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"We build dwellings that, perhaps, satisfy most of our physical needs, but which do not house our mind."-- Juhani Pallasmaa My architecture thesis began with the question of the relationship and threshold between the realms of public and private and familiar and unfamiliar, while looking particularly in residential spaces. Humans consciously or unconsciously "use" the idea of their "home" environment to express something about themselves. The question that arose from this dialogue captured my attention which led me to explore a deeper meaning of what would be an ideal home for students like myself- ones who were starting a new chapter of their lives by moving to a foreign country. The idea of "Home" as a symbol of ones self, is a set of rituals, personal rhythms and routines of everyday life. The idea of Home cannot be produced all at once; it has a dimension of time and is a gradual product of the family's and individual's adaptation to the world. My thesis project has explored and proposed an architectural response to cultural diversity through student housing for existing Washington D.C. Metropolitan Area universities. The Mosaic is a place to express the personality and define the vessels of memories between individuals and society. / Master of Urban and Regional Planning

No / Previous attempts to involve African and African-Caribbean communities in a city in north England in identifying and assessing their health needs have been largely unsuccessful. A comprehensive literature review highlighted that research on Africans and African-Caribbeans is limited and uneven, and dominated by studies focusing on cardiovascular disease, diabetes, mental health and blood disorders. Health information on these communities is largely based on immigrant mortality statistics derived from national datasets. This paper highlights how participatory approaches to community participation and engagement were used in the assessment of the health needs of culturally diverse minority communities as a means of reducing health disparities. The study sought to overcome the shortcomings of traditional techniques for health needs assessment by testing a novel method of rapid participatory appraisal using a triangulation approach to ensure that all perspectives were addressed. The research adopted a mixed-methods strategy comprising distinct phases: a comprehensive review of the literature, a qualitative needs assessment involving representatives of the African and African-Caribbean communities using meta-planning, and a review of health service provision. The approach used in the study was efficient, rapid and feasible for the African and African-Caribbean people to use in obtaining data from their peers. The findings showed a convergence between areas of need identified by health providers and community members in this appraisal, and between these results and other published literature. However, there was a divergence on the extent of change necessary, with institutional responses stressing alterations within existing systems, and community members recommending the establishment of targeted services for African and African-Caribbean communities run by ethnically matched staff.

The purpose of this thesis in Library and Information Science (LIS) is to examine concepts related to multiculturalism in Sweden. It aims to look beyond the rhetorical construction of these concepts, in an attempt to clarify the actual purpose of commonly emphasizing the importance of mulicultural library services. Norman Fairclough's critical discourse analysis (CDA) as well as theories on ethnicity and intersectionality constitute the theoretical frame. The material consists of selected anthologies, handbooks and articles in Biblioteksbladet from 1974–2014, as well as a small case study. CDA is furthermore used as method of analysis, with a focus upon how multiculturalism is constructed in relation to libraries and also on how this might be explained with regard to the social and political contexts surrounding these reasonings. The results of the analysis show that multiculturalism is continually mainly connected with the integration of immigrants by drawing upon ethnic and cultural characteristics. However, in a more present-day context, this tendency is challenged and other social elements as well as the majority culture are included in the construction of multiculturalism. In the concluding discussion, the results are considered in the view of how libraries can draw upon them to broaden their understanding of multiculturalism. This is a two-year master thesis in Archive, Library and Museum studies.

Cette thèse présente une étude des représentations et des attitudes linguistiques des étudiants envers les langues répandues à l’université marocaine. Nous nous sommes intéressée à leur rapport avec leur langue d’origine et les langues étrangères, à savoir le français et l’anglais. Les résultats révèlent que ces jeunes ont une attitude très favorable envers les langues étrangères. Notre étude vise également à examiner la valeur économique des langues ainsi que les facteurs qui déterminent l’emploi des compétences linguistiques dans les entreprises. Les résultats montrent queces dernières privilégient les langues étrangères et le multilinguisme en général pour les échanges dans leur société. Elles escomptent de leurs employés une parfaite connaissance des langues étrangères. Cette étude traite également du contact et du conflit des langues et on prend comme cas l’université marocaine, nous somme intéressée à savoir s’il existe un contact ou conflit entre les langues répandues dans l’université marocaine. Notre étude pose enfin un regard sur l’interculturel, nous voulons savoir ce qui se passe lors d’une interaction entre des locuteurs appartenant, au moinspartiellement, à des communautés culturelles différentes même s’ils parlent la même langue. / This thesis presents a study of the representations and attitudes of students towards languages studied in Moroccan university. It focuses on their relationship to their language of origin and foreign languages, namely French and English, and to cultural diversity. Our study also aims at examining the economic value of the languages as well as the factors which determine the use of language skills in companies. The results reveal that these students have an attitude too favorable towards foreign languages. The results reveal that these last ones privilege the foreign languages and the multilingualism in general for the exchanges in their company. They esteem from their employees a perfect knowledge of the foreign languages. This study also treats the contact and the conflict of the languages and we take as case the Moroccan university, we are interested to know if there is a contact or a conflict between the languages spread in the Moroccan university. Our study also puts a glance on the intercultural; we want to know what happens during an interaction between speakers belonging, at least partially, to different cultural communities even if they speak in the same language.

Despite its prominence as a pejorative term in moral and political philosophy, the phenomenon of ethnocentrism has escaped the focused attention of moral and political philosophers. Little sustained effort has been devoted to its in-depth analysis. This thesis attempts to fill in that gap in the philosophical literature, with a particular focus on the analysis of ethnocentrism as a problem, or rather a set of problems, facing the theory and practice of human rights. The thesis begins by drawing a core distinction between ethnocentrism as a moral phenomenon (i.e., a form of moral partiality), on the one hand, and as an epistemological phenomenon (i.e., a mode of judgment), on the other. After singling out the epistemological aspect of ethnocentrism as its main focus, the thesis argues for four interlocking claims. The first claim is that ethnocentrism represents an unwarranted mode of judgment, and thus an epistemic hazard that ought to be avoided if at all possible (Chapter One, §3). This claim is defended at length against the version of political constructivism advanced by John Rawls, which, by grounding political argument exclusively in ideas and values embedded in a common public culture, implicitly justifies a form of ethnocentrism (Chapter Two). The second claim is that moral argument cannot avoid ethnocentrism by grounding itself, as some have thought, in judgments upon which there is broad moral consensus, or rather by avoiding any appeal to judgments that are the subject of marked dissensus (Chapter Three and Chapter Four). Thirdly, the thesis argues that ethnocentrism is, if avoidable, only so to a limited extent (Chapter Six, §2). And fourthly, it offers an outline of how this limited form of avoidance might work (Chapter Five and Chapter Six, §3).

[pt] A tese visa analisar e compreender, a partir da perspectiva dos estudos curriculares e dos estudos sobre a prática pedagógica, os saberes e as práticas de professores do ensino fundamental e as matrizes curriculares de ensino propostas pela Secretaria Municipal de Educação e Cultura de Belém-Pará, na perspectiva da literatura de expressão amazônica. O trabalho parte de duas questões orientadoras: (1) Como a prática pedagógica de professores que atuam no ensino fundamental leva em consideração o ensino de literatura de expressão amazônica? (2) As matrizes curriculares do ensino fundamental no município de Belém contemplam o ensino de literatura de expressão amazônica? Neste sentido, foi observada a prática pedagógica de professores do ensino fundamental de uma escola municipal de ciclos localizada no distrito de Icoaraci (Belém-Pará), bem como foi analisado as matrizes curriculares da SMEC, com especial ênfase à literatura de expressão amazônica. As questões mais específicas da pesquisa foram: (1) As matrizes curriculares, utilizadas no ensino fundamental do município de Belém, podem ser consideradas como o resultado de um modelo pedagógico que identifica os aspectos da literatura de expressão amazônica? (2) Os elementos sócio-culturais diretamente relacionados ao universo literário amazônico no ensino fundamental são valorizados pelo professor? Se sim, como? Se não, por quê? A metodologia consistiu, principalmente, de análise das matrizes curriculares e de observação do universo escolar. Os sujeitos da investigação foram os professores que atuam na escola de ensino fundamental selecionada. / [en] The thesis Curriculum, Pedagogical Practice and Amazonic Literature aims to analise and comprehend, from the perspective of curriculum studies and from the studies about pedagogical practice, the knowledge and practices of teachers from regular school in Amazonic Literature and the curriculum matrix of learning proposed by the Municipal Secretary of Education and Culture from Belém,- Pará. Two scientific questions were determinant to the accomplishment of this research: (1) How the pedagogical practice of teachers that work in primary school take into consideration the Amazonic literature teaching? (2) Do the curriculum matrix of primary school in the city of Belem have within them the teaching of Amazonic Literature? I studied the pedagogical practice of primary teachers in a municipal schools of cycles located in the district of Icoaraci (Belém-Pará), analyzing the curriculum matrix, with special emphasis to Amazonic Literature. The main questions were: (1) The insertion of elements in the amazonic literary universe, in primary school, reveals itself, in the teachers practice, as a form of valuing the cultural and conceptual universe? (2) The curriculum matrix used in the primaryu school in the city of Belem could be considered as a resulto f a pedagogical model that idientifies the aspects of amazonic Literature? How does the primary teacheruses the curriculum matrix established by SEMEC in the aspects related to the Amazonic Literature Teaching? Are the socio cultural elements direclty related to the amazonic literary universe in the primary education valued by by the teacher? If so, how? If not, why? The methodology was disposed like that: Curriculum matrix analysis and observation of the school universe. The teachers that work in the primary school selected were the subjects of investigation.

[pt] Inserida no contexto dos estudos sobre diversidade cultural e educação, esta pesquisa focaliza o processo de mudança que o Colégio Stella Maris passou nos últimos anos. Esta instituição de ensino, uma tradicional escola confessional da cidade do Rio de Janeiro, ao longo dos seus 65 anos atendeu às classes média e alta do Rio de Janeiro. No ano 2000, devido a diferentes circunstâncias e a uma opção da congregação religiosa responsável pela escola, passou a atender prioritariamente à população de seu entorno geográfico, os moradores da favela do Vidigal. O objetivo central da investigação foi identificar as implicações da mudança de clientela na instituição escolar e na prática cotidiana dos professores e professoras. As principais estratégias utilizadas na pesquisa de campo foram: análise documental, observação e entrevistas com os principais atores. Na análise dos dados, especial atenção foi dada às implicações das questões estudadas à diversidade sociocultural na dinâmica pedagógica da escola. / [en] The present research is inserted in the context of Cultural Diversity and Education studies and intends to focus on the changing process which the Colégio Stella Maris, in Rio de Janeiro has been through these last years. This teaching institution, a traditional and confessional school, educated Rio de Janeiro´s high and middle classes for 65 years. In 2000, the school experienced a transforming process, due to different circumstances and also to a choice made by the religious congregation responsible for the school. It began to assist primarily the low class population living in the neighborhood, the inhabitants of the Vidigal favela. The main purpose of this investigation was to identify the implications of this clientele change to the school itself and the differences in the teachers´ behaviour and in their pedagogical practices, not only theoretically but also when facing daily life problems. The strategies used in the field research were: document analysis, observation and interviews with the main subjects. In the data analysis, special attention was given to the implications of the studied questions to the social and cultural diversity in the pedagogical dynamic of the educational institution.

Este trabalho faz uma análise do Referencial Curricular Nacional para a Educação Infantil e busca compreender o que muda na prática dos professores após a leitura deste documento oficial. O objetivo é verificar como o Referencial aborda a questão da diversidade e como as professores lidam com as questões decorrentes do acolhimento da diversidade religiosa na escola pública de Educação Infantil. Na fundamentação teórica, com leituras de textos de HORN e FARENZENA (2002), CERISARA (2001), CORAZZA (2001), RICOEUR (1988), AZANHA (1992) e CARVALHO (2004) procura-se fazer uma análise do texto do Referencial no que diz respeito à proposta de acolhimento da diversidade. Já com as leituras de EAGLETON (2005), PERROTTI (1990), BARBOSA (2003), DUBET (2003), BRASLAVSKY (2002), FISCHMANN (1998), LLUCH (1998), BENAVOT (2002), DELORS ( 1998) procura-se identificar o conceito de diversidade, seu espaço na escola, e as implicações do acolhimento da diversidade religiosa no ambiente escolar. A pesquisa de campo foi realizada em três escolas das redes municipais de São José dos Campos, SP, e de Itajaí, SC. A metodologia utilizada foi de pesquisa qualitativa (MARTINS, 2004) em que se utilizou um questionário-guia para facilitar o diálogo com educadoras e diretoras e a observação de situações no interior das unidades escolares pesquisadas. Como resultado verificou-se que as professoras apontam o Referencial como sendo um texto que pouco contribui para a prática do acolhimento da diversidade religiosa e que há a necessidade de se incluir na formação de professores conhecimentos especialmente do campo da antropologia e da sociologia, tendo em vista preparar estes profissionais para enfrentarem as questões e os conflitos decorrentes da diversidade religiosa nas escolas de Educação Infantil e na sua relação com as famílias dos alunos. / This work analyses the National Curriculum of Reference for the Infantile Education and tries to understand what changes in teacher\'s practice after reading this official document. The objective is to check how this Curriculum of Reference approaches the diversity subject and the way teachers deal with the matters resulting from the reception of the religious diversity in public schools of Infantile Education. In the theoretical basis, reading texts of HORN and FARENZENA (2002), CERISARA (2001), CORAZZA (2001), RICOEUR (1988), AZANHA (1992) and CARVALHO (2004), we attempted to analyse the text of this document about the diversity reception proposal. Reading EAGLETON (2005), PERROTTI (1990), BARBOSA (2003), DUBET (2003), BRASLAVSKY (2002), FISCHMANN (1998), LLUCH (1998), BENAVOT (2002), DELORS (1998), we tried to identify the diversity concept, its space in schools and the implications of the religious diversity reception in the school environment. The field research was carried out in three schools from the municipal network of São José dos Campos, SP and Itajaí, SC. The methodology used was the qualitative research (MARTINS, 2004) in which a questionnaire was used to guide and facilitate the dialogue with educators and principals and the observation of situations inside the schools researched. The result was that teachers pointed out that the Curriculum of Reference does not contribute much to the practice of religious diversity reception and that there is the need to include the anthropology and sociology knowledge in the teacher\'s formation, to prepare these professionals to face matters and conflicts resulting from the religious diversity in Infantile Education schools and their relation with the students´ families.

Este trabalho aborda o estudo dos significados históricos e culturais da variabilidade artefatual no Alto rio Madeira, estado de Rondônia, sudoeste Amazônico, através da análise da cerâmica e dos contextos evidenciados em quatorze sítios arqueológicos localizados entre a cachoeira de Santo Antônio, nas proximidades da cidade de Porto Velho, até a foz do rio Jaciparaná, próxima a cachoeira Caldeirão do Inferno. A caracterização das escolhas adotadas por ceramistas em todas as etapas de confecção dos artefatos cerâmicos, bem como em relação aos seus usos e descarte, permitiu identificar as ocupações em cada sítio, ao passo que a análise comparativa possibilitou diferenciar cinco conjuntos tecnológicos que representam, por um lado, diferentes identidades sociais e culturais e, por outro, a diversidade cultural existente na região em termos temporais, espaciais e tecnológicos. O diálogo com outros contextos da Amazônia e com os modelos para a ocupação da região, elaborados com dados da arqueologia, linguística histórica e história indígena, é salutar na construção de cenários da história cultural da região. / This work approaches the study of historical and cultural significance of artfactual variability in the Upper Madeira river, Rondonia state, southwestern Amazon, through the analysis of ceramics and contexts highlighted in fourteen archaeological sites located between the Santo Antonio\"s falls, near Porto Velho city, to the mouth of Jaciparaná river, next to Caldeirão do Inferno waterfall. The characterization of the choices adopted by potters in all stages of manufacture of ceramic artifacts as well as in relation to their use and disposal, identified the occupations at each site, while the comparative analysis allowed differentiating five sets of technologies that represent, for first, social and cultural identities and, secondly, the cultural diversity of the region in temporal, spatial and technological terms. Dialogue with other contexts of Amazon and models for the occupation of the region, made with data from archeology, historical linguistics and indigenous history, is beneficial in building scenarios of cultural history of the region.