No / In the wake of the First World War, at a time marked by the rise of national self-determination and government based on majoritarian democracy, national minorities emerged as a controversial socio-political issue and significantsecurity challenge in Europe. Thisessay examines how leading statesmen and League of Nations officialconceptualised and shaped the international minority protection regime in Geneva, which extended primarily to the new states in Central and Eastern Europe. Equally, it addresses how “national minorities” understood their own position in Europe and their relationship to the League. Thecase is made that members of both minority and majority populations (the latter including statesmen and League officialsdid not inhabit the same psychological space in the 1920s, with the result being that the minority question remained a proverbial time bomb ticking at the heart of international relations.

This study examined the factors that influence minorities to enroll in agricultural science programs at Virginia Tech. Minorities have been and continue to be under-represented in most areas of the agricultural sciences. The presence of African-American and other minority students in the agricultural sciences is, therefore, very important. Enrollment numbers in programs across the country indicate that agriculture, does not appeal to many minority groups. Wardlow, Graham, & Scott (1995) noted that there is little doubt that minorities are underrepresented in academic departments at land-grant universities, professional roles in agricultural industries, and in governmental agencies such as the United States Department of Agriculture (USDA). The data collection in this study was through a survey developed by the researcher. The population in this study consisted of minority undergraduate and graduate students in the Minority Academic Opportunities Program (MAOP) and Minorities in Agriculture, Natural Resources, and Related Sciences (MANRRS) organization at Virginia Tech. The respondents in this study selected agricultural science as a major due to their personal decision, input form family members and friends, and the guidance form a high school or faculty member. They also noted there was opportunity for them in the agricultural sciences and felt that professors, administrators and students within the department were fair and supportive. Financial assistance was an important factor in the student's decision enrolling in the program, and the majority of the respondents were receiving financial assistance. However, the respondents noted that they would be enrolled if they were not receiving financial assistance and felt they had the opportunity to succeed in the agricultural sciences at Virginia Tech / Ph. D.

Yes / Objectives: The Alzheimer's Society has culturally adapted an Information Programme for South Asian families (IPSAF) who support an individual living with dementia. The objectives of this evaluation were to establish whether IPSAF had an immediate and medium‐term impact on those who attended and how it impacted on the wider family and the person with dementia.Methods: An inclusive, pluralistic approach was adopted. Seven focus groups were conducted with 42 participants, and 37 participated in a pre‐post knowledge quiz. Seven family interviews were conducted with 17 participants, and 3 families were followed up after 6 months. Thematic analysis was conducted on the data.Findings: The IPSAF was found to improve participants' knowledge of dementia leading to increased understanding of the person with dementia. Participants became more aware of available services and accessed services to make use of practical support. IPSAF was reported to have an impact for people living with dementia, with carers' newfound understanding resulting in some changes in care practice that promoted empowerment and independence for people living with dementia. There was also some evidence to suggest that IPSAF had an impact on the wider family, with participants sharing information about dementia with family members who had not attended the programme. Families were continuing to make changes to improve the lives of people living with dementia 6 months later, suggesting IPSAF had a sustained impact.Conclusion: This culturally adapted programme was found to have a significant impact on carers, the person with dementia, and the wider family. / Alzheimer's Society

No

This study examines the relations of white Baptists with racial and ethnic minorities in Texas from the beginning of organized Baptist work in Texas in the mid-nineteenth century, through the United States Supreme Court decision in the Brown v. Topeka case in 1954, Emphasizing the role of attitudes in forming actions, it examines the ideas of various leaders of the chief Baptist bodies in Texas: the artist General Convention of Texas, the Baptist Missionary Association of Texas and the American Baptist Convention. The minorities included in the work are the Negroes, the Mexican-Americans, non-Anglo-Saxon Europeans, American Indians, Orientals, and Jews. Several factors tend to justify a study of this subject. First, there is the prominence of race relations in the nation which has aroused interest in the effect which race relations have had upon affairs in Texas, Second, the widespread changes which have taken place in Texas during, the last two decades suggest the feasibility of a study of that phenomenon, and the fact that many consider the race problem to be a moral and religious issue indicates the relevance of the churches' relationships to these changes. As the largest religious denomination in the state, the Baptists offer a viable subject for study. Finally, since to date no study specifically relating to the Baptists of Texas and their role in race relations in the state has been made, it is felt that such a study will contribute to an understanding of the situation. The scope of this study, in point of time, extends from about 1850 to the early 1960's, in order to consider the reactions of Texas Baptists to the Brown decision of the United States Supreme Court. From the standpoint of subject, the study has been limited to leaders of the Baptist denomination. Their statements on the race issue as well as actions which may or may not have supported their statements have been studied,

This dissertation examines the literary and activist histories of lesbian and queer communities in France from 1968 to the present, retracing the changing relationship between national and sexual identities. It contributes in several ways to debates about ‘homonormativity’ and ‘sexual democracy’ that have unfolded in France since the beginning of the twenty-first century, notably by bringing recent historical and sociological scholarship on the racialization of gender and sexuality into dialogue with literary studies. Sex, Race and the Epistemology of Desire puts well-established literary authors (such as Monique Wittig, Mireille Best, and Nina Bouraoui) in conversation with little-known queer writers and activists of color (such as the Groupe du 6 novembre and the Lesbiennes of color), studying processes of subject formation through which individuals come to understand their desires in relation to family structures and community belonging. Through historically and politically contextualized readings, it reflects on the fact that desire has often come to be understood through the lens of sexual identity, arguing that assumptions about the importance of visibility and “coming out” have tended to marginalize poor and racialized groups. Deconstructing the common opposition between “identitarian” and “non-identitarian” literature, it argues for a richer and more epistemologically-attentive approach to sexual and gender politics. It shows that this epistemological reframing is necessary to counteract mainstream media’s often reductive accounts of minority sexualities, particularly with respect to Islamic, Middle Eastern, or North African cultures.

This critical explanatory mixed methods study examined elementary teachers’ perceptions regarding the inclusion of LGBTQ-themed literature in the curriculum. An electronic survey questionnaire and focus group sessions were used to collect both quantitative and qualitative data that described the perceived benefits and barriers of LGBTQ-themed literature and teachers’ level of interest in attending professional developing on this topic. The sample population for this study consisted of 100 participants. All 100 participants completed the electronic survey questionnaire, and a subset of 10 of the survey respondents participated in focus groups to explore further the perceived benefits and barriers relating to the inclusion of LGBTQ-themed literature. There were five key findings that emerged in relation to the research questions for this survey: (1) although teachers perceive parental backlash and insufficient training as the two most significant barriers preventing them from including LGBTQ-themed literature in their classroom, their beliefs and comfort levels surrounding LGBTQ individuals and topics are significant barriers as well; (2) participants felt there were many significant benefits that might result from the inclusion of LGBTQ-themed literature, including building an increased awareness of diversity among students and less bullying in regards to sexual orientation/gender expression; (3) participants felt that parents and administration have significant control over what teachers can teach in their classrooms, and that their autonomy and choice was straightjacketed by the demands of the parents and administrators; (4) participants were interested in attending professional development training focusing on the inclusion of LGBTQ-themed literature; and (5) Black respondents expressed more hesitation towards the inclusion of LGBTQ-themed literature as well as towards attending LGBTQ-themed professional development than other demographic subgroups. / Includes bibliography. / Dissertation (Ph.D.)--Florida Atlantic University, 2016. / FAU Electronic Theses and Dissertations Collection

盧思泓. / "2005年1月". / 論文(音樂碩士)--香港中文大學, 2005. / 參考文獻(leaves 93-104). / "2005 nian 1 yue". / Abstracts in Chinese and English. / Lu Sihong. / Lun wen (yin yue shuo shi)--Xianggang Zhong wen da xue, 2005. / Can kao wen xian (leaves 93-104). / 圖片及圖表目錄 --- p.viii-ix / 論文槪述 --- p.1 / Chapter 1) --- 硏究動機及目的 --- p.1 / Chapter 2) --- 主要參考理論 --- p.2 / Chapter 3) --- 硏究對象 --- p.3 / Chapter 4) --- 硏究方法 --- p.3 / Chapter 第一章 --- 民族管弦樂與國家建構 --- p.7 / 前言 --- p.7 / Chapter 1.1) --- 民族管弦樂的組建 --- p.7 / Chapter 1.2) --- 國家身分 --- p.9 / Chapter 1.3) --- 電台廣播 --- p.10 / Chapter 1.4) --- 民間音調素材 --- p.14 / Chapter 1.5) --- 「民族管弦樂」、「國家身分」與「國家建構 」 --- p.16 / Chapter 1.6) --- 具有中國特色的管弦樂團 --- p.18 / Chapter 第二章 --- 樂器改革 / 前言 --- p.20 / Chapter 2.1) --- 「西化」與「現代化」及其歷史背景 --- p.21 / Chapter 2.1.1) --- 「西化」與「現代化」 --- p.21 / Chapter 2.1.2) --- 歷史背景 --- p.21 / Chapter 2.2) --- 樂器改革 --- p.22 / Chapter 2.2.1) --- 在既有樂器的基礎上作出改動 --- p.26 / Chapter 2.2.2) --- 創製 --- p.27 / Chapter 2.2.3) --- 挪用西洋樂器 --- p.27 / Chapter 2.3) --- 「中國大型器樂合奏」的外觀設計 --- p.31 / Chapter 2.3.1) --- 視覺印象 --- p.31 / Chapter 2.4) --- 小結 --- p.32 / Chapter 第三章 --- 中、低音笙的改革 / 前言 --- p.34 / Chapter 3.1) --- 少數民族政 策 --- p.35 / Chapter 3.2) --- 蘆笙、葫蘆笙、漢族笙與芒筒的沿革及其結構…… --- p.38 / Chapter 3.2.1) --- 苗族源流 --- p.38 / Chapter 3.2.2) --- 蘆笙的沿革 --- p.39 / Chapter 3.2.3) --- 蘆笙的結構 --- p.44 / Chapter 3.2.4) --- 葫蘆笙的沿革 --- p.45 / Chapter 3.2.5) --- 葫蘆笙的結構 --- p.46 / Chapter 3.2.6) --- 漢族笙的沿革 --- p.48 / Chapter 3.2.7) --- 漢族笙的結構 --- p.50 / Chapter 3.2.8) --- 芒筒的沿革 --- p.51 / Chapter 3.2.9) --- 芒筒的的結構 --- p.52 / Chapter 3.3) --- 能配合樂器改革的少數民族樂器 --- p.54 / Chapter 3.3.1) --- 擴音管設計 --- p.54 / Chapter 3.3.2) --- 高、中、低音齊備的群組演奏模式 --- p.55 / Chapter 3.4) --- 被轉化成爲漢族樂器的蘆笙與芒筒 --- p.55 / Chapter 3.4.1) --- 抱笙與排笙 --- p.56 / Chapter 3.4.2) --- 中音笙與中音蘆笙 --- p.58 / Chapter 3.4.3) --- 鍵盤蘆笙筒 --- p.60 / Chapter 3.4.4) --- 鍵盤排笙 --- p.64 / Chapter 3.5) --- 非單從漢族笙組成的笙群組 --- p.66 / Chapter 第四章 --- 「樣板戲」中的少數民族樂器 / 前言 --- p.69 / Chapter 4.1) --- 文化大革命及樣板戲的沿革 --- p.70 / Chapter 4.2) --- 芭蕾舞劇《紅色娘子軍》的創作沿革 --- p.71 / Chapter 4.3) --- 樣板戲中使用的中國樂器 --- p.73 / Chapter 4.4) --- 沒有蘆笙的黎族與使用了蘆笙的黎族舞 --- p.78 / Chapter 4.5) --- 「漢族」與「非漢族」.」 --- p.80 / Chapter 第五章 --- 結論 / 前言 --- p.82 / Chapter 5.1) --- 漢族管弦樂團 --- p.83 / Chapter 5.2) --- 本質化的少數民族 --- p.84 / Chapter 5.3) --- 總結 --- p.85 / 附頁一 笙的結構 --- p.87 / 發聲原理 --- p.90 / 附頁二 各中、低音笙創制年表 --- p.92 / 參考數目 --- p.93

This study focused on the experiences of ethnic minority nursing students at a predominately white institution, the Health Sciences University School of Nursing in an attempt to learn more about the stress, appraisal, and coping of this group of individuals. The University School of Nursing was selected as a comparison site as it offered a setting with no predominate ethnic group. Faculty•s perceptions of students stress, appraisal and coping were sought to provide a context for the students• experience. A review of the literature indicated that ethnic minority students in predominately white universities experience alienation. At some universities white and ethnic minority students and faculty differ in their perceptions of what should be offered as support to ethnic minority students. Studying the experiences of students at a health care science university, dedicated to the health and care of individuals provided useful insights. Of particular importance was the investigation of what constituted problematic and nonconstructive relationships and structures. Symbolic interactionism, socialization theory, stress, appraisal and coping theory and attribution theory offered sensitizing concepts from which 23 ethnic minority nursing student and 12 nursing faculty interviews were taped, and analyzed. A constant comparative method of qualitative analysis proposed by Glaser and Strauss offered a systematic approach in developing substantive concepts. Common to most nursing students was the phenomenon of making it in nursing school. Making it was characterized by two main categories, being out of control and gaining control. Being out-of-control was understood as the stress producing threats of conflicting demands of family, work and school and being sanctioned, the evaluation and approval by faculty of ones• professional performance. Gaining control included managing multiple demands, reaffirming ones• choice of nursing and disengaging from the student role to becoming a nurse. A set of experiences unique to ethnic minority students was identified when some aspect of ethnicity was central to the problematic experience. A core phenomenon of exclusion as a threat to identity emerged. Three forms of exclusion were identified: (1) linguistic difficulty; (2) interpersonal disregard; (3) ethno-cultural incongruity. Students 1 acceptance of responsibility for the problematic situation influenced their coping strategies. Holding back, keeping silent, disengaging and giving up were the usual coping responses. Only when the stakes were high, for example passing a course, would students speak out, negotiate or confront to in order to preserve their academic progression. Faculty accurately identified students 1 stresses as: staggering under the load, building a professional identity, experiencing isolation and facing cultural unresponsiveness. Faculty misidentified some of students 1 withdrawal coping behaviors as a cultural norm of being quiet or reserved. In addition, faculty offered descriptions of their own stress in teaching ethnic minority students with English as a second language such as trying to decide when to bend over backwards to help the students and when to draw the line. The most important conclusion reached was that ethnic minority students experienced a set of stressors linked to their perceptions of their ethnic status. A major stressor was exclusion, in that it interfered with the core task of becoming socialized as a nurse. Weak social bonds within the school of nursing and to the profession can hamper the recruitment of others from a particular ethnic group to the school and ultimately into the health care profession. A focus on the interpretation of interpersonal events in health care settings is crucial in surfacing the cultural nuances of understanding and meaning. Recommendations were made to: (1) develop an enriched grounded theory and promote mutual understanding through faculty, nursing staff and student group interviews and (2) increase the comprehensiveness of ethnic minority student retention data bases.

Extensive research has documented the experiences and outcomes of women and certain underrepresented racial/ethnic minority groups in STEM educational programs. This paper contributes to current conversations by focusing on the experiences of individuals that identify as both a racial/ethnic and sexual/gender minority (SGM). This paper has two major objectives in mind: (1) provide one of the first empirical studies examining the experiences of SGM students in STEM and (2) interrogate the intersection of racial/ethnic identity and sexual/gender identity within the context of these programs. In order to provide a more robust understanding in these areas, this paper is guided by the following research questions: (1) What are the experiences of students who identify as both a racial/ethnic and sexual/gender minority in STEM educational programs, (2) in what ways do these students' sexual/gender and racial/ethnic identity influence these experiences, (3) do racial/ethnic and sexual/gender minorities feel a sense of belonging within their respective programs and why, and (4) how do racial/ethnic and sexual/gender minorities perceive they are treated by peers, faculty, and staff within these programs. This paper takes a mixed-method approach, incorporating both interviews and quantitative survey data to gain insights into these questions. Upon analysis, major findings demonstrated that students experiences an erasure of student diversity in the classroom, while also experiencing higher salience with their sexual/gender identity when compared to their racial/ethnic identity.