influencing of classmates' attitudes to the inclusion of an individual with a disability into physical education. In the sub-aim, we researched if it is possible to change the attitudes of pupils to a pupil in inclusion in school physical education with the help of team building activities. Method: Under the terms of theoretical - empirical work, the methodology of the one-day programme with sports elements and experience teaching was proposed and tested, hereinafter team building. It was aimed at improvement of accepting the pupils with a disability, at an improvement of social relationships in a group and generally at the change of the attitudes to inclusion in physical education. The programme was tested on a research group of the pupils of the sixth grade of primary school (number of pupils 19, average age 12) with free integrated pupils with special educational Leeds. The effect was observed with the help of CAIPE-CZ questionnaires and Adjective-Checklist, which...

The aim of this thesis is to find out to what extent the prison environment can influence the mood of a teaching staff. In the theoretical part, after defining the basic concepts, we are going to deal with a school climate. This basic theme is explained by the basic factors affecting school climate from the perspective of a parent, pupil, director and teacher. We are going to attend to the influence of teachers over school and how that school climate can affect teachers. The last chapter is dedicated to educating inmates in an environment of imprisonment and education possibilities which are offers to prisoner by this system. Key words: school climate, climate factors, teacher, staff, prison environment, education

Este ano de estágio realizado na Escola Básica e Secundária Gama Barros, permitiu que eu realizasse diversas reflexões sobre o meu desempenho em aula, o que no meu entender foi um fator fundamental para que eu desenvolvesse diversas competências, umas que ainda não estavam adquiridas e outras que eu não conseguia identificar como lacunas a serem trabalhadas. A escolha da modalidade de voleibol no desporto escolar e a interação com os alunos com deficiência desta escola, surgiu com esse mesmo objetivo, procurar desenvolver competências que ainda não estavam adquiridas e aprender mais sobre uma matéria que não dominava. O sucesso e a aprendizagem dos alunos, foi algo que sempre me suscitou bastante interesse durante este ano de estágio, daí ter estudado o fenómeno da retenção escolar. Os resultados do relatório PISA de 2012 são bastante preocupantes, uma vez que cerca de 35% dos jovens portugueses com 15 anos já ficaram retidos pelo menos uma vez, contra a média da OCDE de 13%, e mais de 7,5% apresentam no seu percurso escolar mais de uma retenção. Quanto à relação com a comunidade de realçar que coadjuvei a direção de turma e organizei e planeei uma visita de estudo ao Bounce.
This year of internship in the Basic and Secondary School Gama Barros enabled me to realize several reflections about my performance during the classes, thus being a fundamental aspect for me for the development of a few novel skills, some of them not acquired yet, others completely unknown and even the ones that I was not able to identify as errors to be corrected. Whit this aim, I have chosen volleyball in the school’s sports and the interaction with students with some deficiencies helped to develop those skills. During this year, the triumph and learning of the students was something that revealed interesting for me and that is why I studied the phenomenon of school retention. The worrying results from the PISA report’s in 2012 revealed that around 35% of the young portuguese students with 15 years stayed retained at least once, against the average of OCDE of 13%, and more than 7,5% show in their school curriculum more than one retention. Regarding the relation with community, it should be highlighted that I supported the direction of the students as well as the organization and planning of a field trip.

O estágio revelou-se como o momento mais importante e decisivo no meu processo de formação inicial enquanto futuro professor de educação física. A qualidade do processo ensinoaprendizagem revelou-se dependente dos processos de planeamento, condução e avaliação formativa. Ficou também saliente a importância da atuação de um professor em diversas áreas, além das questões relacionadas estritamente com o ensino. A investigação realizada na escola, acerca do bullying, surgiu após debate acerca do tema em conselho pedagógico e permitiu verificar que os resultados, embora abaixo dos valores nacionais, são alarmantes por afetarem aproximadamente 270 alunos da escola, numa população de 1426 alunos. A coadjuvação num núcleo de desporto escolar de futsal resultou num contributo significativo para a evolução do grupo-equipa. Foi realizada uma ação de formação para os professores do grupo acerca da inclusão nas aulas da disciplina, incluindo modalidades como o boccia e o slalom em cadeira de rodas, e que possibilitou o contacto direto com alunos da unidade de multideficiência da escola. Ao nível da relação com a comunidade, fica saliente a importância do desenvolvimento das competências relacionadas com a direção de turma e com a organização e participação em visitas de estudo e outras atividades.
The internship proved to be the most important and decisive moment in my initial formation as a future physical education teacher. At teaching level, the quality of the teaching-learning process revealed itself dependent of the processes of planning, conducting and formative evaluation. It was also emphasized the importance of a teacher's performance in several areas, instead of issues related strictly to teaching. The investigation carried out in the school, about bullying, came after a debate about the subject in the pedagogical advice, and showed that the results, although below the national values, are alarming because they affected 270 students of the school, in a population of 1426. Coordination in a futsal school sports center has made a significant contribution to the evolution of the team group. A training action was conducted for physical education teachers about the inclusion in the class of the discipline, including modalities such as boccia and wheelchair slalom, that permited direct contact with students of the unit. At the level of the relationship with the community, the importance of the development of the competences related to the direction of the class and with the organization and participation in study visits stands out as very important too.

Classifications according to the JEL Classification System: J71: Labor Discrimination. O15: Human Resources; Human Development; Income Distribution; Migration
As many organizations begin to prioritize their diversity strategy, the topic of workplace climate emerges as an essential element in improving employee experience on the job. Undertaking a planned and collaborative approach to improve workplace climate has several positive effects at both the individual and the organizational level, particularly in terms of financial performance. The following project examines causes and effects of an inclusive workplace climate for lesbian, gay, bisexual, and transgender people, and aims to determine which human resource policies and practices and organizational resources lead to a healthy, supportive, and inclusive workplace climate for LGBT people. This project also examines job-gender context, or the gender ratio of employees at a given organization, as well as the purported effects of LGBT-inclusive workplace climate on firm performance. A quantitative study is used involving a sample of 128 organizations in the Netherlands and in Portugal, and discovers that the more support perceived from colleagues, the more likely it is that LGBT people will disclose their LGBT status at work. In all, this study reflects the growing importance that inclusive workplace climate has for diversity strategists, human resource professionals, researchers, and academics. Suggestions for future research are also presented.
Como muitas organizações começam a priorizar sua estratégia de diversidade, o tema do clima de trabalho surge como um elemento essencial para melhorar a experiência dos colaboradores. A realização de uma abordagem planejada e de colaboração para melhorar o clima de trabalho tem vários efeitos positivos, tanto a nível individual como a nível organizacional, particularmente em termos de desempenho financeiro. Este projeto examina as causas e os efeitos de um clima de trabalho inclusivo para as pessoas lésbicas, gays, bissexuais e transgéneros, e tem como objetivo determinar quais são as políticas e as práticas dos recursos humanos e os recursos organizacionais que resultam num clima de trabalho saudável, solidário e inclusivo para as pessoas LGBT. Este projeto também examina o contexto de género de trabalho, ou a razão de género dos colaboradores, de uma certa organização, bem como os efeitos pretendidos de clima de trabalho inclusivo no desempenho da empresa. Um estudo quantitativo é usado envolvendo uma amostra de 128 organizações na Holanda e em Portugal, e descobre que com mais apoio percebido por parte dos colegas, o mais provável será que as pessoas LGBT vai revelar o seu LGBT status no trabalho. Ao todo, este estudo reflete a importância crescente que o clima inclusivo no trabalho tem para estrategistas de diversidade, profissionais de recursos humanos, investigadores e acadêmicos. Também são apresentadas sugestões para futuras investigações.

O presente relatório final de estágio surge no âmbito da análise e reflexão do processo de estágio pedagógico em Educação Física no ano letivo 2016/2017, desenvolvido no Agrupamento de Escolas D. Maria II, na Escola Básica e Secundária Gama Barros, Agualva-Cacém, Sintra. No decorrer do mesmo apresentam-se todas as etapas de desenvolvimento do trabalho docente para com a turma com que foi desenvolvido o trabalho ao longo do ano, 11º CT2, bem como com a comunidade escolar. Quanto ao professor estagiário, verificou-se uma evolução significativa ao nível das competências relacionadas com a organização e gestão das aprendizagens. O contacto com a turma foi muito positivo, graças a um bom clima relacional e a um controlo das aprendizagens constante, envolvendo também os alunos no processo de ensino-aprendizagem através da avaliação formativa. A coadjuvação no núcleo de voleibol feminino foi muito positiva, possibilitando-me não só adquirir mais conhecimento sobre a modalidade, mas também permitiu-me ser pró-ativo e conseguir recrutar novas atletas para o núcleo, com uma ideia bem conseguida, em conjunto com o responsável do núcleo. No âmbito da investigação fomos de encontro a um dos maiores problemas da educação, a “Retenção Escolar” e tentámos perceber quais os principais fatores do insucesso escolar, para tentarmos compreender o que a escola e os seus docentes podem fazer para combater esse insucesso.
This final internship report comes in the context of the analysis and reflection of the pedagogical internship process in Physical Education during the academic year 2016/2017, developed at the D. Maria II Schools Group, at the Gama Barros Elementary and Secondary School, Agualva-Cacém, Sintra. During this report, are presented all the stages of development of the teaching work with the class which the work was developed throughout the year, 11th CT2, as well as with the school community. As for the trainee teacher, I felt a significant evolution in the competences related to the organization and management of learning. The contact with the class was very positive, thanks to a good relational climate and constant learning control, also involving students in the teaching-learning process through formative evaluation. The support in the women's volleyball core was very positive, allowing me not only to acquire more knowledge about the modality, but also allowed me to be proactive and to be able to recruit new athletes to the core, with a well achieved idea, developed with the responsible teacher. In the context of the research we have been confronted with one of the major problems of education, "School Retention", and we have tried to understand the main factors of school failure in order to try to understand what the school and its teachers can do to combat this failure.

O Presente estudo analisa o modelo de ensino colaborativo praticado nas escolas do 1ºciclo do Agrupamento de Escolas de Pevidém, no Concelho de Guimarães no ano lectivo 2010/2011. A educação inclusiva é hoje muito falada e o atendimento a crianças com necessidades educativas especiais é uma realidade. Para que a escola seja efectivamente inclusiva passa por desenvolver as estratégias e a qualidade do apoio educativo em educação especial. Este apoio só será de qualidade se articulado com o ensino regular. A acção simultânea entre os dois docentes na sala de aula, é essencial para que a escola seja verdadeiramente inclusiva. O objectivo principal desta investigação é o de caracterizar o modelo colaborativo entre docente de educação especial e docente do ensino regular, no atendimento a crianças com necessidades educativas especiais. Numa primeira fase, é feita uma análise conceptual sobre o conceito de educação especial, escola inclusiva e ensino colaborativo. A metodologia de investigação utilizada é de natureza qualitativa, e a amostragem é de conveniência, com 19 professores do ensino regular e 5 do ensino especial. Os resultados obtidos demonstram que é grande a motivação para a docência e que existe colaboração em muitos aspectos neste modelo, entre eles: na planificação e organização das actividades, na avaliação, na relação entre os docentes e na formação contínua. Salientam como aspectos menos positivos e que de alguma forma fragiliza este modelo, o tempo de apoio educativo reduzido, no âmbito da educação especial, que parece insuficiente para um atendimento de qualidade a crianças com necessidades educativas especiais.
The present study examines the collaborative teaching model practiced in the schools of the 1st cycle of the Group of Schools of Pevidém – Guimarães, in the academic year 2010/2011. Inclusive education is now widely spoken and caring for children with special educational needs is a reality. For the school be inclusive is to develop effective strategies and quality of educational support in special education. This support will only be quality if linked with regular education. The simultaneous action between the two teachers in the classroom, it is essential that the school is truly inclusive. The main objective of this research is to characterize the collaborative model between the teacher of special education and regular education in serving children with special educational needs. Initially, a conceptual analysis is done on the concept of special education, inclusive education and collaborative learning. The research methodology used is qualitative, and sampling is convenience, with 19 regular education teachers and five special education teachers. The results show that is great motivation for teaching and collaboration that exists in this model in many ways, including: planning and organization of activities in the assessment, the relationship between teachers and training. As less positive aspects and somehow undermines this model, the time of reduced educational support within the special education, which seems insufficient to quality care for children with special educational needs.

O meu processo de gestão e organização do processo ensino-aprendizagem revelou ser um ciclo de decisões, que torna dependentes as dimensões de planear, conduzir e avaliar. Sustentado na avaliação formativa e no bom clima relacional, o processo ensino-aprendizagem revelou-se profícuo no desenvolvimento dos alunos. O ano de estágio na Escola Básica e Secundária Gama Barros enriqueceu as minhas competências, por se alastrar a áreas nunca antes pensadas e dominadas. A coadjuvação num núcleo de Dança e a interação com populações especiais valorizou o contexto escolhido em Junho de 2015. Este contexto apresenta indicadores socioeconómicos que despertou o interesse em estudar o fenómeno do Bullying nesta escola. Os resultados apresentados, ainda que abaixo dos resultados nacionais apresentados pela UNICEF e pelo Health Behaviour School-aged Children, são alarmantes por afetarem cerca de 270 dentro da população de 1426 alunos. No âmbito da relação com a comunidade, é enaltecida a coadjuvação da direção de turma, a participação e organização de visitas de estudos, assim como a dinamização de atividades para o agrupamento de escolas.
My management and organization of the teaching-learning process have revealed to be a decisions cycle, which turns dependents the dimensions of planning, leading and evaluate. Supported on formative assessment and good relationship climate, the reaching-learning process proved fruitful on the development of students. The internship enriched my skills because it spread to new areas. The assistance to a core dance and the interaction with special populations valued the context chosen in June of 2015. This context presents socioeconomic indicators that sparked interest in studying the phenomenon of bullying in this school. The results presented, although below the national results presented by UNICEF and the Health Behaviour School-aged Children, are alarming to affect about 270 within the population of 1426 students. In the context of the relationship with the community is uplifted the assistance of the class management, participation and organization of extern visits, as well as the promotion of activities for the group of schools.

AND KEYWORDS This diploma thesis deals with the impact of school climate that has a strong effect on the success in integration of handicapped pupil into the mainstream school. In this respect main terms which are related to "school climate" and "integration" are defined. Work more specifically focuses on individual types of handicaps, analyses principles of various handicaps and specific educational requirements needed for social relations. It furthers deals with the subjectivity of success in integration. Presented diploma thesis further concentrates on the social status of the handicapped pupil among his schoolmates, his social interactions and the role of the teacher as the main factor in the problem of integration. Empirical survey is oriented in a narrative way; the key method used is narrative dialogue, as it is able to recognise autobiographical experience of respondents. Each narrative dialogue is interpreted and completed by narrative reconstruction of core narration. Keywords: - school climate - integration and inclusion - pupil with specific educational requirements - handicap, disablement - success in school integration - family - school - teacher - chicane - relations among schoolmates - diagnosis of school climate - narrative attitude - narrative dialogue

碩士
銘傳大學
教育研究所碩士在職專班
106
The purpose of this study was to examine regular teacher’s inclusive education attitudes and classroom climate in elementary schools. The study compared the effects of different background variables on regular teacher’s inclusive education attitudes and classroom climate and investigated the correlating among the variables. And discuss the effect of regular teacher’s inclusive education attitudes on classroom climate in elementary schools. This study were to investigate the interplay among inclusive education attitudes and classroom climate of regular teachers regarding special education in the elementary schools by using “Descriptive statistics”, “Independent samples t test”, “One way ANOVA”, and “Regression analysis” to analyze the data obtained through the survey of “Special Needs Education Longitudinal Study” in school year of 2012, being collected from 2,109 regular teachers in elementary schools. The conclusions of the study were as follows: 1.Regular teachers’ inclusive education attitudes in the elementary schools were positive. 2.Regular teachers’ classroom climate in the elementary schools were positive. 3.The service duration and professional trainings on special education of the elementary school regular teacher could cause significant difference on inclusive education attitudes. 4.The gender and student’s disability type of the elementary school regular teacher could cause significant difference on classroom climate. 5.There is significant positive correlation between regular teacher’s inclusive education attitudes on classroom climate in the elementary schools. Finally, this recommendation was based on the conclusions reached by this research could be used as a reference for education administrative departments, Elementary Schools and future research.

The goal of this diploma thesis is to map the issue of social integration of students with Asperger syndrome into a regular class of elementary school. The theoretical part is based on analysis of publications related to the topic. It deals with the description of the Asperger syndrome diagnosis and its symptoms, the concept of integration, mainly the integration of a student with Asperger syndrome, and the issue of classroom climate and the possibilities of its diagnostics and development. The practical part is based on the theoretical part. In it, the author focuses on the analysis of social status of integrated students with Asperger syndrome. Sociometrical techniques are combined with projective method and both are supplemented with a questionnaire for teachers and qualitative methods, primarily interviews with teachers and observation in class. Powered by TCPDF (www.tcpdf.org)

Dissertation presented as the partial requirement for obtaining a Master's degree in Information Management, specialization in Marketing Intelligence
Destacando o papel do marketing como um agente de mudança para o incentivo de um consumo mais consciente, a presente dissertação propõe a Matriz Demarket + ing que, tendo por base o conceito de Demarketing Verde – estratégia de diminuição da procura tendo em vista o bem-estar do ambiente –, visa colmatar a falta de representatividade socioeconómica e para segmentos menos envolvidos com a causa ambiental nas campanhas de marketing que comunicam sustentabilidade, explorando o conceito de ambientalismo interseccional. Foram analisados quatro casos de estudo que demonstram a falta de representatividade descrita. A Matriz Demarket + ing interseta as cinco categorias das necessidades humanas (Hierarquia das Necessidades de Maslow) com as quatro fases de adoção do consumo sustentável (Segmentos do Mercado Ecológico de Kotler), propondo o (1) Demarketing por motivos financeiros e o (2) Demarketing por motivos ambientais. Esta matriz tem como objetivo auxiliar os profissionais de marketing na conceção de campanhas de marketing, onde são apresentadas quatro estratégias possíveis, de modo a que consumidores em estágios da vida diferentes e com motivações diferentes, possam contribuir para uma causa comum: a mitigação das alterações climáticas.
Highlighting the role of marketing as an agent of change to encourage more conscientious consumption, this dissertation proposes the Demarket + ing Matrix which, based on the concept of Green Demarketing – demand reduction strategy to protect the environment –, aims to address the lack of socioeconomic representation and for segments less involved with the environmental cause in marketing campaigns that communicate sustainability, exploring the concept of intersectional environmentalism. Four case studies that demonstrate the lack of representativeness described were analyzed. The Demarket + ing Matrix intersects the five categories of human needs (Maslow's Needs Hierarchy) with the four phases of sustainable consumption adoption (Kotler's Ecological Market Segments), proposing (1) Demarketing for financial reasons and (2) Demarketing for environmental reasons. This matrix aims to help marketers when designing marketing campaigns, where four possible strategies are presented, so that consumers at different stages of life and with different motivations can contribute to a common cause: the mitigation of climate change.

This diploma thesis deals with the development of the school climate in a classroom with a seriously physically disabled child who requires permanent presence of an assistant. The theoretical part focuses on physical disabilities and their impact on the psyche of the child, the specifics of including a seriously disabled child in educational instructional contexts and the life of the classroom, and on the cooperation between a form teacher and an assistant whose support and help is required by the child during all lessons. The practical part uses a narrative of two girls and people who are closely related to them to offer answers to the inquiries into how have relationships within such a classroom and the attitude of classmates to a disabled child changed over the years; how can the presence of an assistant affect the climate of the classroom; and whether the external perception of the inclusion of a disabled child as a successful one corresponds with the feelings of the disabled child, of if the child sees the process otherwise. Case studies which helped the author to get a general picture of the situation confirmed it appeared that the factor which immensely affects inclusion of a physically disabled child in the classroom is the age at which children meet and the attitude of the teacher and the...

The point of my diploma thesis is problems of the integration of children with disabilities into common schools, more closely into physical education. The aim of this diploma thesis is to overlook how the teachers are ready to integrate children with disabilities into common schools (more closely into physical education), find out chances of physical progress and kinetic activities of an individual, and look into general class climate and a position of this individual among his schoolmates. The thesis consists of theoretical and practical parts. The first part is focused on an explanation what the physical disability is and what it can be caused by. I go into details about physiotherapy and its importance to an individual, the possibilities for the education of children with disabilities, legislative conditions, co-operation between school and family, school counselling centres, inclusive education and the integration of pupils with disabilities into school physical education. In the second part there are the results of questionnaire searching and interviews. They both bring a practical overview of the problems. The first survey applies to class climate and the position of a handicap pupil in a school team. On the basis of the research it is evident that the condition of successful integration of...

Thesis focused on finding the conditions of successful inclusive education to the specific primary school. In the theoretical part defines the concepts related to an inclusive education, compares the various authors, the principles of inclusive, sees the inclusive education in the world and in the Czech Republic. Further mentions that the school climate is one of the most important conditions for successful inclusion. Compares the for and against inkluzivního training, its contribution to the school, and all participants in the educational process. Part of the research is focused on the readiness of the particular primary school to inclusive education.