L’objectif de cette étude est de décrire et comprendre l’impact d’un programme de sport-étude mis sur pied pour les jeunes à risque sur la vie des participants. Le programme à l’étude a été mis sur pied à Montréal afin de maximiser l’intégration sociale de jeunes à risque de s’engager, ou étant déjà engagés dans un mode de vie déviant. Le programme mise sur les sports de combat comme levier d’intervention auprès de ces jeunes. Les participants sont invités à suivre une formation scolaire aux adultes en matinée et des entraînements en sports de combat en après-midi. L’objectif de ce programme est de les outiller pour qu’ils intègrent la société efficacement. Une méthodologie qualitative a été choisie afin de mener cette étude à terme. Une période d’observation participante et des entretiens semi-dirigés avec différents acteurs du programme ont permis de bien saisir la dynamique à l’intérieur de celui-ci et de déterminer quels sont les impacts de la participation au programme sur la vie des jeunes. Le programme génère des effets mixtes sur la vie des participants: 1) quelques uns y vivent des changements positifs, notamment par rapport à l’estime de soi et l’autodiscipline, 2) d’autres ne tirent pas de bénéfices particuliers de leur passage dans le programme et 3) certains développent un sentiment d’indifférence, d’apathie à la suite de leur passage dans le programme, notamment induit par la dynamique présente au sein de celui-ci. Il appert que le modèle logique du programme n’a pas été fidèlement respecté lors de sa mise en place. Un mauvais appariement entre la clientèle et le programme ainsi qu’une implantation déficiente du modèle logique sont à la base des effets pervers induits par celui-ci. / The aim of this study is to describe and understand the impact of a combat sports program on the life of at-risk youths. The program aims at socially reintegrating at-risk youths and was created by a school board in partnership with a combat sports gym. The typical day that participants experienced while on the program is divided into two blocs. In the morning, they attend school. In the afternoon, they train. The best way to understand how this program really works and to grasp its atmosphere is by attending the same training as they do. Accordingly, participant observation and semi-structured interviews were conducted with different actors of the program. Results suggest that the program has mixed effects on the lives of these at-risk youths: 1) some youths experience positive changes, particularly in terms of self-esteem and discipline, 2) others do not seem to benefit from the program, and 3) some develop indifference and apathy, caused by the environment in wich the program takes place. The fundamental assumptions underlying the program are, in theory, beneficial. However, negative effects ensue from the ineffective implementation of it.

réalisé en cotutelle à l'Université de Franche-Comté (France) / Cette recherche a pour but de définir et de décrire les facteurs linguistiques et sociolinguistiques de l’intégration des immigrants dans le contexte multilingue qu’est Montréal. Elle se fonde sur un corpus d’entretiens effectués avec des immigrants, suivant les cours de francisation gouvernementaux. Notre travail repose principalement sur la notion – à la fois politique et sociolinguistique – d’intégration linguistique. Nous étudions les politiques de gestion de l’immigration et de la pluralité linguistique qui influencent l’intégration des immigrants dans une société d’installation culturellement diversifiée et francophone. Notre démarche est à la fois macrosociolinguistique et microsociolinguistique, aussi bien dans la problématique que dans la méthodologie appliquée. Nous cherchons à apprécier l’impact des mesures de politique linguistique sur la préservation du français au Québec en nous intéressant aux perceptions des immigrants concernant les fonctions sociales des langues à Montréal. La francisation étant présentée comme la mesure politique la plus significative, nous nous intéressons au contenu des cours, sur le plan linguistique et culturel. Nous déterminons le niveau de compétence que les immigrants-apprenants atteignent à la fin de leur formation à l’aide d’une grille originale d’observables énonciatifs, structurels et normatifs. Après avoir évalué le degré d’autonomie linguistique des sujets, nous décrivons leur mobilité sociale en étudiant la fréquence et le type d’interactions dans lesquelles les immigrants ont l’occasion d’utiliser les différentes langues de leur répertoire langagier, en vue de déterminer leur intégration sociale. A partir de ces données, nous mettons en évidence l’influence du degré de maîtrise linguistique sur le sentiment d’intégration. Les résultats montrent que le français jouit d’une vitalité linguistique importante. De par ses fonctions véhiculaires et sociales, le français est généralement la langue de communication première dans toutes les sphères de la vie sociale à Montréal. De ce fait, la capacité de communiquer, grâce à l’appropriation de la variété standard du français, est un facteur linguistique de l’intégration. Or, à la fin de la formation en français, les immigrants ont des compétences linguistiques et sociolinguistiques qui leur permettent seulement une mobilité linguistique et sociale limitées. Ce facteur linguistique doit être obligatoirement accompagné d’autres éléments intégrateurs qui constituent les étapes suivantes du processus d’intégration. / Linguistic and Sociolinguistic Factors of Integration within a Multilingual Context : the case of immigrants in Montreal The purpose of this study is to define and describe the linguistic and sociolinguistic factors of integration of immigrants within the multilingual context of Montreal. Based on a corpus of interviews (discussions, conversations) with immigrants enrolled in government-sponsored French language training programs, our work focuses mainly on linguistic integration, understood here as both a political and sociolinguistic notion. We examine the policies of immigration management and linguistic plurality which influence the assimilation of immigrants into a francophone and culturally diversified society. Our approach to the research subject and the methodology applied to it is both macro-sociolinguistic and micro-sociolinguistic. We attempt to determine the impact of linguistic policy measures on preserving the use of the French language. To do this, we study how immigrants perceive the social functions of languages in Montreal. Since francization is presented as the most significant political measure, we analyze training course content, on a cultural and linguistic level. In order to determine the level of skill obtained by the immigrants at the end of their training program, we use an original scale measuring observable cognitive, structural and normative items. After assessing immigrants’ degree of linguistic autonomy, we describe their social mobility to see how well they are actually assimilated into the francophone living environment. We analyze the type and frequency of the interactions in which immigrant are called upon to use the different languages making up their language repertoires. This data allows us to show how immigrants’ command of the French language affects their feeling with regard to social integration. Our results demonstrate that the linguistic vitality of the french-speaking community in Montreal is increasing. Indeed, French is the primary language of communication in all aspects of social life. The ability to communicate easily in standard French is, therefore, a linguistic factor contributing to successful social and cultural integration. However, at the completion of their French language training program, immigrants’ linguistic and sociolinguistic skills allow them only limited linguistic and social mobility. This linguistic facet of cultural integration must necessarily be accompanied by other means to facilitate and consolidate the process of integration.

The thesis is divided into the theoretical and the practical part. The theoretical part consists of three chapters, the first is devoted to familiarization with the problems of homelessness. I deal with the social aspects of this phenomenon, such as social exclusion and associated problems of social inclusion in the second chapter. The final chapter discusses the possibilities of assistance directed at homeless people. The practical part includes qualitative research where I try by means of ten case studies to bring the fate of homeless people who seek the services of institutions, where they can find qualified help in solving a wide range of problems that may be the cause of their present situation. By analyzing data, I try to figure out what is behind the possible success or failure of such persons in the pursuit of social inclusion.

Developmental education students make up almost half of the community college population in the United States (Bettinger & Long, 2005). Approximately 42% of first-time freshmen at community colleges must enroll in at least one developmental education course in English, reading and/or math (NCES, 2010). Many developmental education students are unsuccessful in passing a developmental education course in their first and second attempts and retake the course sometimes five times before passing. There is substantial research on persistence among college students, but the research fails to link persistence to developmental education repeaters. My study sought to explore community college developmental education repeaters’ experiences with and stories about repetition in a reading course. My study was framed around developmental education and its students, course repeaters, and persistence. I used qualitative research methods with a narrative research design. Two methods of data collection included multiple one-on-one interviews and document collection. Four participants were selected from one community college in the New Orleans area, two who repeated and completed developmental reading upon their third attempt and two who were in the process of completing developmental reading a third time. Data analysis revealed six themes. The information gleaned from the inquiry may inform community college faculty practice with regard to not only reducing and preventing course repetition but also increasing persistence and retention of developmental education students.

Le concept d'autonomie personnelle est apparu récemment dans l'ordre juridique européen, comme la faculté pour la personne humaine de mener sa vie comme elle l'entend. Ce concept trouve son ancrage dans un système juridique en pleine mutation, tiraillé entre deux traditions, l'une anglo-saxonne qui constitue un modèle autonomique de protection des droits de la personne, et l'autre continentale, plus paternaliste. Le rôle des juges constitutionnels européens et des organes de la Convention européenne des droits de l'homme s'est révélé décisif pour faire émerger la notion d'autonomie personnelle au sein de l'ordre juridique, et pour l'ériger progressivement en principe matriciel des droits fondamentaux. La prise en considération de l'autonomie personnelle vise, en effet, à modifier la protection juridique de la personne humaine, qui n'est plus générale et abstraite mais ajustée et concrète, répondant ainsi aux enjeux actuels de la protection des droits de l'homme et de la réalité sociale.Le but de cette étude est d'analyser la fonction de l'autonomie personnelle, vecteur d'intégration sociale de toute personne humaine, et élément participatif au pluralisme interne essentiel à une société démocratique. L'analyse porte sur les avancées permises par la reconnaissance de l'autonomie personnelle dans la protection des droits individuels et dans ceux des minorités. Malgré certaines réticences doctrinales, cette fonction se révèle limitée dans la remise en cause des valeurs sociales qu'elle pouvait induire, mais elle s'avère primordiale au développement de la protection des droits de la personne humaine. / The concept of personal autonomy recently appeared in the European justice system as a means by which people can lead their lives as they wish. This concept has its roots in an evolving justice system, torn between two traditions: the Anglo-Saxon model of individual rights; and the paternalist Continental approach. The role of constitutional European judges and the inner-workings of the European Convention on Human Rights has proved decisive for the development of the idea of personal autonomy which lies at the heart of the justice system, and its evaluation within the matrix of fundamental rights. Taking into account personal autonomy aims to effectively alter the judicial protection of the rights of the person which is no longer general and abstract but rather concrete and refined, and also addresses current issues of the protection of human rights and the reality of society.The aim of this study is to analyse the function of personal autonomy and the direction of human social interaction and the participative element of internal pluralism which is essential to a democratic society. The analysis focuses on advances permitted by the recognition of personal autonomy in the protection of individual rights and those of minorities. In spite of some doctrinal reluctance, this function proves limited in light of questions regarding social values which it might raise, but it proves essential to the development of the protection of the rights of the person.

Submitted by Filipe dos Santos (fsantos@pucsp.br) on 2017-10-18T12:03:51Z No. of bitstreams: 1 Elisa Harumi Musha.pdf: 1791356 bytes, checksum: 1fb71cdb8772b56604da6d34c998d6f0 (MD5) / Made available in DSpace on 2017-10-18T12:03:51Z (GMT). No. of bitstreams: 1 Elisa Harumi Musha.pdf: 1791356 bytes, checksum: 1fb71cdb8772b56604da6d34c998d6f0 (MD5) Previous issue date: 2017-09-29 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior - CAPES / This paper draws on a survey of youths living in São Paulo City’s Heliópolis district who participated in projects carried out since childhood by the Heliópolis and São João Clímaco Residents’ Union of Centers and Associations (UNAS, from the Portuguese União de Núcleos, Associações e Sociedade de Moradores de Heliópolis and São João Clímaco). Based on the data collected, this paper analyzes how youth engagement in corporate-funded social projects managed by social movement organization UNAS is configured. The social relevance of the research lies in the possibility of presenting to the scientific community some reflections on the action of entities linked to big companies and how this action affects these youths’ future plans and goals, especially if we consider the contradictions these projects carry, with their social inclusion goal. The theoretical orientation was provided by studies conducted by Sawaia on the exclusion/inclusion dialectic that show that all individuals are somehow included in society, yet not always in a way that is decent and just, while most of humanity is included in a setting of deprivation, scarcity, and vulnerability. It started from the supposition that there would be a young entrepreneur model and the question: what kind of youth is formed by social projects? However, the search revealed a not provided question: the political and ethical suffering generated by the adoption of the identity of what was named by the youths as the “character of the social” that is experienced as a categorical imperative, an obligation to be in the social / O presente trabalho refere-se a uma pesquisa com jovens moradores de Heliópolis-São Paulo, que participam desde a infância dos projetos da União de Núcleos, Associações e Sociedade de Moradores de Heliópolis e São João Clímaco (UNAS). Por meio da pesquisa participante o presente trabalho analisou a configuração na participação em projetos sociais financiados por empresas privadas, ao mesmo tempo, com a intermediação da UNAS enquanto movimento social. A relevância social da pesquisa está na possibilidade de apresentar à comunidade científica reflexões sobre a ação de entidades vinculadas a grandes empresas e como afetam os projetos de vida de jovens, especialmente, se considerarmos as contradições que esses projetos carregam com o seu objetivo de inclusão social. A orientação teórica são os estudos de Sawaia sobre a dialética exclusão/inclusão, para indicar que todos os sujeitos estão inseridos de alguma maneira na sociedade, contudo, nem sempre de forma digna e justa, sendo a grande maioria da humanidade inserida por meio de privações, escassez e vulnerabilidade. Partiu-se da suposição de que haveria um modelo de jovem empreendedor e da pergunta: que tipo de jovem é formado pelos projetos sociais? Porém a pesquisa revelou uma questão não prevista: o sofrimento ético político gerado pela adoção da identidade que foi nomeado pelos jovens de “personagem do social” que é vivido como imperativo categórico, obrigação por estar no social

本論文旨在探討民初十年危機時期中，報紙（傳播媒介）如何透過讀者的詮釋架構在社會化過程中建構個體同一性與社會同一性，以產生社會整合功能。我們分別以五項核心問題分析前述論旨：第一，媒介的社會地位對媒介整合功能的影響；第二，媒介身為社會眾多整合管道之一而與其他整合工具共同發揮整合功能；第三，關於客觀現實、符號現實、主觀現實之間的穩定關係影響媒介的整合功能；第四，社會與媒介之間存在著創生──功能關係，第五，過度惡化的社會危機嚴重破壞媒介的整合功能。在釐清這些問題之際，特別以個體同一性與社會同一性之構成來觀照社會整合功能，並強調行動者的詮釋架構在其中扮演重要角色，且媒介預設之詮釋社群是為社會整合的根本基礎。　　本研究主要針對1912-1921 年 的《申報》與《大公報》提出上述說明與解釋，並採用詮釋研究與現象社會學的方法學取徑，論證媒介現實與歷史現實，以及媒介現實與主觀現實之間的關係，指出所謂現實建構係詮釋社群之詮釋類型與詮釋架構的產物，並說明透過掌握歷史脈絡對了解媒介整合功能的重要性。從觀察民初十年的歷史情境，我們發現由於社會全面危機而扼抑了報紙的整合角色，其中主要因為詮釋架構失效導致現實轉型失敗，並引發一系列的危機循環。 在這個過程中具有關鍵作用的個體同一性與社會同一性皆因詮釋危機而一再遭受威脅與破壞，使得主觀現實與客觀現實間無法建立對應和諧的關係，且原可經由媒介之符號秩序而傳遞重要他人以供行動者重建現實之參考的報紙也因社會危機瓦解媒介與其他整合管道協同運作的效果，進而失去可能具有的整合功能。 / This dissertation examines the dialectics between social change and news media. Five issues central to the reality cons-truction of media have been selected for this study: 1)the social position of media determines it''s integrated function, 2)mass media is one of various integrated means in society, 3)the relations between objective reality, symbolic reality, and subjective reality as elements of social integration, 4)the genetic-functional relation between society and mass media, 5)social crises diminish the integrated function of media. It is argued that social integration consists in personal identity and social identity. Special emphasis is placed on the inter-dependence of identity process and reality construction which was based on interpretive schemes. An argument is made that mass media presuppose interpretive communities which underlie social intergration. This study is based on data from Shun Pao and L''Impartial in 1912-1921. Using interpretive approach and phenomenological sociology, we have documented the relationship between media reality (symbolic reality) and historical reality. Moreover, we have established that this relationship in an artifact of interpretive schemes or of interpretive types. Finally, we have also presented evidence as to the import of media''s inte- grated role, suggesting the utility of historical context approach. According to the analysis of historical condition in modern China, we conclude that the wholesale crises impinged upon the construction of personal and social identities, disorganized interpretive schemes of social actors, and formed ineffica- cious significant others and symbolic order constituted by media reality.

This thesis examines the relationship between regionality and societal integration at the turn of the 20th century from an historical and pedagogical perspective. The national identity project of the time that made national unity its overarching goal and that imagined the nation as a homogenous entity, also institutionalised regional distinctiveness. How did the agents of the time handle the conflict between the regionally particular and the nationally general? What is analysed here is the publicly constructed and mediated “regionality”, which is to say the production of meanings about a region and the projection onto it of expectations and ideas. A discourse on Jämtland has been demarcated, which is analysed alongside other contemporary discourses, including class and gender. All of these discourses were rooted in the concept of “societal”. The conception showed that the development of the societal whole was primary in relation to other interests. Defined as “societal”, formerly excluded identities could be made participants in the building of the nation. Empirical examination is given to how “Jämtland” and “the Jämtlandic” were defined in the regional press, in the framework of general education, and by the Swedish Tourist Association, regional societies, institutions and so forth. The study shows that at the turn of the 20th century, regionality very much functioned as a means to territorially anchor more general ideas and notions that inheredin the modernisation and democratisation of society. With the objective of attaining a higher degree of national integration, a regional distinctiveness was constructed that was nationally complementary and that served as a metaphorfor subordinated participation in society. From grand, majestic panoramas, historical myths, traditional local handicrafts and provincial flowers a symbolic distinctiveness was created, but with the aim of establishing genuine national unity. Society was to be described and understood from particular and individual viewpoints, so that the individual could develop a sense of the general and so that society’s fundamental values were not undermined by his liberation. Jämtlandic regionality that has been identified in the study can thus be regarded as a supra-ideological institution. What came to be regionalised was something more fundamental than the artefacts of cultural heritage that people and institutions believed themselves to be rescuing from modernisation: it was the nation’s territoriality. The concept of hembygd represented a “spatialisation” of the societally coded concept of citizenship, and helped to tie this concept to the individual’s own lifeworld. More than anything else, regionality indicateda perspective on reality. If it was possible to obtain an overview of a regional context from a local vantage point or an individual locally crafted artefact, it was also possible to conceive of the larger national framework of which this region formed a part. The regional denoted the link between the private and the public, between the individual and his abstract national affiliation.

Diasporas have been occurring for thousands of years, and today globalization has facilitated the quick rate at which diasporas occur on a global scale. Diasporas entail the mass movement of refugees across international borders, and diasporic peoples today now find themselves journeying across oceans and continents to the safety of host cities in a matter of weeks or days. My research analyzes the effects that Bosnian immigrants have had on the cultural landscape of Bowling Green, Kentucky. When people move, they bring their cultures with them, and this type of cultural diffusion impacts the landscape of the host cities. As geographic research on diasporas is limited, this study aims to fill the gap that exists. Bowling Green, Kentucky, was selected for this analysis due to its large refugee population. Some of Bowling Green’s refugee population is comprised of immigrants from Iraq, Burma, Cambodia, and Sudan. Bosnians comprise the largest population of refugees in the city. In addition to examining immigrant policies and theories, the impacts of the Bosnian diaspora on Bowling Green’s cultural landscape will also be identified. Understanding how those cultures modify landscapes is an important part of diasporic research. The data used for this study were acquired through surveys, census details, telephone directories, interviews, and the extant literature. The hypothesis of this study is that Bosnian immigrants have a stronger visual impact on Bowling Green’s cultural landscape than other immigrant ethnic groups due to their large representation in the city.

According to Tinto (2000a), institutions have fewer retention and persistence problems when their students are not only academically prepared, but are also engaged on campus as well as satisfied with the resources and support provided by the college. A student that has a positive first semester experience is more likely to achieve academic success and re-enroll the following term. The purpose of this study was to explore the differences in experiences, perceptions, expectations, and engagement levels of entering male versus female students and returning male versus returning female students at the gender-segregated Community College of Qatar during the first three to six weeks at the college. The study also attempted to determine if any student support services such as advising, tutoring, counseling, new student orientation program, and participation in student activities were useful and had any influence in promoting student engagement. Data were analyzed using descriptive statistics. For entering male and female students survey responses were classified using questions from five Survey of Entering Student Engagement (SENSE) benchmarks: (1) Engaged Learning (2) Early Connections (3) Clear Academic Plan and Pathway (4) Academic and Social Support Network and (5) Effective Track to College Readiness. While questions from four Community College Survey of Student Engagement (CCSSE) benchmarks: (1) Active and Collaborative Learning (2) Student Effort (3) Support for Learners (4) Student-Faculty Interaction were used for returning male and female students. One-Sample t-tests were run to determine if significant differences in engagement levels existed between the four independent groups for each of the benchmark categories. Cohen’s d calculations were used to measure the effect size and the standardized differences between the means of the variables. For the purpose of this study, Cohen’s d effect size of 0.35 or higher was used as the criteria for interpreting statistically significance. The results of this study revealed entering and returning female students reported statistically higher engagement levels than entering and returning male students in most of the variables indicating that they are more likely to utilize student support services at higher frequencies and have a more positive first semester experience than their counterparts. / text