This thesis discusses the notion of amicitia in early Christian literature. By examining letters and normative texts ranging from the third to the early fifth century, the study illuminates not only how contemporary authors shaped friendship conceptually but also how these concepts relate to the actual social practice. Typically, scholars confine their reading of Christian friendship to the late antique period. In so doing, they approach amicitia either as a particular kind of relationship performing crucial social functions or as a subject for theorization that followed the example of a longstanding ancient philosophical tradition. Particularly influential has been the view that links amicitia with affection and love. Hence, scholars tend to stress the inclusiveness of friendship. By contrast, my own study focuses on the aspect of exclusion as the necessary by-product of social inclusion processes. Along these lines, amicita is described as existing in a dialectical opposition with its antonym, inimicitia. This approach yielded a number of insights. First, as the study moves into uncharted territory, the examination of third century texts highlights a tradition of amicitia-related thought that reached further back than has previously been assumed. From this, a more nuanced picture of friendship emerges that is not constrained by scholarly established boundaries between different fields of study. Second, the principle of inclusion and exclusion, dividing the world into amici and inimici, has been revealed as a powerful tool in church politics and religious controversy that established sharp boundaries between competing Christian factions. This view, which posits the truth of faith as the necessary prerequisite for friendship, is set off against other contemporary voices that did not make amicitia dependent on a particular religious group affiliation. Third, while disentangling friendship from the question of love, the character of Christian amicitia is viewed against the backdrop of the divine household. Though the conceptual overlap between friendship and kinship is not unique to the Christian tradition, such thinking ties in with an idea of community that builds on the paternity of God. These findings have implications for both the study of ancient friendship and the history of the early church. They improve our understanding of the relation between the conceptualization of amicitia and the actual social practice and moreover offer a deep insight into the social dynamics of contemporary religious controversies.

This research focuses on a rural Iowa meatpacking community and the ways diverse residents negotiate belonging in this context. People with various lengths of local residence, racial/ethnic identities, social classes, language proficiencies, and education levels all reside together in Meatville and many engage in face-to-face daily interactions with one another. I argue that the combination of rurality and low-wage industrial employment influences how residents manage belonging and social participation even as they engage in activities that appear unrelated to meatpacking. Identities connected to industrial work extend beyond the factory into the social relationships among community members, including those who are not plant employees. Paradoxically, economic development in the form of a meatpacking plant challenged residents' ability to see themselves as a "community" with shared experiences, values, and identities. The rural context presents a unique sense of place as well as practical challenges and opportunities for belonging. My fieldwork combines observations in the domains of school, families and households, and public events to explore how interpersonal and institutional mechanisms affect inclusion or exclusion.

In this dissertation, we provide combinatorial methods to obtain the probabilistic mul-tivariate generating function that counts the occurrences of patterns in a text generated by a Markovian source. The generating function can then be expanded into the Taylor series in which the power of a term gives the size of a text and the coeÿcient provides the proba-bilities of all possible pattern occurrences with the text size. The analysis is on the basis of the inclusion-exclusion principle to pattern counting (Goulden and Jackson, 1979 and 1983) and its application that Bassino et al. (2012) used for obtaining the generating function in the context of the Bernoulli text source. We followed the notations and concepts created by Bassino et al. in the discussion of distinguished patterns and non-reduced pattern sets, with modifications to the Markovian dependence. Our result is derived in the form of a linear matrix equation in which the number of linear equations depends on the size of the alphabet. In addition, we compute the moments of pattern occurrences and discuss the impact of a Markovian text to the moments comparing to the Bernoulli case. The methodology that we use involves the inclusion-exclusion principle, stochastic recurrences, and combinatorics on words including probabilistic multivariate generating functions and moment generating functions.<br>

This thesis investigates the problematization of ethnic minorities living in deprived residential areas in Denmark. The study focus on the whitepaper “Ét Danmark uden parallelsamfund – Ingen ghettoer I 2030” published by the Danish government in 2018. The theoretical framework incorporated in the thesis are Gilroy’s concepts of new racism, nation camps and in between different camps, Hervik’s approach of the three elements together with Andersson’s concept of imagined communities. By using Bachhi’s poststructural WPR approach together with the above mentioned theory, this paper finds that the Danish government creates a discourse where ethnic minorities are problematized due to their ethnicity and culture and it becomes a way to legitimize certain initiatives. This thesis argues that the social diagnosis is wrong and that the ghetto plan could be interpreted as racist.

Depuis la création des Sœurs Musulmanes, le chapitre féminin des Frères Musulmans en Égypte, le rôle que l’organisation a accordé aux femmes a changé plusieurs fois. Pendant certaines périodes, les militantes ont été inclues dans les activités politiques de l’organisation, alors que pendant d’autres périodes, elles étaient forcées de s’occuper de différentes activités d’aide sociale au près de la population. Ce mémoire essaie d’expliquer les raisons qui expliquent les différents changements dans le niveau d’inclusion ou d’exclusion des militantes dans les Frères Musulmans. Cette étude utilise trois périodes pour illustrer ces différents changements : 1952-1967 (inclusion), 1970-1984 (exclusion) and 1984-2005 (inclusion). Cette recherche conclue que, pendant des périodes où la survie des Frères Musulmans est remise en question, l’organisation sera forcée d’inclure les militantes dans leurs activités. Chaque changement dans l’inclusion des femmes est aussi marqué par un changement du contexte politique et des relations avec le gouvernement. Ces changements ne sont donc pas des produits de changement idéologique de l’organisation, mais plutôt causés par des raisons rationnelles. / Since the creation of the Muslim Sisters, the female chapter of the Muslim Brotherhood in Egypt, the role that the organization gave women has been shifting. At times, female militants were included within the political activities of the organization, while during others; they were relegated to a role of care provider in various charity tasks. The thesis at hand attempts to explain the causes for those shifts in the level of inclusion and exclusion of female militants within the Muslim Brotherhood. For that purpose, this study will tackle three different periods: 1952-1967 (inclusion), 1970-1984 (exclusion) and 1984-2005 (inclusion). The research concludes that in periods where the survival of the Muslim Brotherhood is at risk, they will be forced to include female militants in their activities. Each change in the inclusion of women is also marked by a change in the political context and the relations with the government. Therefore these changes, rather than being ideological changes, are caused by rational concerns of the Muslim Brotherhood.

Thèse numérisée par la Direction des bibliothèques de l'Université de Montréal.

This bachelor thesis in sociology is based on participatory observation and interviews in Mauritius done by two Swedish students who are studying Social change and social sustainability at the University of Halmstad. The aim of this study was to understand the social conditions that affect the organization Young Queer Alliance and their work to monitor and secure human rights regarding discrimination against sexual orientation in Mauritius today. The aim was also to see if Young Queer Alliance has opportunities for change towards a more socially sustainable society regarding this discrimination. The material has been interpreted and analysed by us through Foucault’s theory of power (2008), Jönhill’s dichotomy inclusion/exclusion (2012) and social mobilization (Sundh &amp; Turunen, 2000). In some sections, we have done parallels between Mauritius and Sweden. The result of the empirical collection is complex and multidimensional and showed that; homophobia, religions, traditions, heterosexual norms and government influence the social circumstances for the organization. Paradoxically, a new thinking generation is emerging influenced by globalization and its processes. The “not-knowing-mentality” causes discrimination and can be prevailed with education. The thesis concludes that; the mentality is based on traditional norms and is influenced by history. Our generation cannot change history, but the future is ours to write.

Made available in DSpace on 2015-03-04T21:16:01Z (GMT). No. of bitstreams: 0 Previous issue date: 27 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / O presente estudo apresenta o resultado de uma pesquisa, de caráter qualitativo, sobre a trama dos processos de inclusão/exclusão do Outro nas relações pedagógicas, no período de estágio curricular supervisionado do curso de Ciências Biológicas. O estágio foi o campo empírico e os(as) estagiários(as), orientadora/supervisora, alunos(as) e professoras/tutoras foram os protagonistas da trama, que estabeleceram relações pedagógicas diversas. As relações pedagógicas foram observadas durante o estágio e depois analisadas à luz da teoria e dos documentos legais que normatizam o estágio. Na análise, que articulou a teoria e a prática das relações pedagógicas, utilizou-se dos seguintes conceitos: relação, outro, inclusão/exclusão, estágio curricular supervisionado e relação pedagógica. As relações pedagógicas que foram investigadas demonstraram que o estágio curricular supervisionado é um lugar de muitos Outros e que a inclusão/exclusão pode acontecer com qualquer um dos envolvidos na relação. E, também, mostraram q / The present study, which makes use of a qualitative methodoly, shows the result of a research project about the of inclusion/exclusion processes of others in the pedagogical relationships during the supervised curriculum training period from the Biology Science course. The practicum was the empirical field, and the trainee(s), supervisor, student(s) and professor(s) were the protagonists of the plot who established a variety of pedagogical relationships. The pedagogical relationships were observed during the training period and were then analyzed on the basis the theory about the subject, and the legal documents that standardize the training period. In the analysis, that articulated the theory and the practice of pedagogical relationships, there were used the following concepts: relationship, others, inclusion/exclusion, supervised curriculum training period and pedagogical relationship. The investigated pedagogical relationships demonstrated that the supervised curriculum training period is a place of many o

A discussão sobre “inclusão social” ganha crescente relevância na nossa sociedade. Ela trata do respeito às diferenças, dos direitos e da participação igualitária dos cidadãos. A diversidade de pessoas que evoca essa premissa é imensa, decorrente de aspectos étnicos, sócio-econômicos, sexuais e ligados às necessidades especiais. No caso de crianças com necessidades especiais, particularmente daquelas com deficiências, a inclusão abarca sua participação na sociedade em geral e, especificamente, em instituições de educação regular (“inclusão escolar”). Porém, a despeito da criação de leis e regulamentações, os preconceitos, além da não observância de aspectos como capacitação de educadores e acessibilidade física, dificultam a concretização da inclusão. Considerando a relevância e complexidade do problema e, ainda, que esse processo é freqüentemente mediado por profissionais de saúde, traçou-se como meta estudar a inclusão de crianças com Paralisia Cerebral, com foco nesses profissionais. Indagou-se como eles concebem a e participam da inclusão dessas crianças. Foram investigados os vários profissionais que atendiam duas crianças de três anos, em seguimento em serviços de saúde da região de Ribeirão Preto - SP. O corpus para análise foi obtido por entrevistas semi-estruturadas (neurologista infantil, pediatra, médico de saúde da família, enfermeira, fisioterapeuta, fonoaudióloga, terapeuta ocupacional, psicóloga e assistente social), por visita domiciliar às crianças e famílias e por notas de campo. A coleta e análise foram feitas com base na Rede de Significações. As crianças pivôs - Davi e Letícia - têm comprometimentos decorrentes da Paralisia Cerebral. Porém, cada criança apresenta características distintas. Em Letícia os comprometimentos motores são mais evidentes no lado esquerdo, ela não tem comunicação verbal e usualmente rejeita contato interpessoal. Em Davi a limitação motora é mais evidenciada nos membros inferiores, além disso, ele comunica-se verbalmente e busca o outro. Cada família se organiza e participa no tratamento de maneira bem diversa. A família de Davi é bastante participativa e a de Letícia demonstra-se confusa, quanto ao quadro e tratamento da criança. Os profissionais que atendem às crianças atuam em contextos diversos (serviços públicos primário/secundário/terciário, além de serviços filantrópicos e universitários particulares). Constatou-se que cada contexto proporciona distintas oportunidades aos e práticas discursivas dos profissionais e das pessoas que neles são atendidas, estes aspectos influenciando a forma de atuação com relação à inclusão daquelas crianças. Predominantemente, o olhar destes profissionais é dirigido de maneira descontextualizada à criança individualmente. Porém, tanto as características das crianças, como a organização dos contextos familiares, revelaram-se importantes circunscritores das concepções, expectativas, relações e atuações dos profissionais. A articulação de todos aqueles elementos contribui para circunscrever, para os profissionais, o papel de competente/ impotente frente ao caso, participativo/não-participativo dos processos de inclusão. Ainda, explicita muitas vezes a sobreposição de exclusões, tendo os profissionais dificuldade em lidar com estas situações. Constatamos que o processo de inclusão social e escolar de crianças com Paralisia Cerebral não é algo naturalizado, e sim, a acontecer. E, finalmente, que o processo de inclusão se faz na dialética da inclusão/exclusão das crianças e suas famílias, abarcando situações que nem sempre se dão de maneira digna e decente. / The debate regarding “social inclusion” increasinly acquires relevance in our society. It highlights issues such as respect to differences, common rights and citizens egalitarian social participation. The diversity of groups who evokes the inclusion premise is enormous, mostly related to ethnic, socio-economic, sexual and special needs aspects. In the case of children with special needs, especially those with disabilities, inclusion encompasses their participation in society in general, besides in regular education institutions (“scholar inclusion”). Although there has been the creation of laws and resolutions concerning inclusion, its concretization is being considered as a difficult task, as there are problems such as prejudices, lack of teachers’ training and the presence of architectonic barriers. On account of the relevance and complexity of this issue, besides considering that this processes are usually mediated by health professionals, we set our objective in studying the children with special needs inclusion, focusing on these professionals. The aim is to investigate how health professionals conceive the and participate of the inclusion processes. The various professionals who consult two three-year-old children with Cerebral Palsy were investigated. The emprical data was obtained by semi-structures interviews (child neurologist, pediatrician, family health doctor, nurse, physiotherapist, phonoaudiologist, occupational therapist, psychologist and social assistant), besides domiciliary visit and field notes. Data collection and analysis were made based on the Network of Meanings perspective. The pivot children – Davi and Letícia – have limitations due to the Cerebral Palsy. However, each child presents distinct characteristics. In Letícia, motor limitations are more evident in the child’s left side; besides she does not speak and usually rejects interpersonal contact. In Davi, the motor limitations are highly manifested on the lower limbs; besides, he speaks clearly and he often aims to interact with other people. Regarding the families, both organization and participation in the treatment reveals very diverse characteristics among them. Davi’s family is very much participative, unlikely in Letícia’s family who demonstrates confusion concerning the child’s clinical findings and treatment. The professionals who follow up the children exercise their practices in very diverse contexts (public services - primary, secondary, tertiary -, besides philanthropical and private universitary services). Analysis made evident that, besides the professional graduation, each service context provides distinct opportunities to and discursive practices for the professionals and the families who are attended in that place, constraining diversely the way they conceive and enact regarding those children’s inclusion processes. Predominantly, that professionals act considering the individual child, in a de-contextualized manner. Moreover, the children’s characteristics and the family organization also revealed to be important constraints of the professionals conceptions, expectations, relations and performances. Those elements were undestood to constrain the situation not by themselves, but through their intrinsic articulation, helping to set the professionals on competent/incompetent roles regarding the case; leading them to feel as a participant / not participant in the inclusion processes. Dominantly, it could be identified the superposition of several exclusions, within which the health professionals have difficulties to cope. We have evidenced that the inclusion processes of children with special needs is not a naturalized one, but is continously in development. Finally, it can be said that the children’s and their families’ inclusion processes happen in an inclusion/exclusion dialectics, in which the inclusion situations does not always happen in a decent and respectable manner.

A discussão sobre “inclusão social" ganha crescente relevância na nossa sociedade. Ela trata do respeito às diferenças, dos direitos e da participação igualitária dos cidadãos. A diversidade de pessoas que evoca essa premissa é imensa, decorrente de aspectos étnicos, sócio-econômicos, sexuais e ligados às necessidades especiais. No caso de crianças com necessidades especiais, particularmente daquelas com deficiências, a inclusão abarca sua participação na sociedade em geral e, especificamente, em instituições de educação regular (“inclusão escolar"). Porém, a despeito da criação de leis e regulamentações, os preconceitos, além da não observância de aspectos como capacitação de educadores e acessibilidade física, dificultam a concretização da inclusão. Considerando a relevância e complexidade do problema e, ainda, que esse processo é freqüentemente mediado por profissionais de saúde, traçou-se como meta estudar a inclusão de crianças com Paralisia Cerebral, com foco nesses profissionais. Indagou-se como eles concebem a e participam da inclusão dessas crianças. Foram investigados os vários profissionais que atendiam duas crianças de três anos, em seguimento em serviços de saúde da região de Ribeirão Preto - SP. O corpus para análise foi obtido por entrevistas semi-estruturadas (neurologista infantil, pediatra, médico de saúde da família, enfermeira, fisioterapeuta, fonoaudióloga, terapeuta ocupacional, psicóloga e assistente social), por visita domiciliar às crianças e famílias e por notas de campo. A coleta e análise foram feitas com base na Rede de Significações. As crianças pivôs - Davi e Letícia - têm comprometimentos decorrentes da Paralisia Cerebral. Porém, cada criança apresenta características distintas. Em Letícia os comprometimentos motores são mais evidentes no lado esquerdo, ela não tem comunicação verbal e usualmente rejeita contato interpessoal. Em Davi a limitação motora é mais evidenciada nos membros inferiores, além disso, ele comunica-se verbalmente e busca o outro. Cada família se organiza e participa no tratamento de maneira bem diversa. A família de Davi é bastante participativa e a de Letícia demonstra-se confusa, quanto ao quadro e tratamento da criança. Os profissionais que atendem às crianças atuam em contextos diversos (serviços públicos primário/secundário/terciário, além de serviços filantrópicos e universitários particulares). Constatou-se que cada contexto proporciona distintas oportunidades aos e práticas discursivas dos profissionais e das pessoas que neles são atendidas, estes aspectos influenciando a forma de atuação com relação à inclusão daquelas crianças. Predominantemente, o olhar destes profissionais é dirigido de maneira descontextualizada à criança individualmente. Porém, tanto as características das crianças, como a organização dos contextos familiares, revelaram-se importantes circunscritores das concepções, expectativas, relações e atuações dos profissionais. A articulação de todos aqueles elementos contribui para circunscrever, para os profissionais, o papel de competente/ impotente frente ao caso, participativo/não-participativo dos processos de inclusão. Ainda, explicita muitas vezes a sobreposição de exclusões, tendo os profissionais dificuldade em lidar com estas situações. Constatamos que o processo de inclusão social e escolar de crianças com Paralisia Cerebral não é algo naturalizado, e sim, a acontecer. E, finalmente, que o processo de inclusão se faz na dialética da inclusão/exclusão das crianças e suas famílias, abarcando situações que nem sempre se dão de maneira digna e decente. / The debate regarding “social inclusion" increasinly acquires relevance in our society. It highlights issues such as respect to differences, common rights and citizens egalitarian social participation. The diversity of groups who evokes the inclusion premise is enormous, mostly related to ethnic, socio-economic, sexual and special needs aspects. In the case of children with special needs, especially those with disabilities, inclusion encompasses their participation in society in general, besides in regular education institutions (“scholar inclusion"). Although there has been the creation of laws and resolutions concerning inclusion, its concretization is being considered as a difficult task, as there are problems such as prejudices, lack of teachers’ training and the presence of architectonic barriers. On account of the relevance and complexity of this issue, besides considering that this processes are usually mediated by health professionals, we set our objective in studying the children with special needs inclusion, focusing on these professionals. The aim is to investigate how health professionals conceive the and participate of the inclusion processes. The various professionals who consult two three-year-old children with Cerebral Palsy were investigated. The emprical data was obtained by semi-structures interviews (child neurologist, pediatrician, family health doctor, nurse, physiotherapist, phonoaudiologist, occupational therapist, psychologist and social assistant), besides domiciliary visit and field notes. Data collection and analysis were made based on the Network of Meanings perspective. The pivot children – Davi and Letícia – have limitations due to the Cerebral Palsy. However, each child presents distinct characteristics. In Letícia, motor limitations are more evident in the child’s left side; besides she does not speak and usually rejects interpersonal contact. In Davi, the motor limitations are highly manifested on the lower limbs; besides, he speaks clearly and he often aims to interact with other people. Regarding the families, both organization and participation in the treatment reveals very diverse characteristics among them. Davi’s family is very much participative, unlikely in Letícia’s family who demonstrates confusion concerning the child’s clinical findings and treatment. The professionals who follow up the children exercise their practices in very diverse contexts (public services - primary, secondary, tertiary -, besides philanthropical and private universitary services). Analysis made evident that, besides the professional graduation, each service context provides distinct opportunities to and discursive practices for the professionals and the families who are attended in that place, constraining diversely the way they conceive and enact regarding those children’s inclusion processes. Predominantly, that professionals act considering the individual child, in a de-contextualized manner. Moreover, the children’s characteristics and the family organization also revealed to be important constraints of the professionals conceptions, expectations, relations and performances. Those elements were undestood to constrain the situation not by themselves, but through their intrinsic articulation, helping to set the professionals on competent/incompetent roles regarding the case; leading them to feel as a participant / not participant in the inclusion processes. Dominantly, it could be identified the superposition of several exclusions, within which the health professionals have difficulties to cope. We have evidenced that the inclusion processes of children with special needs is not a naturalized one, but is continously in development. Finally, it can be said that the children’s and their families’ inclusion processes happen in an inclusion/exclusion dialectics, in which the inclusion situations does not always happen in a decent and respectable manner.