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Artykuły w czasopismach na temat "Social inclusion"
Marsela, Robo. "Social inclusion and inclusive education". Academicus International Scientific Journal 10 (lipiec 2014): 181–91. http://dx.doi.org/10.7336/academicus.2014.10.12.
Pełny tekst źródłaGarcía Donato, Andrea. "Sostenibilidad e inclusión social (Sustainability and Social Inclusion)". Inclusión & Desarrollo 2, nr 1 (17.12.2014): 20–25. http://dx.doi.org/10.26620/uniminuto.inclusion.2.1.2015.20-25.
Pełny tekst źródłaSandoval, Benjamin. "Inclusion in what? Conceptualizing social inclusion". Ehquidad Revista Internacional de Políticas de Bienestar y Trabajo Social, nr 5 (31.01.2016): 71–108. http://dx.doi.org/10.15257/ehquidad.2016.0003.
Pełny tekst źródłaJosefsberg, Sarah, i Mark Bertram. "Social Inclusion". Social Work and Social Sciences Review 14, nr 3 (1.01.2010): 37–49. http://dx.doi.org/10.1921/095352211x623191.
Pełny tekst źródłaMitchell, Duncan. "Social inclusion". Learning Disability Practice 9, nr 9 (listopad 2006): 26. http://dx.doi.org/10.7748/ldp.9.9.26.s24.
Pełny tekst źródłaPodnieks, Elizabeth. "Social Inclusion". Journal of Gerontological Social Work 46, nr 3-4 (18.07.2006): 57–79. http://dx.doi.org/10.1300/j083v46n03_04.
Pełny tekst źródłaJodhka, Surinder S. "Social Inclusion". Indian Journal of Human Development 7, nr 2 (lipiec 2013): 328–29. http://dx.doi.org/10.1177/0973703020130209.
Pełny tekst źródłaThompson, Kenneth S., i Michael Rowe. "Social Inclusion". Psychiatric Services 61, nr 8 (sierpień 2010): 735. http://dx.doi.org/10.1176/ps.2010.61.8.735.
Pełny tekst źródłaJosefsberg, Sarah, i Mark Bertram. "Social Inclusion". Social Work and Social Sciences Review 14, nr 3 (20.12.2012): 37–49. http://dx.doi.org/10.1921/swssr.v14i3.504.
Pełny tekst źródłaMINNI, K. T, MINNI, K. T., i DR M. SREEDEVI XAVIER. "Geriatric: Social Inclusion and Development". International Journal of Scientific Research 2, nr 3 (1.06.2012): 385–87. http://dx.doi.org/10.15373/22778179/mar2013/127.
Pełny tekst źródłaRozprawy doktorskie na temat "Social inclusion"
Martinson, Lina. "Mutual benefit : Rethinking social inclusion". Doctoral thesis, Stockholm, 2005. http://urn.kb.se/resolve?urn=urn:nbn:se:kth:diva-135.
Pełny tekst źródłaFitzgibbon, James Thomas. "Social inclusion and its promotion". Thesis, University of Warwick, 2005. http://wrap.warwick.ac.uk/2456/.
Pełny tekst źródłaBettin, Sílvia Ana Crochemore. "Política institucional de educação inclusiva de adultos com deficiência no Instituto Federal de Educação, Ciência e Tecnologia Sul-Riograndense/Campus pelotas". Universidade Catolica de Pelotas, 2009. http://tede.ucpel.edu.br:8080/jspui/handle/tede/305.
Pełny tekst źródłaThe last two decades of the XX century constituted in space-time of intense discussions and initiatives on social inclusion/school, which allowed the emergence of numerous public policies and legislation concerning. How centrality of these movements, was the question of the fundamental rights guaranteed to all human beings, without any form of discrimination or prejudice. Consequently, emerged in that context of multiple claims, the focus on the right to education, and among their perspectives, the inclusion of people with disabilities. This has been a theme that swells due to its complexity, requiring the creation of a new social-scientific paradigm, able to overcome the hegemony of the medical paradigm and explain disability as a result of numerous factors, among which those of social origin. Presents itself, so the school inclusion of students with disabilities, even in the XXI century, as a major challenge for society and educational systems. Based on these considerations, we performed a case study, intending to set up the process of inclusion of students with disabilities occurs at the Federal Institute of Education, Science and Technology of Rio Grande do Sul IFSul/campus Pelotas. The research was characterized as qualitative. We used document analysis and semi-structured interviews for data collection, involving students with disabilities, teachers, course coordinators and coordinators covering courses in Technical Education Middle Level, forms Integrated Concurrent and Subsequent. The data were organized into seven categories of analysis: 1) school inclusion of students with disabilities from the perspective of specific legislation, 2) concepts of social inclusion and school enrollment; 3) educational and legal contributions Policy Educational Inclusion of students with disabilities and 4) policy of inclusion of students with disabilities in IFSul; 5) school inclusion: educational process; 6) school inclusion: tutoring; 7) the process of inclusion of students with disabilities in IFSul. With this work, it was intended to reveal the reality of an inclusive school, knowing the process of school inclusion in its possibilities and limitations, as well as indicate prospects for further research on the subject in focus. It was concluded that the movement for inclusive education shows itself as a political, cultural, social and educational, triggered in defense of the fundamental right to education. This movement is subsidized in assumptions or inclusivist social paradigm, which combines equality and difference as inseparable values, reaffirming the constitutional provision, or to promote the good of all, without any form of prejudice. It was found that the IFSul been promoting educational inclusion of students with disabilities in a systematic way, making use of available legal and educational contributions to the planning and implementation of this process, which is set for significant advances, along with numerous difficulties and challenges
As duas últimas décadas do século XX constituíram-se em tempo-espaço de intensas reflexões e iniciativas acerca da inclusão social/escolar, o que permitiu o surgimento de inúmeras políticas públicas e de legislação concernente. Como centralidade desses movimentos, encontrava-se a questão relativa à garantia dos direitos fundamentais a todos os seres humanos, sem qualquer forma de discriminação ou preconceito. Consequentemente emergiu, naquele contexto de múltiplas reivindicações, o enfoque relativo ao direito à educação e, dentre suas perspectivas, a inclusão escolar de pessoas com deficiência. Esse tem sido um tema que se avoluma por sua complexidade, exigindo a constituição de um novo paradigma sociocientífico, capaz de superar a hegemonia do paradigma médico e de explicar a deficiência como resultante de inúmeros fatores, dentre os quais aqueles de origem social. Apresenta-se, assim, a inclusão escolar de alunos com deficiência, ainda no século XXI, como um imenso desafio para a sociedade e para os sistemas educacionais. Com base nessas considerações, realizou-se um estudo de caso, intentando configurar o processo de inclusão de alunos com deficiência que ocorre no Instituto Federal de Educação, Ciência e Tecnologia Sul-rio-grandense IFSul/campus Pelotas. A pesquisa realizada caracterizou-se como qualitativa. Utilizou-se a análise documental e a entrevista semiestruturada para a coleta de dados, envolvendo alunos com deficiência, professores, coordenadores de cursos e coordenadores pedagógicos, abrangendo os cursos de Ensino Técnico de Nível Médio, nas formas Integrado, Concomitante e Subsequente. Os dados obtidos foram organizados em sete categorias de análise: 1) inclusão escolar de alunos com deficiência na perspectiva da legislação específica; 2) conceitos de inclusão social e inclusão escolar; 3) aportes educativos e legais da Política de Inclusão Educativa de alunos com deficiência; 4) política de inclusão de alunos com deficiência no IFSul; 5) inclusão escolar: processo pedagógico; 6) inclusão escolar: orientação pedagógica; 7) processo de inclusão de alunos com deficiência no IFSul. Com a realização deste trabalho, pretendeu-se desvelar a realidade de uma escola inclusiva, conhecendo o processo de inclusão escolar em suas possibilidades e limitações, assim como indicar perspectivas de continuidade de pesquisas sobre o tema em foco. Concluiuse que o movimento pela educação inclusiva mostra-se como uma ação política, cultural, social e pedagógica, desencadeada em defesa do direito fundamental à educação. Esse movimento está subsidiado nos pressupostos do paradigma social ou inclusivista, o qual conjuga igualdade e diferença como valores indissociáveis, reafirmando o preceito constitucional, ou seja, o de promover o bem de todos, sem qualquer forma de preconceito. Constatou-se que o IFSul vem promovendo a inclusão escolar de alunos com deficiência de forma sistemática, valendo-se de aportes educacionais e legais disponíveis para o planejamento e implementação desse processo, o qual se configura por avanços significativos, a par de inúmeras dificuldades e grandes desafios
Hall, Carmen L. "Beyond Physical Inclusion| Teaching Skills in the Community to Enhance Social Inclusion". Thesis, Saybrook University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10287778.
Pełny tekst źródłaAlong with the deinstitutionalization movement, supports for persons with Intellectual Disabilities (ID) have shifted to promotion of person-centered supports inclusive in the community. Although successes have occurred regarding physical inclusion, skill building and social inclusion have not fared as well for those with more significant disabilities. This study evaluated a 5-week intensive, behavioral, specialized training and skill-building program for transition-age youth and emerging adults with more significant intellectual disabilities in a community college setting that utilized Applied Behavior Analysis (ABA) and Positive Behavior Support (PBS) strategies. Eighteen persons with significant IDs participated in the study in a mixed methodology research design. Through voluntary sampling, eight participants received the intervention first, in Group 1, and ten participants received the intervention second, in Group 2, through a quantitative switching replications design. Results were analyzed with a sequential explanatory approach for mixed methodology research. The results demonstrated a statistically significant increase when participants were in the intervention group, as compared to acting as the control group, on the Verbal Behavior Milestones Assessment and Program Plan (VB-MAPP), which measures social and communication skills. A similar pattern was trending towards significance on the Assessment of Functional Living Skills (AFLS). No statistically significant difference occurred on the Adaptive Behavior Assessment System (ABAS-3). Subscales on the San Martin Scale (SMS) for Quality of Life demonstrated statistically significant interaction effects for five of six subscales, when individuals were in the intervention group, but the treatment gains did not maintain after the intervention ended. The multiple-probe across-behaviors design demonstrated that participants were able to gain one to three skills while in the intervention, but, again, little carry-over effect was found on skills in baseline until the skill teaching was implemented. Further analysis demonstrated high satisfaction on the part of caregivers. Qualitative focus groups demonstrated a significant dichotomy between Theme 1, Fitting into a System, which did not meet individual needs, and Theme 3, Learning is Meaningful, which described successes and skill increases from the intervention as seen by caregivers. Results provided evidence that a short-term behavioral intervention can be effective in increasing skills, demonstrating satisfaction, and improving quality of life, combining a focus on behavior with one deriving from the disability rights movement.
Bulger, Morgan Alexandra. "Toward a Theory of Social Inclusion: The design and practice of social inclusion in mixed-income communities". Case Western Reserve University School of Graduate Studies / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=case1531151650737104.
Pełny tekst źródłaSantos, Francisco Domingos dos. "A formação de educadores sociais como estratégia para a promoção da inclusão social por meio da inclusão digital". Universidade do Vale do Rio dos Sinos, 2008. http://www.repositorio.jesuita.org.br/handle/UNISINOS/3254.
Pełny tekst źródłaMade available in DSpace on 2015-04-06T19:47:35Z (GMT). No. of bitstreams: 1 formacao_educadores.pdf: 2687479 bytes, checksum: ac9ee647d295a542af8d99a8bcbd5deb (MD5) Previous issue date: 2008-03
FORD - Programa Internacional de Bolsas de Pós-Graduação da Fundação Ford
A pesquisa desenvolvida se insere no contexto da linha de pesquisa: Práticas Pedagógicas e Formação do Educador, do Programa de Pós-Graduação em Educação da Universidade do Vale do Rio dos Sinos - UNISINOS e vincula-se ao Grupo de Pesquisa em Educação Digital - GP e-du UNISINOS/CNPq. Tem como objetivo compreender, a partir da análise de documentos do Programa Estação Digital da Fundação Banco do Brasil, referentes à formação dos educadores que atuam naquele programa, se a formação que é proporcionada a eles possibilita um entendimento capaz de fazer da mediação uma estratégia de inclusão social por meio da inclusão digital. Com esse intento, a investigação discute os conceitos: Educador Social, Inclusão - digital e social, Exclusão - digital e social, formação do Educador Social, mediação, dentre outros. A análise desses conceitos, assim como a sistematização de alguns deles na perspectiva da pesquisa se fez possível por meio do diálogo com teóricos como: SANTOS (2005), LÉVY (2005), SILVEIRA (2001, 2004), CASTEL (2004), SAWAIA (2004), LOPES (2006), MARTINS (1997), CASTELLS (2005), SCHWARTZ (2000), BONILLA (2004), FREIRE, (2000, 2003, 2005, 2006), BECKER (2005), PORCHER (2003), TEDESCO (2004), FERNANDES (2004), MARTINEZ (2004), RIOS (2002), LEIVAS (2001) e STRECK (2003, 2007). A pesquisa é de natureza exploratória e envolve a análise qualitativa de dados por meio de um estudo de caso. Utiliza-se análise documental, dos documentos da formação de educadores sociais do programa Estação Digital e entrevistas semi-estruturadas com diferentes sujeitos: especialistas brasileiros e portugueses que atuam na área de educação e tecnologias digitais, educadores do programa Estação Digital da unidade Giga Comunidade (unidade de análise desta investigação) e educandos da mesma unidade. Como resultados significativos podem-se destacar: a constatação de que o conceito inclusão digital vai muito além do simples acesso as Tecnologias Digitais Emergentes (TDEs), no entanto, este conceito necessita de uma melhor apropriação e reflexão teórica; a compreensão de que o conceito "Educador Social" deve ser entendido como o Educador Progressista (FREIRE, 2000) e que nesse contexto a formação deste educador não pode acontecer de forma "aligeirada", sem o devido cuidado e aprofundamento teórico pautado pela análise crítica da realidade sócio-política-cultural dos sujeitos envolvidos. E, ainda a clareza quanto a importância da mediação ser realizada de acordo com as características do Educador Progressista, de forma que propicie um entendimento da mediação enquanto estratégia de inclusão social por meio da inclusão digital.
The developed research was carried out in the context of the research line: Pedagogical Practices and Formation of the Educator of the Post-Graduation Program in Education of Universidade do Vale do Rio dos Sinos - UNISINOS which is linked to the Research Group in Digital Education − GP e-du UNISINOS/CNPq. It aims to understand, from the analysis of data of the Digital Station Program of Banco do Brasil Foundation, regarding the formation of the educators who work for such program, whether the formation given enables an understanding capable of making the mediation a strategy of social inclusion by means of digital inclusion. With this aim, the research discusses the concepts: Social Educator, Inclusion - digital and social, Exclusion - digital and social, formation of the Social Educator, mediation, among others. The analysis of these concepts, as well as the systematization of some of them in the perspective of the research was possible by means of the dialog with theoreticians such as: SANTOS (2005), LÉVY (2005), SILVEIRA (2001, 2004), CASTEL (2004), SAWAIA (2004), LOPES (2006), MARTINS (1997), CASTELLS (2005), SCHWARTZ (2000), BONILLA (2004), FREIRE, (2000, 2003, 2005, 2006), BECKER (2005), PORCHER (2003), TEDESCO (2004), FERNANDES (2004), MARTINEZ (2004), RIOS (2002), LEIVAS (2001) and STRECK (2003, 2007). The research has an exploratory nature and involves the qualitative analysis of the data by means of a case study. Documental analysis has been used of the documents of formation of social educators of the Digital Station Program and semi-structured interviews with different subjects: Brazilian and Portuguese experts who work in the area of education and digital technologies, educators of the Digital Station Program of the Giga Community unit (unit of analysis of this research) and students of such unit. It can be highlighted as expressive results: the conclusion that the concept digital inclusion goes beyond the simple access to Emerging Digital Technologies (EDTs), however, this concept needs a better appropriation and theoretical reflection; the comprehension that the concept "Social Educator" shall be understood as a Progressist Educator (FREIRE, 2000) and that in this context the formation of this educator shall not happen in a "speed up" way without due care and theoretical profound study ruled by critical analysis of cultural, political and social reality of the subjects involved. Besides the clarity regarding the importance of mediation be done according to the characteristics of the Progressist Educator, as to propitiate an understanding of the mediation while strategy of social inclusion by means of digital inclusion.
Anderek, Åsa, i Tania Magnusson. "Inkludering/inclusion". Thesis, Malmö högskola, Fakulteten för lärande och samhälle (LS), 2017. http://urn.kb.se/resolve?urn=urn:nbn:se:mau:diva-28933.
Pełny tekst źródłaWitcher, Sally A. "Diversity and social inclusion : a theoretical framework". Thesis, University of Edinburgh, 2006. http://hdl.handle.net/1842/25328.
Pełny tekst źródłaArmstrong, Kenneth A. "Governing social inclusion : Europeanization through policy coordination". Thesis, University of Glasgow, 2010. http://theses.gla.ac.uk/3109/.
Pełny tekst źródłaJane, 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.
Pełny tekst źródłaKsiążki na temat "Social inclusion"
(Firm), Democratic Dialogue, red. Social exclusion, social inclusion. Belfast: Democratic Dialogue, 1995.
Znajdź pełny tekst źródłaSheppard, Diane. Social inclusion strategy. [Sheffield]: Manor and Castle Development Trust, 2000.
Znajdź pełny tekst źródłaKummitha, Rama Krishna Reddy. Social Entrepreneurship and Social Inclusion. Singapore: Springer Singapore, 2017. http://dx.doi.org/10.1007/978-981-10-1615-8.
Pełny tekst źródłaLiamputtong, Pranee, red. Handbook of Social Inclusion. Cham: Springer International Publishing, 2020. http://dx.doi.org/10.1007/978-3-030-48277-0.
Pełny tekst źródłaLewis, Nia. Social inclusion: Europe's strategy. [Brussels]: Wales European Centre, 2001.
Znajdź pełny tekst źródłaOdena, Oscar. Music and Social Inclusion. London: Routledge, 2022. http://dx.doi.org/10.4324/9781003188667.
Pełny tekst źródłaEngland, Sport, red. Sport and social inclusion. London: Sport England, 2002.
Znajdź pełny tekst źródła1958-, COLLEY HELEN. Mentoring for Social Inclusion. London: Taylor & Francis Inc, 2002.
Znajdź pełny tekst źródłaeditor, Makavāṇā Manubhāī Eca, red. Social inclusion and development. Jaipur: Rawat Publications, 2018.
Znajdź pełny tekst źródłaTed, Richmond, i Saloojee Anver, red. Social inclusion: Canadian perspectives. Halifax, N.S: Fernwood, 2005.
Znajdź pełny tekst źródłaCzęści książek na temat "Social inclusion"
Fudge Schormans, Ann. "Social Inclusion". W Encyclopedia of Quality of Life and Well-Being Research, 6082–86. Dordrecht: Springer Netherlands, 2014. http://dx.doi.org/10.1007/978-94-007-0753-5_2762.
Pełny tekst źródłaTuck, Angela. "Social Inclusion". W Critical Reflections on the Language of Neoliberalism in Education, 69–77. New York, NY : Routledge, 2021. | Series: Routledge studies in education, neoliberalism, and Marxism: Routledge, 2020. http://dx.doi.org/10.4324/9781003111580-11.
Pełny tekst źródłaSchwenke, Chloe. "Social Inclusion". W Rethinking Transgender Identities, 61–75. London: Routledge, 2022. http://dx.doi.org/10.4324/9781315613703-5.
Pełny tekst źródłaWalker, Alan, i Carol Walker. "Social Inclusion". W Social Quality, 173–97. London: Palgrave Macmillan UK, 2012. http://dx.doi.org/10.1007/978-0-230-36109-6_8.
Pełny tekst źródłaGiugni, Marco, Jasmine Lorenzini, Manlio Cinalli, Christian Lahusen i Simone Baglioni. "Social inclusion". W Young People and Long-Term Unemployment, 76–97. First Edition. | New York : Routledge, 2020. | Series: Youth, young adulthood and society: Routledge, 2020. http://dx.doi.org/10.4324/9781003120421-5.
Pełny tekst źródłaSchormans, Ann Fudge. "Social Inclusion". W Encyclopedia of Quality of Life and Well-Being Research, 6579–82. Cham: Springer International Publishing, 2023. http://dx.doi.org/10.1007/978-3-031-17299-1_2762.
Pełny tekst źródłaLord, Catherine. "Facilitating Social Inclusion". W Learning and Cognition in Autism, 221–40. Boston, MA: Springer US, 1995. http://dx.doi.org/10.1007/978-1-4899-1286-2_12.
Pełny tekst źródłaKabakian-Khasholian, Tamar, Rana Saleh, Jihad Makhoul i Fadi El-Jardali. "Sustaining social inclusion". W Sustaining Social Inclusion, 51–64. Abingdon, Oxon ; New York, NY : Routledge, 2020.: Routledge, 2020. http://dx.doi.org/10.4324/9780429397936-5.
Pełny tekst źródłaLambert, Nicky, i Sandra Connell. "Promoting Social Inclusion". W Promoting Recovery in Mental Health Nursing, 49–63. 1 Oliver's Yard, 55 City Road London EC1Y 1SP: SAGE Publications, Inc., 2017. http://dx.doi.org/10.4135/9781473983427.n5.
Pełny tekst źródłaLevitas, Ruth. "Delivering social inclusion". W The Inclusive Society?, 159–77. London: Palgrave Macmillan UK, 2005. http://dx.doi.org/10.1057/9780230511552_9.
Pełny tekst źródłaStreszczenia konferencji na temat "Social inclusion"
Roberson, Jahmeilah, i Bonnie Nardi. "Survival needs and social inclusion". W the 2010 ACM conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1718918.1718993.
Pełny tekst źródłaPorwol, Lukasz, Padraic O'Donoghue, John Breslin, Chris Coughlan i Brendan Mulligan. "Social inclusion and digital divide". W the 6th International Conference. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2463728.2463802.
Pełny tekst źródłaWatson, Paul. "Cloud computing for social inclusion". W the 3rd workshop. New York, New York, USA: ACM Press, 2012. http://dx.doi.org/10.1145/2287036.2287038.
Pełny tekst źródłaYapp, C. "Social inclusion and universal access". W IEE Colloquium on The Impact of Multimedia Services on the Home Environment. IEE, 1996. http://dx.doi.org/10.1049/ic:19960022.
Pełny tekst źródłaEspancho, Lora, Ben Low, Rene Oberortner i Emily Silcox. "79 International nurse wellbeing and social community @GOSH". W GOSH Conference 2022 – Towards inclusion. BMJ Publishing Group Ltd and Royal College of Paediatrics and Child Health, 2023. http://dx.doi.org/10.1136/archdischild-2023-gosh.79.
Pełny tekst źródłaDu, Yunfei. "Enhancing social inclusion of rural libraries". W the 2011 iConference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1940761.1940860.
Pełny tekst źródłaTrauth, Eileen M., i Lee B. Erickson. "Social inclusion in the information economy". W the 2011 iConference. New York, New York, USA: ACM Press, 2011. http://dx.doi.org/10.1145/1940761.1940904.
Pełny tekst źródłade Graaf, Hein. "Social Inclusion through Games and VR". W 2016 8th International Conference on Games and Virtual Worlds for Serious Applications (VS-Games). IEEE, 2016. http://dx.doi.org/10.1109/vs-games.2016.7590366.
Pełny tekst źródłaGaye, Lalya, Atau Tanaka, Ranald Richardson i Kazuhiro Jo. "Social inclusion through the digital economy". W the 9th International Conference. New York, New York, USA: ACM Press, 2010. http://dx.doi.org/10.1145/1810543.1810612.
Pełny tekst źródłaTernovaya, Ludmila Olegovna. "CHALLENGES OF SOCIAL INCLUSION YOUNGER GENERATION". W INTERACTION OF STATE AUTHORITIES AUTHORITIES, LOCAL GOVERNMENT AND EDUCATIONAL ORGANIZATIONS IN THE FIELD OF COUNTERACTION AND PREVENTION OF ASOCIAL PHENOMENA IN THE YOUTH ENVIRONMENT. Bashkir Institute of Social Technologies (branch) of the Academy of Labor and Social Relations, 2023. http://dx.doi.org/10.47598/904354-85-5.2023.119-124.
Pełny tekst źródłaRaporty organizacyjne na temat "Social inclusion"
Thompson, Mary S. ENLACE Social Inclusion Trust Fund: Social Inclusion Survey: Staff Perceptions on Social Inclusion. Inter-American Development Bank, styczeń 2007. http://dx.doi.org/10.18235/0011130.
Pełny tekst źródłaVieira, António. Social Inclusion. Basel, Switzerland: Librello, 2013. http://dx.doi.org/10.12924/librello.si.
Pełny tekst źródłaHedetoft, Ulf Riber. Social Inclusion: Inaugural Editorial. Librello, luty 2013. http://dx.doi.org/10.12924/si2013.01010001.
Pełny tekst źródłaTull, Kerina. Social Inclusion and Immunisation. Institute of Development Studies (IDS), luty 2021. http://dx.doi.org/10.19088/k4d.2021.025.
Pełny tekst źródłaVieira, António. Social Inclusion - Volume 1 (2013) | Issue 1. Basel, Switzerland: Librello, 2013. http://dx.doi.org/10.12924/librello.si2013.0101.
Pełny tekst źródłaNazneen, Sohela, i Maria Fernanda Silva Olivares. Strengthening Women’s Inclusion in Social Accountability Initiatives. Institute of Development Studies (IDS), luty 2021. http://dx.doi.org/10.19088/ids.2021.002.
Pełny tekst źródłaMott, Joanna, Heather Brown, Di Kilsby, Emily Eller i Tshering Choden. Gender Equality and Social Inclusion Self-Assessment Tool. Institute of Development Studies (IDS), kwiecień 2021. http://dx.doi.org/10.19088/slh.2021.016.
Pełny tekst źródłaWoodhall-Melnik, Julia. Overview of Fostering Social Inclusion through Community Housing. Community Housing Canada, lipiec 2021. http://dx.doi.org/10.33802/chc-2021-02.
Pełny tekst źródłaCruz-Saco, Maria Amparo, i Mónika López-Anuarbe. Familism and Social Inclusion: Hispanics in New London, Connecticut. Librello, listopad 2013. http://dx.doi.org/10.12924/si2013.01020113.
Pełny tekst źródłaAlston, Lee, Marcus Melo, Bernardo Mueller i Carlos Pereira. Changing Social Contracts: Beliefs and Dissipative Inclusion in Brazil. Cambridge, MA: National Bureau of Economic Research, grudzień 2012. http://dx.doi.org/10.3386/w18588.
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