The aim of the project is to create eudaimonic environment in the framework of existing city blocks of Husovice in Brno. Simple interventions and minimal means are used to create environment which allows it´s inhabitants to live complex and fulfilled lives.

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This Master’s thesis aims to fill the research gaps by providing a study that clearly defines and concretizes the social benefits in river restorations. By further analysing the significance of the social benefits the aim is further to gain a better understanding of the factors that enable people to reap greater social benefits in river restoration. Given the dearth in research, an exploratory research approach is chosen to guide this thesis, on the premises that it provides and generates greater descriptions and broader understandings of the social benefits in river restorations. In addition, the exploratory approach enables analysis and arguments using both primary and secondary research methods, which are applied through literature reviews, official website analysis and interviews with representatives of the single organizations. The factors considered to constitute the social benefits in river restoration are well-being, aesthetics, recreation, play and learn, cultural expression, social cohesion and sense of belonging. When analysing the key factors that enable people to benefit from the social benefits of river restoration, the recognition includes relational values, active citizenship, public participation, knowledge sharing and social dynamics. In addition, the data collected from the single organizations indicate different levels of citizens’ activity and participation, i.e., semi-active, participating, active and highly active. Lastly, this thesis’ contribution to the research field is of great value, as the main findings demonstrate a coherence and consistency between the theoretical reasonings and the identifications of the four single organizations.

Indiana University-Purdue University Indianapolis (IUPUI) / Women are underrepresented in science, technology, engineering, and math fields (STEM), especially in higher levels. Researchers term this phenomenon "the leaky pipeline." While the issue is well-documented in the literature, little is known about its antecedents. The current study offers insight into factors that relate to career choice and contribute to the lack of diversity in STEM fields by investigating how sense of belonging and psychological capital (PsyCap) influence important psychological, academic, and career outcomes for women in these fields. Female undergraduate STEM majors were recruited for participation at two times during the fall academic semester (N=182 at time one, N=86 at time two) and data were analyzed using correlation and regression. Results provide support for the influence of both sense of belonging and PsyCap as important correlates of an individual's academic and career making decisions. Specifically, PsyCap mediated the relationship between belonging and well-being and belonging and career outcomes of engagement and participants' intentions to apply to graduate programs in an unrelated major. In addition, PsyCap moderated the relationship between sense of belonging and participants' intentions to switch majors and intentions to apply to graduate programs in a field unrelated to their current major. An increased understanding of the factors that contribute to the leaky pipeline in STEM will serve as a basis for developing further research questions and targeting interventions.

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En maternelle, tous les domaines de développement de l’enfant sont sollicités (moteur, cognitif, langagier, affectif et social). Plus particulièrement, l’enfant développe sa compétence sociale par ses diverses interactions avec les autres. En milieu défavorisé, plusieurs enjeux peuvent entraver le développement de l’enfant et la mise en place de mesures préventives est nécessaire. Les recherches des dernières années suggèrent que l’éducation musicale pourrait soutenir le développement global de l’enfant. L’objectif de cette recherche qualitative était d’explorer comment l’éducation musicale en contexte scolaire peut contribuer au développement de la compétence sociale de l’enfant d’âge préscolaire en milieu défavorisé. Dans ce but, des entretiens virtuels semi-dirigés ont été réalisés auprès d’enseignantes de maternelle (n = 2), d’enseignants de musique (n = 2) et de parents (n = 5) d’enfants qui ont participé à un projet d’éducation musicale intensif pendant deux ans (maternelle 4 ans et maternelle 5 ans). Une analyse thématique de contenu semi-inductive a permis de constater que des changements ont été observés dans les relations de l’enfant avec les autres à la suite de sa participation au programme, notamment avec ses enseignants de musique, ses parents et ses pairs. Selon les témoignages des participants, les enfants du programme ont développé leur ouverture aux autres et leur sentiment d’autoefficacité. Aucun mécanisme d’autorégulation des émotions et des comportements chez les enfants n’a été observé par les parents ou par les enseignants. L’instauration d’un programme d’éducation musicale à la maternelle a permis d’offrir un contexte favorable au développement d’un sentiment d’appartenance à l’école et au programme musical chez les enfants, les enseignants et les parents. Les modalités d’un programme musical intensif restent toutefois à définir afin d’être plus adaptés aux besoins de l’enfant d’âge préscolaire et au contexte scolaire. / In kindergarten, every aspect of a child's development is stimulated (motor, cognitive, language, affective and social). More specifically, children develop their social competence through various interactions with others. In disadvantaged environments, several issues can hinder a child's development, and preventive measures must be put in place. Research in recent years suggests that music education can support a child's development. The aim of this qualitative research was to explore how music education in a school context can contribute to the development of social competence in preschool children from disadvantaged backgrounds. For this purpose, virtual semistructured interviews were conducted with kindergarten teachers (n = 2), music teachers (n = 2) and parents (n = 5) of children who participated in an intensive two-year music education project (in pre-kindergarten and kindergarten). A semi-inductive thematic content analysis found that changes were observed in children's relationships with others following their participation in the program, particularly with their music teachers, parents, and peers. According to participant feedback, children in the program developed their openness to others and their sense of selfefficacy. No self-regulatory mechanisms for children’s emotions and behaviors were observed by parents or teachers. A music education program in kindergarten provided a favorable context for the development of a sense of belonging to the school and the music program among children, teachers, and parents. However, the conditions of an intensive music program still need to be defined to be better adapted to the needs of the preschooler and the school context.

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Thèse de doctorat effectuée en cotutelle avec la Faculté de droit de l'Université Jean Moulin Lyon III / Depuis le projet d’origine, l’Union européenne a étendu ses frontières, intégré de nouveaux territoires, de nouvelles traditions politiques et pris une nouvelle forme géographique. Ses frontières « non définies » se sont déplacées, le territoire cédant la place à un espace ouvert. Mais cette évolution n’a pas modifié la nature des interrogations sur son identité, sur l’existence d’une société européenne, sur l’identification des « peuples » européens à leur nouvelle communauté politique et sur l’émergence d’un espace public européen. La problématique de l'identité européenne est que malgré tous les moyens déployés par les institutions supranationales (processus d’harmonisation, d’homogénéisation et de convergence), celle-ci demeure un concept abstrait dont l’expression et l’enracinement dans le tissu social sont encore superficiels. L’Union européenne est une communauté de citoyens, les droits sont codifiés par les traités successifs, mais elle reste une communauté dont l’identité est encore incertaine. Bien que l’identité européenne concerne toute une série de questions qui doivent être saisies concurremment - élargissement, questions des frontières, hybridité politico-institutionnelle, nous l'analyserons notamment à travers le prisme de la citoyenneté européenne et de la Charte des droits fondamentaux de l'Union européenne. La question suivante sera ainsi posée : la citoyenneté européenne et la Charte européenne contribuent-elles à faire émerger, voire à consolider, une identité européenne? / Since the original project, the European Union has extended its borders, integrated new territories, new political traditions and has taken a new geographic form. Its borders "undefined" moved, the area giving way to an open space. But this evolution did not alter the nature of questions relating to its identity, the existence of a European society, the identification of "peoples" to their new European political Community and the emergence of a european public space. The issue of the European identity is that despite all measures deployed by supranational institutions (harmonization process, homogenization and convergence), it remains an abstract concept whose expression and rooting in the social sphere are still superficial. The European Union is indeed a community of citizens, the rights are codified by successive treaties, but it remains a community whose identity is still uncertain. Although the European identity concerns a range of questions that must be considered concurrently - enlargement, border issues, political-institutional hybridity, we will analyze it mainly through the prism of European citizenship and the Charter of Fundamental Rights. The following question will therefore be asked : European citizenship and the Charter of Fundamental Rights will they contribute to emerge or even consolidate a European identity?