The aim of the work is analysis of the situation of foreigners in the Czech Republic and of the function of the state in the field of immigration and integration. The first chapter covers migration development and the current characteristics of minorities in the Czech Republic. The second chapter describes theoretical immigration and integration models and their application in the government integration conceptions. It also deals with attitudes of the czech political parties to this issues. The last part of the work is devoted to the SWOT analysis of immigration and integration in the Czech Republic.

With the dissolution of Czechoslovakia, the share of minorities in the total population increased and minority issues in Slovakia became highlighted. Integration and acceptance of the Hungarian minority in Slovakia, as a democratic country, is one of Slovakia's key priorities. Opinions on the so called "Hungarian question" change throughout the political spectrum. The composition of the government has therefore an effect on minority policies in Slovakia. The objective of this work lies mainly in the analysis of the status of the Hungarian minority in Slovakia after 1989. The primary goal is to examine how the position of the Hungarian minority changed, depending on the government. The thesis consists of two main parts. The first part will present theoretical knowledge on the issue of minority protection. The core of the other descriptive-analytical part is to examine an attitude of each government to the Hungarian minority. The status of the Hungarian minority in Slovakia will be presented at a cultural and civic-political level.

Esse estudo tem por objetivo problematizar a discussão sobre Direitos Humanos e temas relacionados, nas aulas de Geografia, de forma a mobilizar os ditos dos estudantes sobre o assunto, mapeando o entendimento desses/as alunos/as através de atividades propostas nas aulas, colocando as "diferenças" em movimento. Dessa forma, discutem-se alternativas às práticas homogeneizadoras das aulas de Geografia, celebrando a "diferença" e desnaturalizando discursos sobre as minorias e/ou os socialmente desfavorecidos, contribuindo para superar a subjetividade contrária à promoção dos Direitos Humanos e oportunizando a desconstrução de estereótipos presentes no "senso comum". Para tal, optou-se por trabalhar com alunos de 9.º ano de escola pública municipal de Porto Alegre, em área periférica e pobre da cidade, a partir dos pressupostos dos Direitos Humanos e de quatro marcadores de diferença: mulheres, público LGBT, negros e refugiados. Os ditos dos alunos sobre esses grupos, nessa escrita chamados de diferentes, foram coletados através de atividades de geografia, que oportunizaram a escrita sobre essas identidades/marcadores de diferença e foram analisados, nesse trabalho, com o apoio da bibliografia selecionada. Para dar conta dos objetivos desse trabalho, dentre outros autores, utilizou-se dos escritos de Stuart Hall, no que diz respeito à diferença e identidade, de Marlucy Paraíso, para apoiar as escolhas metodológicas dessa pesquisa e Vera Candau e Maria Benevides para embasar a discussão sobre a Educação em Direitos Humanos .Além deles, outros autores foram incorporados, na medida em que se estabelecerem os diálogos entre os ditos dos/as alunos e o referencial teórico, de forma a contemplar questões específicas sobre os "diferentes" e a Educação em Direitos Humanos. Além deles, outros autores foram incorporados, na medida em que se estabelecerem os diálogos entre os ditos dos/as alunos e o referencial teórico, de forma a contemplar questões específicas sobre os "diferentes" e a Educação em Direitos Humanos. Já a Geografia e a Geografia Escolar foram debatidos através de Ivaine Tonini, Doreen Massey, Nestor Kaercher e Lana Cavalcanti, principalmente. / This study aims to problematize the discussion on Human Rights and related topics in Geography classes, in order to mobilize the students 'sayings about the subject, mapping the students' understanding through activities proposed in the classes, placing the "Differences" in motion. In this way, alternatives to the homogenizing practices of the Geography classes are discussed, celebrating the "difference" and denaturalizing discourses about the minorities and / or the socially disadvantaged, contributing to overcome the subjectivity contrary to the promotion of Human Rights and opportunizing the deconstruction of stereotypes Present in "common sense". In order to do so, it was decided to work with students of the 9th year of municipal public school in Porto Alegre, in the peripheral and poor area of the city, based on human rights presuppositions and four markers of difference: women, LGBT public, Blacks and refugees. The students' sayings about these groups, in this writing called different ones, were collected through geography activities, which gave the opportunity to write about these identities / markers of difference and were analyzed in this work, with the support of the selected bibliography. In order to give an account of the objectives of this work, among other authors, the writings of Stuart Hall, regarding the difference and identity, of Marlucy Paraíso, were used to support the methodological choices of this research and Vera Candau and Maria Benevides to support the In addition to them, other authors were incorporated, insofar as the dialogues between the students' sayings and the theoretical framework were established, in order to contemplate specific questions about the "different" and the Education In Human Rights. Geography and School Geography were discussed through Ivaine Tonini, Doreen Massey, Nestor Kaercher and Lana Cavalcanti, mainly.

Lesbian, gay, and bisexual individuals must regularly navigate stigma, or social situations in which they are devalued because of their sexual orientation. The research has well established minority stress processes which link situations of stigma to reports of poor psychological well-being. However, protective factors leading to healthy psychological well-being are relatively understudied. This dissertation is a review of protective factors that have already emerged in the research and an assessment of these protective factors simultaneously to better understand how they influence psychological well-being. I recruited adult sexual minority participants using a comprehensive social media approach. I then tested mastery, problem-solving coping, cognitive flexibility, structural factors, social support, self-compassion, hope, community connectedness, meaning making, and emotional openness on both measurements of positive and negative psychological well-being. Boosted regression analyses were used to assess the relative influence of the protective factors and while accounting for multicollinearity among the many protective factors. This was followed by OLS regression for cross validation. Results of the boosted regression trees indicate that hope, mastery, self-compassion, and social support are the most influential protective factors. This was supported by the OLS regressions. These results point to individual and social factors that affect psychological well-being of sexual minorities. Ultimately this dissertation provides a focused target for future research on intervention using these top protective factors. Additionally, this dissertation expands protective factors previously only examined in lesbian, gay, and bisexual individuals to a broader sexual minority population.

Sleep problems are robust suicide risk correlates. According to the interpersonal theory of suicide, thwarted belongingness (TB) and perceived burdensomeness (PB) may explain the link between sleep problems and suicide risk. This study examined these relationships among 331 community-dwelling adults identifying as sexual and/or gender minorities. Self-report measures of sleep problems, TB, PB, suicide risk, and anxiety were completed. Bootstrap mediation analyses were conducted to test TB and PB as interacting, individual, and parallel explanatory factors linking sleep problems and suicide risk. Sleep problems were associated with greater TB, PB, and suicide risk. TB and PB, in parallel and individually, accounted for the relationship between sleep problems and suicide risk, beyond age and anxiety. In contrast to the interpersonal theory, the indirect effect of PB was stronger at lower levels of TB and the indirect effect of TB was stronger at lower levels of PB. Exploratory analyses indicated significant differences between sexual minorities, gender minorities, and individuals identifying as both sexual and gender minorities: the indirect effect of sleep problems on suicide risk through PB was descriptively strongest among sexual minorities, and the indirect effect through TB was descriptively stronger among gender minorities and individuals identifying with both minority groups. Findings suggest that intervening upon TB and PB may thwart the trajectory from sleep problems to suicide risk among sexual and gender minorities. Further work is needed to determine whether suicide risk pathways differ across minority groups.

La thèse étudie la manière dont des écoles primaires confessionnelles irlandaises, majoritairement catholiques, accueillent des enfants appartenant à des groupes minoritaires, notamment immigrés, et l’influence des directives interculturelles officielles sur cet accueil et sur l’enseignement du programme. Elle se fonde pour ce faire sur quatre études de cas d’écoles primaires irlandaises, trois catholiques et une anglicane d’Irlande. / The thesis focuses on the way that Irish denominational primary schools, mostly Catholic, deal with minority children, particularly immigrants, and on the influence that official intercultural guidelines have had on the way these schools deal with minority children and the way the curriculum is taught. It is based on case studies of four primary schools, three Catholic and one Church of Ireland.

Breastfeeding is the best infant feeding source of nutrition for infants in their early stages of development. However, there is a fundamental gap in the number of African American women that initiate breastfeeding compared to White, Asian, and Hispanic mothers. Social cognitive theory was used to explore the breastfeeding intentions, beliefs, perceived barriers, and perceptions on breastfeeding through a basic qualitative research method. To capture the essence of the lived experiences of African American pregnant women, a purposeful sample of 13 African American pregnant women were invited to participate in the study. Two focus groups discussions pertaining to breastfeeding intentions and perceptions were conducted. Data were collected using hand-written notes and audio-taped responses from participants. The data were analyzed using NVivo12 Plus qualitative software program to discover themes and patterns. The findings resulted in 3 themes and 2 subthemes. The themes that emerged from the responses were (a) breastfeeding is the best feeding option, (b) breastfeeding barriers, and (c) breastfeeding intentions and duration. There was identified support in terms of intentions to initiate breastfeeding immediate postpartum and continuing some breastfeeding through 6 months. Further results include subthemes of encouragement and outside influences and recommended future breastfeeding support. Breastfeeding barriers ranged from previous negative experiences, negative comments and advice from family and friends, perceived lack of milk, and pain. This study contributes to positive social change within the community by providing some insight into possible interventions or approaches to improve breastfeeding intentions and to ultimately improve the lives of infants.

Recent political and cultural trends have led to an evaluation of the meaning of marriage within American society, and especially marriage as it concerns couples of the same sex. However, little research has been done to find out how attitudes toward same-sex marriage might vary according to race and ethnicity. Drawing on data from the 2004 National Politics Study, the author investigates same-sex marriage attitudes and tests hypotheses concerning the attitudes of various American race-ethnic groups. This study employs multinomial logistic regression analysis to compare attitudes of African Americans, Hispanics and non-Hispanic whites. Results indicate that even when socio demographic factors such as education and gender are controlled for, ethnic groups still differ in their attitudes toward this topic. Analyses also indicate that the relationship between race/ethnicity and attitudes toward same-sex unions does not vary by gender and that foreign birth explains the relationship between Hispanic ethnicity and attitudes toward same-sex marriage.

"The Fevered Road" is a memoir about coming to know oneself through what is lost and finding the liberation available in moments of absolute failure. The thesis explores the themes of failure, loss, identity, and rites of passage through the lens of the early 1990s, AIDS, murder, family, queerness, travel, and punk rock. The research is based primarily on journals, letters, correspondence with local historians, newspaper reports, internet sources, Massachusetts Department of Correction documents, and the author's personal recollection of events. The narrative is centered around the experience of two deaths in the author's early twenties, and is presented in a hybrid bookended/braided structure of the present and the chronological backstory.

The purpose of this thesis is to examine communication issues which are most frequently identified as the concerns of u.s. managers who work with culturally and ethnically diverse workforces, and skills which are identified as useful in dealing with those issues. This thesis used a qualitative method of data collection. Information was generated through a review of literature in the fields of communication, management, and organizational behavior to determine frequently occurring themes concerning intercultural communication issues in the workplace. Following the review, three case study interviews were conducted with managers in the Portland metropolitan area to determine what they perceive as communication issues frequently encountered in a multicultural workforce and skills needed to effectively address these issues. Themes in the literature are compared with what the managers report are communication issues in managing a multicultural workforce. Interview results indicated that there are both differences and similarities between what the manager reports and the literature themes. The similarities chiefly concerns the importance of nonverbal behavioral differences as a cause of intercultural communication differences. Differences between the themes in the literature and the interview results chiefly concerns the number of additional factors which could affect intercultural communication between manager and employee. More themes are suggested in the literature as sources of communication difficulty than in the interview results. These results suggest that language differences were more often the type of intercultural communication difficulties that managers encounter than is indicated by the literature.