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Literatura académica sobre el tema "Inclusion management"

Autor: Grafiati

Publicado: 10 de marzo de 2023

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Artículos de revistas sobre el tema "Inclusion management"

Piccioli, Marianna. "Self-assessment and self-improvement as inclusive school development". Form@re - Open Journal per la formazione in rete 22, n.º 1 (30 de abril de 2022): 30–48. http://dx.doi.org/10.36253/form-12645.

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What are the strengths and weaknesses in the cultures, management policies and organizational practices that make an educational institution inclusive? This is the question we try to answer with this investigation, using the comparative element between the Italian and the Catalan school systems. This work is based on three theoretical frameworks: inclusive education in coherence with the Disability Studies approach; autonomy and leadership for inclusion and the self-evaluation and self-improvement processes as an inclusive school development in accordance with the perspective proposed by the Index for Inclusion. Field research reveals that the relevant legislation plays a crucial role and schools must regain a pedagogical thought in which organizational practices and management policies are based on inclusive cultural and value-based foundations. Autovalutazione e automiglioramento come sviluppo inclusivo della scuola Quali sono i punti di forza e di debolezza nelle culture, nelle politiche gestionali e nelle pratiche organizzative che rendono inclusiva un’istituzione scolastica? Il contributo cerca di rispondere a questa domanda, anche attraverso la comparazione tra il sistema scolastico italiano e quello catalano, basandosi su tre quadri teorici: l’educazione inclusiva secondo l’approccio dei Disability Studies; l’autonomia e la leadership per l’inclusione; i processi di autovalutazione e automiglioramento come sviluppo inclusivo della scuola in relazione alla prospettiva proposta dall’Index for Inclusion. Dalla ricerca sul campo emerge che la legislazione di riferimento gioca un ruolo cruciale e la scuola deve riconquistare un pensiero pedagogico in cui pratiche organizzative e politiche di gestione siano fondate su basi culturali e valoriali inclusive.

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Parker, David W., Nicholas Parsons y Fitri Isharyanto. "Inclusion of strategic management theories to project management". International Journal of Managing Projects in Business 8, n.º 3 (1 de junio de 2015): 552–73. http://dx.doi.org/10.1108/ijmpb-11-2014-0079.

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Purpose – The purpose of this paper is to explore the benefits of integrating the theory of constraints (TOC), resources-based theory (RBT), resource advantage theory (RAT), with a structured project-based methodology e.g., Project Management Body of Knowledge. This paper describes each theory and explores what benefits a unified model would bring to project management. This paper represents the conceptual development of an integrated framework that will be tested in a range of project management scenarios in various industrial sectors. Design/methodology/approach – Extant literature is used to develop a conceptual framework of an integrated model that will be tested in the field for robustness. The model has been applied to published projects to identify its strengths and weaknesses. Findings – The work shows important implications for improved success of projects from the use of TOC, RAT and resource dependence theory (RDT). Specifically, it emphasizes the need for application of strategic theories to project management. Research limitations/implications – While TOC, RAT and RDT are well established in the context of organization theory, there is limited application in project management. Moreover, the model has yet to be applied in the field. The hypotheses identified in this research are currently being tested using field-based surveys. Practical implications – The research falls short in addressing some resources, e.g. innovation, tacit knowledge and decision making methods in traditional project management context. Therefore, identifying these critical resources in future work and exploiting them as the means of improving project performance would enhance the success of project-based management. Social implications – Project management is an emergent discipline and a project is temporary in nature. Therefore, new ideas and development of theories for project management practices are required. This innovative research, for example, may change the way projects are executed in future. Originality/value – This paper examines the components of a successful project according to the iron triangle, i.e. scope, quality, time and cost. However, through the application of TOC, RAT and RDT into an integrated project-based management framework gives new insights to resources management.

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Gawade, Ms Sonal. "Fostering Innovation, Integration and Inclusion through Interdisciplinary Practices in Management". International Journal of Trend in Scientific Research and Development Special Issue, Special Issue-FIIIIPM2019 (20 de marzo de 2019): 91–94. http://dx.doi.org/10.31142/ijtsrd23072.

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Fisk, Raymond P., Alison M. Dean, Linda Alkire (née Nasr), Alison Joubert, Josephine Previte, Nichola Robertson y Mark Scott Rosenbaum. "Design for service inclusion: creating inclusive service systems by 2050". Journal of Service Management 29, n.º 5 (15 de octubre de 2018): 834–58. http://dx.doi.org/10.1108/josm-05-2018-0121.

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PurposeThe purpose of this paper is to challenge service researchers to design for service inclusion, with an overall goal of achieving inclusion by 2050. The authors present service inclusion as an egalitarian system that provides customers with fair access to a service, fair treatment during a service and fair opportunity to exit a service.Design/methodology/approachBuilding on transformative service research, a transformative, human-centered approach to service design is proposed to foster service inclusion and to provide a platform for managerial action. This conceptual study explores the history of service exclusion and examines contemporary demographic trends that suggest the possibility of worsening service exclusion for consumers worldwide.FindingsService inclusion represents a paradigm shift to higher levels of understanding of service systems and their fundamental role in human well-being. The authors argue that focused design for service inclusion is necessary to make service systems more egalitarian.Research limitations/implicationsThe authors propose four pillars of service inclusion: enabling opportunity, offering choice, relieving suffering and fostering happiness.Practical implicationsService organizations are encouraged to design their offerings in a manner that promotes inclusion and permits customers to realize value.Originality/valueThis comprehensive research agenda challenges service scholars to use design to create inclusive service systems worldwide by the year 2050. The authors establish the moral imperative of design for service inclusion.

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Janah, Roikhatul. "The Management Of Pioneering Inclusion Class At MI Karang Kemiri Banyumas Central Java". Al-Bidayah: Jurnal Pendidikan Dasar Islam 11, n.º 2 (11 de enero de 2020): 298–307. http://dx.doi.org/10.14421/al-bidayah.v11i2.260.

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Inclusive education is a service system in the world of education and teaching that combines students who have limitations with normal students in a regular class to get common knowledge from a teacher. Data shows that Banyumas District has more than 2000 students with special needs, Madrasah Ibtidaiyah (MI) 1, Karang Kemiri is a pilot MI to implement inclusive classes in Banyumas Regency. This study aims to find out how the inclusion class management strategies in the MI 1 Pakuncen Banyumas pioneering inclusion class. This research is a qualitative approach, with the focus of research on the inclusive class management strategies in the pioneering inclusion class of MI Karang Kemiri, Pakuncan, Banyumas. Inclusion class management strategies in MI 1 Karang Kemiri include the management of educators and the management of students.

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Tang, Ningyu, Yuan Jiang, Chiyin Chen, Zucheng Zhou, Chao C. Chen y Zexuan Yu. "Inclusion and inclusion management in the Chinese context: an exploratory study". International Journal of Human Resource Management 26, n.º 6 (2 de diciembre de 2014): 856–74. http://dx.doi.org/10.1080/09585192.2014.985326.

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Jasintha, V. L. "Financial inclusion for financial risk management". TRANS Asian Journal of Marketing & Management Research (TAJMMR) 8, n.º 3and4 (2019): 5. http://dx.doi.org/10.5958/2279-0667.2019.00009.9.

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Sullivan, Helen. "Modernization, Neighbourhood Management and Social Inclusion". Public Management Review 4, n.º 4 (enero de 2002): 505–28. http://dx.doi.org/10.1080/14616670210163042.

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PADRNOS, Jaroslav. "ESSAY ON INCLUSION IN THE MANAGEMENT OF SCIENCES". Krízový Manažment 15, n.º 1 (30 de marzo de 2016): 60–68. http://dx.doi.org/10.26552/krm.c.2016.1.60-68.

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Campos, Ertz Ramon Teixeira, Humberto Gabriel Rodrigues, Helen Cristhianne de Oliveira Macedo, Aliny Cristiany Cardoso de Sá, Francisco Malta de Oliveira y Éder de Souza Beirão. "EDUCAÇÃO INCLUSIVA: um estudo sobre a percepção dos professores de uma escola em Espinosa – MG". Revista Cerrados 17, n.º 01 (12 de febrero de 2020): 70–85. http://dx.doi.org/10.22238/rc24482692201917017085.

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O processo de inclusão do aluno com deficiência em classes comuns da rede regular ainda requer muitas mudanças na gestão educacional por parte do Estado, que funciona como um exemplo da sociedade, dando uma visão geral de como ela é, ressaltando uma importante missão da escola que é a de proporcionar relacionamentos em um ambiente de interação. A prática em sala de aula não atende efetivamente as necessidades dos alunos no processo de inclusão e um dos motivos que contribuem para isso é a falta de adaptação do currículo por parte da escola. Este estudo proporcionou um olhar mais atento no que envolve a realidade da educação inclusiva nas escolas e também trouxe para mais perto a realidade vivenciada nas escolas da rede regular. Palavras-chave: Inclusão. Gestão educacional. Interação. Educação Inclusiva. INCLUSIVE EDUCATION: a research on the perception of the teachers of a school in Espinosa – MG ABSTRACT The process of inclusion of the disabled student in common classes of the regular network still requires many changes in the educational management by the State, which functions as an example of society, giving an overview of how it is, highlighting an important mission of the school that is to provide relationships in an interaction environment. Classroom practice does not effectively meet the needs of students in the inclusion process and one of the contributing factors is the school's lack of adaptation of the curriculum. This study provided a closer look at what is involved in the reality of inclusive education in schools and also brought the reality of schools in the regular network closer. Keywords: Inclusion. Educational management. Interaction. Inclusive education. EDUCACIÓN INCLUSIVA: un estudio sobre la percepción de los profesores de una escuela en Espinosa – MG RESUMEN El proceso de inclusión del estudiante con discapacidad en clases comunes de la red regular todavía requiere muchos cambios en la gestión educativa por parte del Estado, que funciona como un ejemplo de la sociedad, dando una visión general de cómo es, resaltando una importante misión de la escuela que es la de proporcionar relaciones en un ambiente de interacción. La práctica en el aula no atiende efectivamente las necesidades de los alumnos en el proceso de inclusión y uno de los motivos que contribuyen a ello es la falta de adaptación del currículo por parte de la escuela. Este estudio proporcionó una mirada más atenta en lo que implica la realidad de la educación inclusiva en las escuelas y también trae para más cerca la realidad vivida en las escuelas de la red regular. Palabras-clave: La inclusión. Gestión educativa. Interacción. Educación inclusiva

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Tesis sobre el tema "Inclusion management"

Lilie, Ron. "Management Strategies in Elementary Inclusion Classrooms". ScholarWorks, 2018. https://scholarworks.waldenu.edu/dissertations/5746.

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The increasing popularity of inclusion classrooms has placed a large number of students with special needs with the ones without disabilities. Often, general education teachers lack sufficient training in proven inclusion practices that is necessary to cope with the increase in diverse learning needs. The absence of sufficient training can lead to disruptive behavior and also, induce more stress in the classroom for the educator and the students. The qualitative case study aimed to explore the strategies and techniques used by elementary school teachers to successfully manage inclusion classrooms and to learn how the teachers handled stress. Vygotsky's sociocultural theory provided the theoretical framework for this study. The data collection methods involved observing school classrooms and interviewing teachers. A total of 6 teachers were interviewed and 3 observations were made in the classroom settings of these teachers. All the participants were teachers located in a small rural district of South Central Texas. The collected data were analyzed using cross-case analysis. The findings of this study indicate the most common methods of classroom management, that include the centers formed by small groups of students, and the tailoring of activities based on students' needs. Further, it was learnt that the teachers used a variety of techniques to mitigate their stress levels and to manage their classrooms in a calm manner. Also, using appropriate classroom management techniques can help the students with special needs to learn ways in which they can adapt their own behavior through self-regulation, to function more effectively with others.

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Punjwani, Fahad. "Organizing for radical inclusion : reflections from hackathons". Thesis, Massachusetts Institute of Technology, 2018. http://hdl.handle.net/1721.1/118528.

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Thesis: S.M. in Engineering and Management, Massachusetts Institute of Technology, System Design and Management Program, 2018.
Cataloged from PDF version of thesis.
Includes bibliographical references (pages 36-37).
Despite moving the world forward, technological progress has left many people behind. Science and technology industries see themselves as open to all. Yet, they lack inclusion: not involving and empowering people across a range of human differences. Hackathons are a microcosm of these industries and suffer from a similar problem. By examining hackathons, we can uncover principles for creating, what I call, radical inclusion. Radical inclusion is the interbeing with all, seeing our realities and existence as interwoven. However, existing social systems hinder radical inclusion. Thus, we have to be diligent in removing these barriers. Put simply, we have to organize for radical inclusion. This thesis is a reflection of my lived experiences and secondary research and an investigation of ways to organize for radical inclusion. It includes lessons learned from organizing, attending, and studying hackathons and analogous experiences. These lessons culminate into five principles that ensure that a hackathon is radically inclusive. This research has revealed five principles that can create and cultivate radical inclusion: ** Radical inclusion is not a default social state today. Be intentional about being radically inclusive. Make it an imperative for all in an organization. ** Radical inclusion is uncomfortable. Honor this discomfort and empower organizing team and participants to navigate such situations. ** Radical inclusion necessitates meeting people where they are, as they are, in their journeys. Embody deep hospitality with wide open arms to all. ** Radical inclusion comes from encouraging human transformation, a continuous process. Foster patience and encourage forgiveness for self and others. ** Radical inclusion is rooted in a ruthless search for truth. Enable all to be soft bellied: to let personal guards down. This nurtures curiosity to explore and be moved by the truth of the other.
by Fahad Punjwani.
S.M. in Engineering and Management

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Jane, Sophie Elizabeth. "Inclusion in Organizations: Social Risk and Power". Case Western Reserve University School of Graduate Studies / OhioLINK, 2021. http://rave.ohiolink.edu/etdc/view?acc_num=case162099856480849.

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Flaming, Yeats Lindsay. "Organizational Assessment of Diversity and Inclusion". Thesis, Pepperdine University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10843006.

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This study outlines the research methods and findings of an assessment performed to evaluate an organization?s diversity and inclusion climate. A survey was conducted with 67 of 81 of the organization?s employees, followed by 15 interviews, and six focus groups. The study found this organization to be very diverse and to place a high value on the importance of Diversity and Inclusion (D&I) to its performance. However, there are limited formal D&I structures currently in place. A comprehensive D&I management strategy integrated with the organization?s business strategy will be critical to supporting achievement of its mission. This organization plays a unique role in bridging the gap between diverse student populations and more homogeneous tech corporations. Given this, the organization embodies the complexity of D&I challenges that many organizations must face in creating an inclusive culture in order to increase retention, job satisfaction, engagement, and performance.

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Avigdor, Tali. "Practising talent management : processes of judgment, inclusion and exclusion". Thesis, University of Hertfordshire, 2017. http://hdl.handle.net/2299/19621.

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Talent management is an organisational process aimed at maximising the benefit gained from the organisation's workforce, mostly by assessing the future potential of senior organisational members to fill key positions based on their proportional contribution to the business. Despite the increasing prevalence of talent management, evidence is accumulating to indicate an extremely low success rate of just 20-25% in predicting high performers. While talent management continues to address a growing business need, a better understanding of the process may help to refine its practice. The underpinning assumptions of the practice of talent management are that organisations are systemic and linear, and that talent management must produce a single answer identifying what it means to be a 'talent' in any specific circumstance. As a profession, talent management also maintains a fantasy of control: the expectation that assessed individuals will indeed behave as anticipated, and that stated targets will remain unchanged. As a progressive and trending HR process, talent management's close connection to organisational power relations and political dynamics is rarely acknowledged. The emotional toll on assessed senior executives, as well as potential ramifications for their colleagues, is also often overlooked, despite the significant implications for individual careers and broader inferences of inclusion-exclusion inherent in the process of talent selection. Talent management practitioners and scholars tend not to consider the impact on individuals of inaccurate assessments and mistaken decisions. As a talent manager practitioner who decrees the fate of individuals, such glaring oversights provoked in me an acute ethical anxiety that drove this research. This work offers a critical perspective on the practice of talent management - in particular, the process of judgment involved in the assessment of 'high potentials' and the potent dynamics of inclusion in/exclusion from the talent group. Having witnessed first-hand the inconsistency between apparently robust predictions (based on best practice) and subsequent outcomes, I began this research with strong feelings of ambivalence towards my practice of 25 years and my prospering business of 10 years. The critical perspective of the current study took shape within the research framework, which is based on the philosophy of pragmatism and the complex responsive process of relating that draws on it, as well as on process sociology and complexity sciences. The research methodology insists that scholars take their own direct experience seriously, collect their raw data through writing narratives, and then exercise reflection and reflexivity both as individuals and as part of the Doctor of Management (DMan) learning community. The narratives 'translate experience so that it is meaningful to the reader' (Cunliffe, 2010, p. 228). Applying this innovative approach not only to my research, but also to my professional practice, has led me to challenge the most fundamental assumptions of talent management. I now have a deeper and more nuanced understanding of the process of judgment at its core, and have developed a new way to approach and implement this process within my work. This thesis culminates in three main arguments describing talent management from a new perspective, as well as redefining the role and degree of involvement of talent management consultants. First, the central process of judgment emerged not as an objective analysis communicated in a unidirectional, linear way from the assessor to the assessed, but rather as a relational and social process that involves shifting power relations and an inclusion-exclusion dynamic influenced by many unpredictable factors. Second, from the perspective of the research framework, the assessor can no longer be seen as an objective observer, but must be regarded as a participant who is simultaneously both involved and detached and who must rely on their practical judgment. Talent management's traditional promise of future-oriented focus and reliable predictions is illusory, given that all participants are continuously merging their ongoing experiences to spontaneously co-create the future in unpredictable ways. . Understanding that the assessment process is not a simple numerical exercise (ranking individuals on various scales) and that no single truth can be obtained through an assessment process (since assessment results are co-created with all participants in the process) has eased my ethical concerns and enabled me to continue practising my profession with confidence, by taking a fresh viewpoint of what it is that I am doing. It is my hope that other talent management practitioners will find these insights useful and generalisable, and valid to their own practice - extrapolating from the local to the global.

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Coles, Ashley Rae. "Inclusion of Resident Knowledge in Development and Hazard Management". Diss., The University of Arizona, 2013. http://hdl.handle.net/10150/297065.

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Despite recent trends toward more participatory processes within development and hazard management, technical expertise remains privileged compared to other forms of knowledge. This dissertation explores the epistemological and material consequences of an urban renovation and landslide management project that has excluded residents from participation in planning and execution. The municipal government of Manizales, Colombia intends to resettle thousands of impoverished families from the landslide-prone hillsides of the city into subsidized apartments. While commendable for an enormous investment in the safety of residents, the focus on physical vulnerability will likely enhance socio-economic dimensions of vulnerability and leave many residents in more difficult living conditions, even to the point of settlement on other slopes. The municipal government relies on rational ordering to develop economic and land use policies associated with the renovation project, but simplification leaves important components of livelihood strategies and well-being illegible. As a result, the efforts will likely exacerbate both socioeconomic and physical vulnerability of an already marginalized population. As residents negotiate for greater influence over the process and outcomes, they must challenge the hegemonic epistemological structures or work within them. This dissertation discusses some of the strategies used by residents and the challenges they face, as well as the implications of this work for other topics dominated by technical expertise. Understanding why people live in hazardous areas in the first place is critical for developing a more complex and more effective urban hazard management strategy, which should include consideration of livelihoods, social interactions, and non-technical knowledge.

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Dragoş, Alin S. "Impact of Blockchain technology on US financial inclusion". Thesis, Massachusetts Institute of Technology, 2017. http://hdl.handle.net/1721.1/111462.

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Thesis: S.M., Massachusetts Institute of Technology, Sloan School of Management, 2017.
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Includes bibliographical references (pages 58-59).
This paper describes how blockchain technology alters the dynamic within financial services and focuses on the impact on US financial inclusion. First, I provide an overview of the financial services industry and the issues associated with financial inclusion. Second, I provide a framework for reviewing blockchains. Lastly, I take an in-depth look at the economics of offering checking accounts, and identify approaches for how blockchains will redefine the value chain in financial services. Blockchain technology brings new avenues for companies within the payments value chain to work more closely together to reduce costs for all parties involved. Banks are leading the way in exploring how blockchains will make them more efficient. By partnering with merchants, banks stand to make the most out of the lower costs to network securely promised by blockchains. In this process, banks set themselves up to offer no-fee checking accounts to all consumers, without taking a loss on each account, as they do today. Banks' ability to profitably offer no-fee checking to unbanked and underbanked customers is the key to increasing financial inclusion in the US, and ultimately across the globe.
by Alin S. Dragos.
S.M.

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Malekano, Shamiso. "Poverty Reduction in Sub-Saharan Africa: A Call for Financial Inclusion". Master's thesis, University of Cape Town, 2020. http://hdl.handle.net/11427/32536.

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This dissertation proposes an Index of Financial Inclusion (IFI) for Sub-Saharan Africa and then uses the developed index to investigate the significance of the relationship between financial inclusion and economic development and growth. This is important because there is no consensus in the literature on how to measure financial inclusion or on the direction of the causal relationship between financial inclusion and economic development or growth. This dissertation aims to contribute to these two debates whilst focusing on Sub-Saharan Africa, where development (potentially encouraged by financial inclusion) is desperately needed. The IFI for Sub-Saharan Africa is arrived at by first determining those dimensions of financial inclusion that are important for the countries in the region. This was done through a text analysis of National Financial Inclusion Strategies (NFISs) of 13 Sub- Saharan African countries overlaid on a detailed literature review. Access, Usage and Quality are the key dimensions for measuring levels of financial inclusion in the region. Thereafter, appropriate variables for the measurement of those dimensions were identified and combined using different methodologies: the simple geometric mean method, the inverse Euclidean distance method and, lastly, the factor analysis method. The relationship between the developed index and economic development and growth is tested using correlations and regression analyses. It was demonstrated that the IFI fits the NFISs of Sub-Saharan African countries and is practically executable. This implies that the IFI is perhaps more appropriate to be used in the region than the global measures previously proposed. Weak correlations between the IFI and economic development or growth were found. These last tests were hampered by small sample sizes and thus the causation debate, mentioned in the motivation paragraph, could not be resolved. However, the proposed IFI for Sub- Saharan Africa shows potential.

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Nelson, M., J. Bowers y Lorianne D. Mitchell. "Adaptation and Inclusion: Using Attachment Theory for Student and Employee Success". Digital Commons @ East Tennessee State University, 2019. https://dc.etsu.edu/etsu-works/8319.

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Nelson, Sushil Kumar. "Inclusion of “value” concepts in evaluation of demand-side management in electric utility planning". Case Western Reserve University School of Graduate Studies / OhioLINK, 1992. http://rave.ohiolink.edu/etdc/view?acc_num=case1056481172.

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Libros sobre el tema "Inclusion management"

Clack, Amanda, Judith Gabler y Maarten Vermeulen. Diversity & Inclusion Management in der Immobilienbranche. Wiesbaden: Springer Fachmedien Wiesbaden, 2018. http://dx.doi.org/10.1007/978-3-658-18718-7.

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Mark, Kaplan. The inclusion dividend: Why investing in diversity & inclusion pays off. Brookline, MA: Bibliomotion, Inc., 2013.

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Kaplan, Mark (Human resources consultant), ed. SET for inclusion: An underlying methodology for achieving your inclusion dividend. Brookline, MA: Bibliomotion, Inc., 2015.

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Bauer, Anne M. Inclusion 101: How to teach all learners. Baltimore, Md: P.H. Brookes Pub., 1999.

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Matthews, Mary M. Stakeholder inclusion in Caspian Basin natural resource management. Washington, D.C: Kennan Institute, Woodrow Wilson International Center for Scholars, 2004.

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Matthews, Mary M. Stakeholder inclusion in Caspian Basin natural resource management. Washington, D.C: Kennan Institute, Woodrow Wilson International Center for Scholars, 2004.

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Inclusion: The new competitive business advantage. Minneapolis, MN: InclusionINC Media, 2012.

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Somerville, Peter. Routes to social inclusion: The case of tenant management. Salford: European Studies Research Institute, University of Salford, 1998.

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Rebecka, Sandall Susan y Ostrosky Michaelene, eds. Natural environments and inclusion. Denver, CO: Division for Early Childhood of the Council for Exceptional Children, 2000.

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Karten, Toby J. Inclusion activities that work!. Thousand Oaks, Calif: Corwin Press Classroom, 2008.

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Capítulos de libros sobre el tema "Inclusion management"

Thompson, Neil. "Inclusion". En People management, 301–9. London: Macmillan Education UK, 2013. http://dx.doi.org/10.1007/978-1-137-30845-0_30.

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Rady, Gulen. "Inclusion". En Encyclopedia of Sustainable Management, 1–3. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-030-02006-4_893-1.

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Heera, Sonali y Arti Maini. "Disability Inclusion". En Flexible Systems Management, 79–88. Singapore: Springer Singapore, 2018. http://dx.doi.org/10.1007/978-981-10-8926-8_6.

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Højlund, Holger. "Hybrid inclusion". En The Illusion of Management Control, 87–107. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1057/9780230365391_4.

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Swaroop, Shruti. "Measuring Inclusion". En Responsible Leadership and Sustainable Management, 171–92. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4237-1_13.

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Thind, Ranjit. "Culture and inclusion". En Strategic Fashion Management, 123–38. Abingdon, Oxon ; New York, NY : Routledge, 2018. |: Routledge, 2017. http://dx.doi.org/10.4324/9781315160344-10.

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O’Donovan, Deirdre. "Inclusion: Diversity Management 2.0". En Managing Organizational Diversity, 1–28. Cham: Springer International Publishing, 2017. http://dx.doi.org/10.1007/978-3-319-54925-5_1.

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Doherty, Matt. "Sustainability, Diversity, and Inclusion". En Production Management in Live Music, 133–36. New York: Focal Press, 2021. http://dx.doi.org/10.4324/9781003231349-24.

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Singh, Amardeep. "Measuring Diversity and Inclusion". En Responsible Leadership and Sustainable Management, 157–69. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-4237-1_12.

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Narayanan, Sriram, Edward Terris y Dustin Cole. "Disability Inclusion in Operations". En Springer Series in Supply Chain Management, 115–35. Cham: Springer International Publishing, 2021. http://dx.doi.org/10.1007/978-3-030-51957-5_6.

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Actas de conferencias sobre el tema "Inclusion management"

Köhler, Henning y Sebastian Link. "Inclusion Dependencies Reloaded". En CIKM'15: 24th ACM International Conference on Information and Knowledge Management. New York, NY, USA: ACM, 2015. http://dx.doi.org/10.1145/2806416.2806539.

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Dürsch, Falco, Axel Stebner, Fabian Windheuser, Maxi Fischer, Tim Friedrich, Nils Strelow, Tobias Bleifuß et al. "Inclusion Dependency Discovery". En CIKM '19: The 28th ACM International Conference on Information and Knowledge Management. New York, NY, USA: ACM, 2019. http://dx.doi.org/10.1145/3357384.3357916.

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Julianti, Eva, Mulyana Mulyana y Heni Widyaningsih. "Physical Education Classroom Management and Social Inclusion". En 4th International Conference on Sport Science, Health, and Physical Education (ICSSHPE 2019). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/ahsr.k.200214.002.

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"FINANCIAL INCLUSION POLICY IN INDIA". En International Conference on Research in Business management & Information Technology. ELK ASIA PACIFIC JOURNAL, 2015. http://dx.doi.org/10.16962/elkapj/si.bm.icrbit-2015.29.

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Shaabani, Nuhad y Christoph Meinel. "Incremental Discovery of Inclusion Dependencies". En SSDBM '17: 29th International Conference on Scientific and Statistical Database Management. New York, NY, USA: ACM, 2017. http://dx.doi.org/10.1145/3085504.3085506.

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Arifin, Agus Zainul, Mr Yanuar y Ni Nyoman Sawitri. "Financial inclusion on small medium enterprise". En Proceedings of the 16th International Symposium on Management (INSYMA 2019). Paris, France: Atlantis Press, 2019. http://dx.doi.org/10.2991/insyma-19.2019.6.

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Carrano, Ricardo Campanha, Raphael Ruiz Martins y Luiz Claudio Schara Magalhaes. "The RUCA Project and Digital Inclusion". En 2007 Latin American Network Operations and Management Symposium, LANOMS 2007. IEEE, 2007. http://dx.doi.org/10.1109/lanoms.2007.4362458.

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Aljković Kadrić, Suada, Admir Muratović y Ibro Skenderović. "PERCEPTION OF TEACHERS AND EDUCATORS ABOUT THE APPLICATION OF INCLUSION IN SCHOOLS AND KINDERGARTENS". En 5th International Scientific Conference – EMAN 2021 – Economics and Management: How to Cope With Disrupted Times. Association of Economists and Managers of the Balkans, Belgrade, Serbia, 2021. http://dx.doi.org/10.31410/eman.2021.485.

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A large number of laws and policies that guarantee all children (regardless of differences and specifics) the right to quality education and equal opportunities for development have been adopted to bring the education system in line with European standards. One of these projects is inclusive education. Inclusive education means that schools and kindergartens should accept all children regardless of their physical, intellectual, social, emotional, linguistic and other characteristics. Teachers and educators in schools and kindergartens should nurture an inclusive culture and by their behavior provide examples and models of implementing inclusion in groups. The paper presents the attitudes of teachers and educators on the application of inclusion, which clearly shows their similarities and differences.

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"An implication of Financial Inclusion under Indian Banks". En International Conference on Arts, Economics and Management. International Centre of Economics, Humanities and Management, 2014. http://dx.doi.org/10.15242/icehm.ed0314081.

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M.N., Nuryasman y Vincent. "Impact of Financial Literacy on Financial Inclusion". En International Conference on Entrepreneurship and Business Management (ICEBM) Untar. SCITEPRESS - Science and Technology Publications, 2018. http://dx.doi.org/10.5220/0008487600260031.

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Informes sobre el tema "Inclusion management"

Treadwell, Jonathan R., Mingche Wu y Amy Y. Tsou. Management of Infantile Epilepsies. Agency for Healthcare Research and Quality (AHRQ), octubre de 2022. http://dx.doi.org/10.23970/ahrqepccer252.

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Objectives. Uncontrolled seizures in children 1 to 36 months old have serious short-term health risks and may be associated with substantial developmental, behavioral, and psychological impairments. We evaluated the effectiveness, comparative effectiveness, and harms of pharmacologic, dietary, surgical, neuromodulation, and gene therapy treatments for infantile epilepsies. Data sources. We searched Embase®, MEDLINE®, PubMed®, the Cochrane Library, and gray literature for studies published from January 1, 1999, to August 19, 2021. Review methods. Using standard Evidence-based Practice Center methods, we refined the scope and applied a priori inclusion criteria to the >10,000 articles identified. We ordered full text of any pediatric epilepsy articles to determine if they reported any data on those age 1 month to <36 months. We extracted key information from each included study, rated risk of bias, and rated the strength of evidence. We summarized the studies and outcomes narratively. Results. Forty-one studies (44 articles) met inclusion criteria. For pharmacotherapy, levetiracetam may cause seizure freedom in some patients (strength of evidence [SOE]: low), but data on other medications (topiramate, lamotrigine, phenytoin, vigabatrin, rufinamide, stiripentol) were insufficient to permit conclusions. Both ketogenic diet and the modified Atkins diet may reduce seizure frequency (SOE: low for both). In addition, the ketogenic diet may cause seizure freedom in some infants (SOE: low) and may be more likely than the modified Atkins diet to reduce seizure frequency (SOE: low). Both hemispherectomy/hemispherotomy and non-hemispheric surgical procedures may cause seizure freedom in some infants (SOE: low for both), but the precise proportion is too variable to estimate. For three medications (levetiracetam, topiramate, and lamotrigine), adverse effects may rarely be severe enough to warrant discontinuation (SOE: low). For topiramate, non-severe adverse effects include loss of appetite and upper respiratory tract infection (SOE: moderate). Harms of diets were sparsely reported. For surgical interventions, surgical mortality is rare for functional hemispherectomy/hemispherotomy and non-hemispheric procedures (SOE: low), but evidence was insufficient to permit quantitative estimates of mortality or morbidity risk. Hydrocephalus requiring shunt placement after multilobar, lobar, or focal resection is uncommon (SOE: low). No studies assessed neuromodulation or gene therapy. Conclusions. Levetiracetam, ketogenic diet, modified Atkins diet, and surgery all appear to be effective for some infants. However, the strength of the evidence is low for all of these modalities due to lack of control groups, low patient enrollment, and inconsistent reporting. Future studies should compare different pharmacologic treatments and compare pharmacotherapy with dietary therapy. Critical outcomes underrepresented in the literature include quality of life, sleep outcomes, and long-term development.

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Terrón-Caro, María Teresa, Rocio Cárdenas-Rodríguez, Fabiola Ortega-de-Mora, Kassia Aleksic, Sofia Bergano, Patience Biligha, Tiziana Chiappelli et al. Policy Recommendations ebook. Migrations, Gender and Inclusion from an International Perspective. Voices of Immigrant Women, julio de 2022. http://dx.doi.org/10.46661/rio.20220727_1.

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This publication is the third product of the Erasmus + Project entitled Voices of Immigrant Women (Project Number: 2020-1-ES01-KA203-082364). This product is based on a set of policy recommendations that provides practical guidance on intervention proposals to those with political responsibilities in governance on migration management and policies for integration and social inclusion, as well as to policy makers in the governance of training in Higher Education (University) at all levels. This is intended to promote the development of practical strategies that allow overcoming the obstacles encountered by migrant women during the integration process, favoring the construction of institutions, administrations and, ultimately, more inclusive societies. The content presented in this book proposes recommendations and intervention proposals oriented to practice to: - Improve Higher Education study plans by promoting the training of students as future active protagonists who are aware of social interventions. This will promote equity, diversity and the integration of migrant women. - Strengthen cooperation and creation of networks between academic organizations, the third sector and public administrations that are responsible for promoting the integration and inclusion of migrant women. - Promote dialogue and the exchange of knowledge to, firstly, raise awareness of human mobility and gender in Europe and, secondly, promote the participation and social, labor and civic integration of the migrant population. All this is developed through 4 areas in which this book is articulated. The first area entitled "Migrant women needs and successful integration interventions"; the second area entitled "Promoting University students awareness and civic and social responsibility towards migrant women integration"; the third area entitled "Cooperation between Higher Education institutions and third sector"; the fourth and last area, entitled "Inclusive Higher Education".

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Salama, Hana y Emma Bjertén-Günther. Women Managing Weapons: Perspectives for Increasing Women’s Participation in Weapons and Ammunition Management. United Nations Institute for Disarmament Research, julio de 2021. http://dx.doi.org/10.37559/gen.

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This report explores women’s participation in the field of weapons and ammunition management, particularly their lived experiences in WAM technical roles, such as stockpile managers, armourers, ammunition and technical experts, explosive ordnance disposal specialist. The purpose is to unpack the challenges faced by these women and identify good practices for further inclusion of women in WAM. It also provides ideas for states, international organizations and disarmament stakeholders to improve gender diversity in implementation of arms control commitments, such as the UN PoA and its relevant instruments.

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Krishnamurthy, Ranjani, Gayathri Sarangan, Abhilaasha Nagarajan, Reeba Devaraj, Rajesh Ramamoorthy, Blessy Oviya y Nandini Natarajan. Gender and Social Inclusion Across the Sanitation Chain in Tamil Nadu – Assessment and Strategy. Indian Institute for Human Settlements, 2019. http://dx.doi.org/10.24943/gsiatnas10.2019.

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The Government of Tamil Nadu (GoTN) has prioritised the full sanitation chain, including the strengthening of septage management as an economical and sustainable complement to networkbased sewerage systems. The Bill and Melinda Gates Foundation (BMGF) is supporting the GoTN to achieve the Sanitation Mission of Tamil Nadu through the Tamil Nadu Urban Sanitation Support Programme (TNUSSP). TNUSSP Phase I (2015-2018) was designed to support GoTN and selected cities in making improvements along the entire urban sanitation chain. In the second phase (2018– 2020), TNUSSP seeks to go one step further and integrate a gender and social inclusion (GSI) perspective within its interventions at two sites – the city of Tiruchirappalli (Trichy), and the two town panchayats (TPs) of Periyanaicken-Palayam (PNP) and Narasimhanaicken-Palayam (NNP) in Coimbatore district – along the urban sanitation cycle and in its support provided at the State level.

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UNIDIR’s new study Women Managing Weapons: Perspectives for Increasing Women’s Participation in Weapons and Ammunition Management seeks to fill this gap by exploring women’s participation in the field of weapons and ammunition management, particularly their lived experiences in WAM technical roles, such as stockpile managers, armourers, ammunition and technical experts, explosive ordnance disposal specialist. The purpose is to unpack the challenges faced by these women and identify good practices for further inclusion of women in WAM. It also provides ideas for states, international organizations and disarmament stakeholders to improve gender diversity in implementation of arms control commitments, such as the UN PoA and its relevant instruments.

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Burger, Philippe, Chris Callaghan, Margaret Chitiga-Mabugu, David Coldwell, Rangan Gupta, Roula Inglesi-Lotz, Habofanwe Koloba et al. Report on Grouped Peer Review of Scholarly Journals in Economics and Business Management. Academy of Science of South Africa (ASSAf), 2022. http://dx.doi.org/10.17159/assaf.2022/0079.

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The peer review report titled 'Report on Grouped Peer Review of Scholarly Journals in Economics and Business Management' is the 13th in a series of discipline-grouped evaluations of South African scholarly journals. This is part of a scholarly assurance process initiated by the Academy of Science of South Africa (ASSAf). The process is centered on multi-perspective, discipline-based evaluation panels appointed by the Academy Council on the recommendation of the Academy’s Committee on Scholarly Publishing in South Africa (CSPiSA). This detailed report presents the peer review panel’s consolidated consensus reports on each journal and provides the panel’s recommendations in respect of DHET accreditation, inclusion on the SciELO SA platform and suggestions for improvement in general. The main purpose of the ASSAf review process for journals is to improve the scholarly publication in the country that is consonant with traditional scholarly practices.

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Macura, Biljana, Sarah Dickin, Carla Liera, Adriana Soto, Karin Hannes y Laura del Duca. Gender equality and social inclusion in WASH interventions: policy and practice insights from a systematic mapping exercise. Centre for Excellence and Development Impact and Learning (CEDIL), enero de 2022. http://dx.doi.org/10.51744/ceb5.

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Poor access to water, sanitation, and hygiene services threatens public health and contributes to a range of gender and social inequalities. Despite the disproportionate impacts of poor WASH, women and marginalised groups often have less say in the delivery and management of these services. Recognition of these inequalities has translated into growing attention to gender equality and social inclusion (GESI) mainstreaming in WASH programmes, thought to contribute to both more sustainable WASH services as well as to gender equality and women’s empowerment as a stand-alone goal. However, despite the potential contribution of WASH to achieving gender equality and social justice, WASH interventions are often evaluated using a narrow range of health outcomes, such as diarrhoea and child growth. This evidence brief provides policy-relevant insights from a comprehensive mapping of evidence of GESI outcomes related to WASH interventions.

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Keating, Louise, Ailish Malone Name, Maire-Brid Casey, Ciaran Bolger, Dara Meldrum y Catherine Doody. Conservative Primary Care Management for Recent Onset Cervical Radiculopathy – a Systematic Review & Meta-analysis Protocol. INPLASY - International Platform of Registered Systematic Review and Meta-analysis Protocols, febrero de 2022. http://dx.doi.org/10.37766/inplasy2022.2.0047.

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Review question / Objective: To investigate the effectiveness of conservative management available in primary care for adults with recent onset (less than 12 weeks) cervical radiculopathy. Conservative management will be compared to any available comparator i.e. no treatment, placebo or any treatment. Eligibility criteria: Inclusion criteria – trials (as defined in item 15) investigating any conservative management (e.g. exercise, advice, manual therapy, traction, acupuncture, pharmacology etc), involving adults with single level CR (as defined in item 10) of any aetiology, with symptom duration of 12 weeks or less, and including 1 or more of the following outcomes i.e. pain, disability, overall improvement or satisfaction with intervention, quality of life or participation restriction. Exclusion criteria – full text not available, not a randomised controlled trial, trials not involving CR (e.g. cervicobrachial pain, neck pain only), trials involving chronic CR, multilevel or bilateral CR (polyradiculopathy) or radiculomyelopathy, major or systemic pathology, post-surgery interventions, trials of surgery or spinal injection only, or involving a paediatric population or not in English language.

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McGregor, Lisa, Sarah Frazer y Derick Brinkerhoff. Thinking and Working Politically: Lessons from Diverse and Inclusive Applied Political Economy Analysis. RTI Press, abril de 2020. http://dx.doi.org/10.3768/rtipress.2020.rr.0038.2004.

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Political economy analysis (PEA) has emerged as a valuable approach for assessing context and the local systems where international development actors seek to intervene. PEA approaches and tools have grown and adapted over the last 40 years through innovations by donor agencies and practitioners. Our analysis of nine PEAs reveals the following findings: PEAs can make positive contributions to technical interventions; engaging project staff in PEAs increases the likelihood that they will be open to a thinking and working politically mindset and approach; inclusion of gender equity and social inclusion (GESI) in PEAs helps to uncover and address hidden power dynamics; and explicitly connecting PEA findings to project implementation facilitates adaptive management. Implementation lessons learned include careful consideration of logistics, timing, and team members. Our experience and research suggest applied PEAs provide valuable evidence for strengthening evidence-based, adaptive, international development programming. The findings highlight the promise of PEA as well as the need for ongoing learning and research to address continued challenges.

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Valencia, Oscar M., Jose E. Gomez-Gonzalez y Gustavo A. Sánchez. Debt Affordability in Developed and Emerging Market Economies: The Role of Fiscal Rules. Inter-American Development Bank, mayo de 2022. http://dx.doi.org/10.18235/0004267.

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This paper studies the effect of fiscal rules on debt affordability in a large set of developed and emerging market economies, using a panel data model which allows the inclusion of weakly exogenous regressors, and which deals appropriately with cross-sectional dependence. The results show a positive and significant effect of fiscal rule implementation on public debt affordability which is robust to various model specifications. The effect is stronger for emerging market economies which benefit from the implementation of any fiscal rule. In contrast, developed countries benefit only from high-quality fiscal rules. The findings have important policy implications for fiscal management, especially in emerging market economies.

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