Id.Med - An Inclusive System to Identify Medical Drugs

2021 ◽  
pp. 397-411
Author(s):  
Margarida Pereira ◽  
Maria Cadarso
Keyword(s):  
Inclusive System

INCLUSIVE STRATEGIC VECTOR OF DEVELOPMENT OF THE SUBJECT AGRICULTURAL AND FOOD SECTOR

2017 ◽  
Author(s):  
Serhii Didukh ◽  
Keyword(s):  
Small Businesses ◽  
Well Being ◽  
The State ◽  
Inclusive Development ◽  
Food Sector ◽  
Public Authorities ◽  
Doing Business ◽  
Inclusive System ◽  
Strategic Goals ◽  
Mechanism Of Interaction

The article analyzes the socio-economic context of the implementation of an inclusive system of agri-food development. The strategic goals of inclusive development at the macro level have been identified, according to which the ultimate goal is to create a society of common prosperity and well-being. It is shown that the implementation of the principles of inclusiveness involves overcoming certain disparities in development and inequality in their various manifestations. It is substantiated that for the modern agri-food sector of Ukraine the most important task is to form the sphere of employment of the rural population. The strategic directions of inclusive transformation of Ukraine are determined: social, infrastructural, economic and security. The components of the economic aspect of inclusive development are analyzed in detail, which are to create opportunities for effective business activities regardless of place of residence, which is primarily to create and maintain business infrastructure (logistics, banking, Internet). It is shown that the key role in the implementation of an inclusive development system is played by the availability of an optimal legal and regulatory framework for doing business by small businesses. The optimal mechanism of interaction of subjects of agro-food sphere concerning development of inclusive economy is defined. It is substantiated that in the conditions of institutional weakness of the state the functions on introduction of inclusive principles should be distributed between the state, community and private capital. On the basis of the conducted analysis the model of inclusive transformation of subjects of agro-food sphere is carried out. Prospects for further research are to substantiate the applied tools for the implementation of an inclusive system of agri-food development with the distribution of areas of responsibility between public authorities and private entities of different forms of ownership and scale of activity.

The INCLUSIVE System: A General Framework for Adaptive Industrial Automation

2020 ◽  
pp. 1-14
Author(s):  
Valeria Villani ◽  
Lorenzo Sabattini ◽  
Paulina Baranska ◽  
Enrico Callegati ◽  
Julia N. Czerniak ◽  
...  
Keyword(s):  
General Framework ◽  
Industrial Automation ◽  
System A ◽  
Inclusive System

ARTICULATIONS OF BELONGING: THE POLITICS OF ETHNIC AND RELIGIOUS PLURALISM IN BAUCHI AND GOMBE STATES, NORTH-EAST NIGERIA

Africa ◽  
2015 ◽  
Vol 85 (1) ◽  
pp. 103-130 ◽  
Author(s):  
Adam Higazi ◽  
Jimam Lar
Keyword(s):  
Conflict Management ◽  
Religious Pluralism ◽  
Linguistic Diversity ◽  
Religious Violence ◽  
Collective Violence ◽  
Boko Haram ◽  
North East ◽  
North Eastern ◽  
Inclusive System ◽  
Islam And Christianity

ABSTRACTNorth-east Nigeria is an area of great ethno-linguistic diversity and religious pluralism, with Islam and Christianity both having a strong presence. The majority of the population is Muslim but there is also a substantial indigenous Christian minority, who form a majority in some local government areas. This paper draws on fieldwork by the authors in two north-eastern states, Bauchi and Gombe, to explore why, despite comparable religious demographics, there are marked differences in the levels of collective violence experienced in the two states. Although ethno-religious violence has increased across northern Nigeria since the 1980s, some areas have been more affected than others. To understand why this is, it is necessary to place ethnic and religious differences in their local historical and political contexts. This paper compares Gombe and Bauchi and argues that, although there are complaints of marginalization among different groups in both cases, Gombe State has developed a more inclusive system of government and local conflict management than Bauchi State. We explore what accounts for this difference in the articulation and management of belonging and whether the contrast is significant enough to explain differential levels of violence. In doing so, we consider how inter-ethnic and inter-religious relations have been shaped historically in the two cases and compare current forms of collective mobilization, considering different social and political spaces within each state. The paper also briefly outlines the impacts of the radical insurgent group Jama'at ahl al-sunna li'l-da'wa wa'l-jihad, nicknamed Boko Haram, in Bauchi and Gombe states.

History of Special Education in South Africa and the Challenges of Inclusive Education

2019 ◽  
Author(s):  
Sigamoney Manicka Naicker
Keyword(s):  
South Africa ◽  
Special Education ◽  
Inclusive Education ◽  
Theory And Practice ◽  
Structural Level ◽  
Single System ◽  
Depth Analysis ◽  
History Of Special Education ◽  
Inclusive System ◽  
History Of

Altering a dual system of education (special and ordinary) in South Africa to an inclusive system requires substantial change in terms of thinking and practice. After almost 20 years of implementing Education White Paper 6 (published by South Africa’s Department of Education in 2001), it is very important that theories, assumptions, practices, models, and tools are put under intense scrutiny for such an inclusive policy to work. Such a single system of education should develop the capacity to address barriers to learning if it wants to include all learners into the system. What are the main barriers that deprive learners from access to a single system of education and what changes should take place so that a truly inclusive system can be created? South Africa introduced seven white papers in education but all of them were implemented in ways that were not entirely influenced by the theory and practice of inclusive education. Inclusive education requires the system to change at a structural level so that mainstream education takes ownership of the ideology and practice of inclusive education. This change should bring about consistency in relation to other white papers; for example, curriculum development, early childhood education, and adult education. In implementing inclusive education, South Africa did not take seriously the various barriers to inclusion, such as curriculum, in providing access to learners who experience difficulties. Thus, an in-depth analysis of the history of special education is provided, with a view toward specifying recommendations for attempts to create the right conditions for a truly inclusive system of education in South Africa.

scholarly journals Factors Influencing Disability Inclusion in General Eye Health Services in Bandung, Indonesia: A Qualitative Study

2018 ◽  
Vol 16 (1) ◽  
pp. 23
Author(s):  
Manjula Marella ◽  
Fleur Smith ◽  
Lukman Hilfi ◽  
Deni Sunjaya
Keyword(s):  
Health Care ◽  
Pilot Project ◽  
Related Factors ◽  
Provider Characteristics ◽  
Eye Health ◽  
Factors Influencing ◽  
Support Costs ◽  
Inclusive System ◽  
Health Care Strategies ◽  
Specific Disability

The Inclusive System for Effective Eye-care (I-SEE) is a pilot project for disability inclusion in eye health in Bandung district of Indonesia. The aim of this research was to investigate factors influencing the introduction, i.e., adoption, implementation and continuation of I-SEE. A qualitative exploratory study was conducted by interviewing relevant stakeholders (n = 27) and users with disabilities (n = 12). A theoretical framework on the introduction of innovations in health care was used to guide data collection and thematic analysis. Factors related to the characteristics of the innovation (I-SEE) (e.g., infrastructure, equipment, engagement of people with disabilities, inclusive communication), service provider characteristics (e.g., motivation, attitudes, training), organizational characteristics (e.g., supervision, indicators, data), and the socio-political context of I-SEE (policy, motivation of users, family support, costs, transport) were essential for supporting the introduction process. Additionally, stakeholders proposed strategies for enhancing the introduction of I-SEE (e.g., awareness, collaborations). While there are specific disability related factors, most factors influencing the introduction of disability inclusive eye health were similar to introducing any innovation in general health care. Strategies for disability inclusion should be included from the planning phase of an eye health program and are reasonably simple to adapt.

scholarly journals Reframing test accommodation practice on English high-stake examination in Indonesia

2019 ◽  
Vol 4 (2) ◽  
pp. 142
Author(s):  
Imam Khasbani
Keyword(s):  
Large Scale ◽  
Common Belief ◽  
Educational Settings ◽  
High Stake ◽  
Language Of Instruction ◽  
Education Access ◽  
Equal Education ◽  
Central Interest ◽  
Inclusive System ◽  
History Of

The need to provide equal education access through an inclusive system to students with difficulties (henceforth SwD) has witnessed a substantially growing interest in the last recent years. As a standard practice of education and accountability system is inseparable, the need to include SwD in large-scale assessments has also become a central interest of many pedagogical practitioners around the world. This situation has later initiated the invention of test accommodation. With their challenges and difficulties, SwD are not expected to take part in the regular procedure of assessments. This paper, with regard to the above assertions, seeks to examine the accommodation practice in Indonesian educational system. It will primarily focus on analysing the types of accommodation applied in the country’s English high-stake assessment and the evaluation of the effectiveness of the ongoing practice. Contrary to common belief, accommodation in a language test is not exclusively aimed to accommodate students with mobility and cognitive challenges. Test accommodation is also aimed at helping students who face difficulty in the language of classroom instructions. However, due to the limited space reason and the fact that the phenomenon of learning difficulties caused by the inability of students to understand the language of instruction is uncommonly reported in Indonesian educational settings, this paper will primarily focus on the accommodation issue for students with physical and mental difficulty. Apart from highlighting on the history of test accommodation as well as the related issues, this paper will cover the nature of Indonesia’s practice towards test accommodation and discuss its real implementation. Further recommendations on how the test accommodation should be conducted in Indonesia educational settings will be discussed.

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