Suchergebnisse

The work that we are presenting today is not only a legal exploration of current or future possibilities, of difficulties and pitfalls, outrageous oversights. It should also be seen as an indignant protest against the nonchalance of States and the producers of lethal devices, little inclined to acknowledge and assume their responsibilities. It should also be heard as an appeal to organisations and authorities specialised in the accompaniment of victims, particularly legal accompaniment, to take up this issue. Finally, it is a way of saying to victims that their determination is not in vain, that political intent constantly needs pointing in the right direction and that their demands contribute towards this. In December 2004, during the summit for a minefree world in Nairobi, the State parties to the Mine Ban treaty adopted an action plan in which they qualified victim assistance as an "obligation".

The international process underway to develop a political declaration on preventing civilian harm from the use of explosive weapons1 in populated areas is making good progress. Meanwhile, the International Network on Explosive Weapons (INEW) and other national and international organisations are working alongside leading governments to ensure the declaration will be comprehensive and will effectively meet the expectations of those suffering from the consequences of explosive weapons use around the world. Wishing to contribute to the political declaration drafting process, Handicap International, supported by the Irish Department of Foreign Affairs and Trade, launched an initiative with a view to developing a shared understanding of the needs and rights of victims of explosive weapons and proposing recommendations on the provisions on victim assistance to be included in this declaration. Survivors, experts and humanitarian aid workers from countries including Afghanistan, Pakistan, Iraq, Jordan, South Sudan, Bosnia and Herzegovina and Palestine, as well as experts from several INEW member organisations, took part in this initiative. Together, they shared their experience of the reality faced by victims of explosive weapons in populated areas, expressed their aspirations for victim assistance provisions in the future political declaration and exchanged ideas by means of an online consultation and a workshop in Sarajevo. This paper draws on these consultations to make the following recommendations, intended to ensure that the needs and rights of victims of explosive weapons will be adequately addressed in the future political declaration.

La presente investigación sistematiza los referentes teóricos y metodológicos de la educación inclusiva y su incidencia en la formación integral de niñas y niños estudiantes de la educación inicial. Responde a un llamado del Ministerio de Educación de Perú dirigido a realizar propuestas para transformar la práctica del docente desde el programa de maestría cursado en la Universidad San Ignacio de Loyola. La metodología utilizada es cualitativa educacional de tipo aplicada, se vale de los procesos cualitativos y cuantitativos que ayudan a obtener la información, analizarla, interpretarla e identificar las categorías emergentes para proponer la transformación. Se emplean diferentes métodos, técnicas e instrumentos que como parte del diagnóstico de campo permitieron constatar el estado actual del fenómeno investigado en la práctica pedagógica. El estudio aborda los referentes teóricos acerca del enfoque de sistema, el socioformativo, el sociocultural y la didáctica general que le dan rigor científico a la propuesta. Como resultado se propone un modelo educativo que integra, desde la gestión y el liderazgo compartido, un sistema de estímulos conducidos por especialistas en permanente aprendizaje, que se concreta en acciones inclusivas orientadas al trabajo cooperativo y desarrollo temprano de las técnicas de intervención a favor del alumnado. Finalmente, se propicia el fortalecimiento de las habilidades diferentes al reorganizarse las aulas con mayor espacio que facilita la realización de las actividades pedagógicas más creativas y estimulantes. ; The purpose of this research is to suggest a contextualized inclusion model to students with different skills in the kindergarten peruvian education. It was used an educational qualitative methodology of applied type, that consists into systematize the theory and relate it with the educative reality looking for practical solutions. The population sample was conformed by the school's principal, ten teachers, nine education assistants, eight parents and ninety students of the selected educative institution. Different instruments were applied as part of the field's diagnosis that allowed to check the present situation of the educative phenomenon, taking into account the analysis of a data reduction and the organization of the information´s categorization. The main findings about the emergent categories were related with the process of inclusive management, teacher's performance and students' behaviour. Through the contextualized model it is first concluded that the management promotes the inclusive education, second, that it will be part of the institutional educative politics expressed in the management's documents and the strategic alignment of the educative community, third, the consolidation of the teacher's performance regarding of the different skills' students, implies a necessary professional renewal and finally, the new environments of the working-sectors enable the full development of the student, through the cooperative work.

This study of reform policy focused on inclusive education in the 1990s in the state of Georgia, United States of America. Program modifications including, individualizing instructional methods, adapting the instructional environment, and lowering maximum class size emerged as significant issues. We found that policies related to these areas were compounded by the less experienced educators not readily accepting change strategies for serving students. Apparently younger educators are engrossed in surviving daily routine and have difficulty coping with the complex demands of change. Regular education teachers have difficulty with the idea of inclusion. Legal aspects dealing inclusion need clarification, especially for regular education teachers.

Foreword -- Rohini Anand, Ph. D., Senior VP Corporate Responsibility & Global Chief Diversity Officer, SodexoIntroduction -- Isabelle Pujol, Founder and Director of PluribusGenesis of Pluribus -- Isabelle PujolDiversity & Inclusion, a catalyst for the evolution of organizations -- Magda BarcelóHeart, head and hands -- Cécile Pernette MassonGender balance: it starts from within -- Burcu YalmanCuriosity, culture and inclusion -- Kingsley WeberBaby Boomers, X, Y and Z Generations, together change agents in the workplace? -- Stéphanie LéonardDrive innovation through more inclusive employee engagement -- Daniel StaneMoving abroad and the potential impact on myself and my family -- Alan de BruyneThe Pluribus working model -- Jean-Marc PujolAll on the same page -- Elizabeth AuzanSometimes our major obstacles are just inside us, and we are blind to their existence -- Marcelo AgoltiDropDrop Network -- Joanne NihomEmbracing gender equality in the workplace -- Laura Bacci GarrigaSpecial thanks toTestimonials

Community Initiatives are one part of implementing European Employment Strategy in the European Union's member countries. By the example of the EQUAL-Project "INCLUSION - Integration-Network for Migrants in the Federal State of Brandenburg", this article critically examines what results such projects can achieve. Following ADAPT and EMPLOYMENT, the initiative EQUAL started in 2001 with the stated mission to promote social integration in working life through fighting against discrimination and exclusion.

ABSTRACTThis contribution critically assesses financial inclusion as an intervention in the development space. It examines the turn from microfinance to financial inclusion, with the introduction of new actors and practices; new ideas and ideologies; new theories of change; and new expectations toward clients. It then considers three key issues and contests the arguments made by proponents of financial inclusion about them: first, the argument that financial inclusion facilitates broader development outcomes; second, the claim that poor people gain poverty alleviation through financial inclusion; and third, the suggestion that financial inclusion is good business. In all three areas, the author highlights shortcomings in the evidence base and argues that high expectations of financial inclusion serving as a core pro‐poor, private‐sector led development intervention lack justification. Rather, financial inclusion should be recognized as a contested and contestable enterprise.