An outside-inside view of exclusive practice within an inclusive mainstream school

This article is a reflection on a sabbatical experience in a mainstream school where an inclusive ethos underpinned the curriculum and environmental approaches for all children. The period as Acting Head teacher raised some challenges for me in reconciling inclusion for all children and the exclusive nature of some professional and physical spaces available to the community of adults working in the school. It has highlighted some development opportunities for the senior management of the school and its governing body

Impact Assessments, Poverty and Human Rights: A Case Study Using the Right to the Highest Attainable Standard of Health

UNESCO provided a grant for a short-term project to develop a methodology on human rights and impact assessments, using the right to health as a case study. Professor Paul Hunt and Gillian MacNaughton co-authored this report, which was submitted to UNESCO on 31 May 2006

A Requirement-centric Approach to Web Service Modeling, Discovery, and Selection

Service-Oriented Computing (SOC) has gained considerable popularity for implementing Service-Based Applications (SBAs) in a flexible\ud and effective manner. The basic idea of SOC is to understand users'\ud requirements for SBAs first, and then discover and select relevant\ud services (i.e., that fit closely functional requirements) and offer\ud a high Quality of Service (QoS). Understanding users’ requirements\ud is already achieved by existing requirement engineering approaches\ud (e.g., TROPOS, KAOS, and MAP) which model SBAs in a requirement-driven\ud manner. However, discovering and selecting relevant and high QoS\ud services are still challenging tasks that require time and effort\ud due to the increasing number of available Web services. In this paper,\ud we propose a requirement-centric approach which allows: (i) modeling\ud users’ requirements for SBAs with the MAP formalism and specifying\ud required services using an Intentional Service Model (ISM); (ii)\ud discovering services by querying the Web service search engine Service-Finder\ud and using keywords extracted from the specifications provided by\ud the ISM; and(iii) selecting automatically relevant and high QoS services\ud by applying Formal Concept Analysis (FCA). We validate our approach\ud by performing experiments on an e-books application. The experimental\ud results show that our approach allows the selection of relevant and\ud high QoS services with a high accuracy (the average precision is\ud 89.41%) and efficiency (the average recall is 95.43%)

Establishing a meaningful human rights due diligence process for corporations : learning from experience of human rights impact assessment

The United Nations Special Representative of the Secretary-General on Business and Human Rights, Professor John Ruggie, has constructed a new international framework, which is set to become the cornerstone for all action on human rights and business at the international level. The principle of human rights due diligence (HRDD) is the central component of the corporate duty to respect human rights within that framework. This article argues that Ruggie's HRDD principle contains the majority of the core procedural elements that a reasonable human rights impact assessment (HRIA) process should incorporate. It is likely that the majority of corporations will adopt HRIA as a mechanism for meeting their due diligence responsibilities. However, in the context of the contentious debate around corporate human rights performance, the current state of the art in HRIA gives rise to concerns about the credibility and robustness of likely practice. Additional requirements are therefore essential if HRDD is to have a significant impact on corporate human rights performance – requirements in relation to transparency; external participation and verification; and independent monitoring and review

Challenges of Early Years leadership preparation: a comparison between early and experienced Early Years practitioners in England

Leadership has been under-researched in the Early Years (EY) sector of primary schools in England, especially in leading change for professional development. The aim of this paper is to theorise what the leadership culture for EY practitioners looks like, and how Initial Teacher Training providers and schools are preparing practitioners for leadership. Using case studies of EY practitioners in different stages of their career in primary schools, we offer an insight into their preparedness for leadership in EY, the implication being that leadership training requires an understanding and embedding of the EY culture and context. Interviews with both sample groups allowed for deeper insight into the lived world. Interviews were also conducted with the head teachers to gain an overview of the leadership preparation they provided. The main findings suggest that newer EY practitioners are better prepared for leadership from their university training in comparison to more experienced EY practitioners

Conservation laws and symmetries of quasilinear radial wave equations in multi-dimensions

Symmetries and conservation laws are studied for two classes of physically and analytically interesting radial wave equations with power nonlinearities in multi-dimensions. The results consist of two main classifications: all symmetries of point type and all conservation laws of a general energy-momentum type are explicitly determined, including those such as dilations, inversions, similarity energies and conformal energies that exist only for special powers or dimensions. In particular, all variational cases (when a Lagrangian formulation exists) and non-variational cases (when no Lagrangian exists) for these wave equations are considered. As main results, the classification yields generalized energies and radial momenta in certain non-variational cases, which are shown to arise from a new type of Morawetz dilation identity that produces conservation laws for each of the two wave equations in a different way than Noether's theorem.Comment: Typos corrected in published version, 38 pages. Lagrangian functionals now include missing integration over the time variabl

Evaluación de la continuidad y costo de dos estrategias de calidad ambiental interior en el edificio el cubo de Colsubsidio certificado con categoría gold por el sistema LEED del USGBC versión 2.2

Trabajo de investigaciónEl aumento de la contaminación en el planeta y el uso poco responsable de los recursos naturales, genero un interés global el cual viene desde hace varios años atrás, esto ocasiono que todos los temas medio ambientales y de sostenibilidad tuvieran un auge como respuesta a la problemática ambiental existente, esta problemática creo un interés en todos los ámbitos profesionales y al ser la construcción una de las industrias que más genera residuos y explotación de recursos naturales para su ejecución, era necesario dar una respuesta desde este campo, es por eso que surge LEADERSHIP IN ENERGY AND ENVIRONMENTAL DESING en adelante lo LEED, con una serie de normativas para generar un menor impacto medioambiental. La ejecución de edificios con certificación LEED ha ido en aumento en todo el mundo y como era de esperarse esta situación no fue ajena a Colombia. Es por eso que es tan importante abordar el análisis de los edificios que han sido certificados por el LEED en sus diferentes categorías, en esta oportunidad el caso de estudio es el edificio El Cubo de Colsubsidio, el cual fue certificado como LEED Gold en la versión 2.2 en el año 2013. En detalle, este proyecto se centrará en dos estrategias que componen el capítulo de estrategias de calidad interior del cual su sigla en inglés es IEQ INDOOR ENVIRONMENTAL QUALITY, una vez analizadas dichas estrategias de manera puntual para el edifico el Cubo de Colsubsidio, se podrá establecer si las estrategias han permanecido en el tiempo por medio de la gestión administrativa, generando ahorros, lo anterior con el fin que los interesados en el proceso puedan conocer el estado actual de las estrategias planteadas en el diseño del proyecto y ver que oportunidades de mejora tienen dichas estrategias.INTRODUCCIÓN 1. GENERALIDADES 2. MARCO DE REFERENCIA 3. METODOLOGÍA 4. PRODUCTOS A ENTREGAR 5. ENTREGA DE RESULTADOS ESPERADOS E IMPACTOS 6. NUEVAS AREAS DE ESTUDIO 7. CONCLUSIONES 8. RECOMENDACIONES 9. BIBLIOGRAFÍAEspecializaciónEspecialista en Gerencia de Obras Civile

Permeating the social justice ideals of equality and equity within the context of Early Years: challenges for leadership in multi-cultural and mono-cultural primary schools

The ideology and commitment of social justice principles is central to Early Years practice, however, the term social justice in education is complex and remains contested. This paper explores the ideology of social justice through links between equality and equity and how it is embedded within Early Years, and what remain the potential challenges for leadership. Interviews in English multi-cultural and mono-cultural primary schools were conducted. Findings showed that the ideology of social justice, equality and equity was interpreted differently. Multi-cultural schools appear to use a greater variety of activities to embed social justice principles that involved their diverse communities more to enrich the curriculum. In mono-cultural schools leadership had to be more creative in promoting equality and equity given the smaller proportion of their diverse pupil and staff population. Tentative conclusions suggest that the vision for permeating equality and equity in Early Years, at best, is at early stages

Young children's research: children aged 4-8 years finding solutions at home and at school

Children's research capacities have become increasingly recognised by adults, yet children remain excluded from the academy, with reports of their research participation generally located in adults' agenda. Such practice restricts children's freedom to make choices in matters affecting them, underestimates children’s capabilities and denies children particular rights. The present paper reports on one aspect of a small-scale critical ethnographic study adopting a constructivist grounded approach to conceptualise ways in which children's naturalistic behaviours may be perceived as research. The study builds on multi-disciplinary theoretical perspectives, embracing 'new' sociology, psychology, economics, philosophy and early childhood education and care (ECEC). Research questions include: 'What is the nature of ECEC research?' and 'Do children’s enquiries count as research?' Initially, data were collected from the academy: professional researchers (n=14) confirmed 'finding solutions' as a research behaviour and indicated children aged 4-8 years, their practitioners and primary carers as 'theoretical sampling'. Consequently, multi-modal case studies were constructed with children (n=138) and their practitioners (n=17) in three ‘good’ schools, with selected children and their primary carers also participating at home. This paper reports on data emerging from children aged 4-8 years at school (n=17) and at home (n=5). Outcomes indicate that participating children found diverse solutions to diverse problems, some of which they set themselves. Some solutions engaged children in high order thinking, whilst others did not; selecting resources and trialing activities engaged children in 'finding solutions'. Conversely, when children's time, provocations and activities were directed by adults, the quality of their solutions was limited, they focused on pleasing adults and their motivation to propose solutions decreased. In this study, professional researchers recognised 'finding solutions' as research behaviour and children aged 4-8 years naturalistically presented with capacities for finding solutions; however, the children's encounters with adults affected the solutions they found