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yes / This report is a summary of the views of a range of practitioners working in Bradford, Burnley and Oldham on the challenges of building community interaction in these three northern `cities¿ which experienced disturbances in 2001. Practitioners from a variety of professional backgrounds from each of the locations met in Burnley on January 12th 2007 to reflect together on the key challenges that they had faced since 2001 and the progress, or lack thereof, that has been made. Their observations were recorded and form the basis of this report. Despite the significant differences between the `cities¿ in their size, location and demographics, practitioners from the three locations seemed to broadly share the analysis of the progress made and of the threats to progress since the disturbances in 2001. Information-sharing between organizations in the `cities¿ has improved. Some organizations are able to move more quickly to reduce/prevent tensions building. More young women, particularly young Muslim women, are becoming involved at a community level bringing new perspectives and ways of thinking. Yet practitioners also identified a variety of conditions which continued to make the `cities¿ vulnerable to fresh disturbances in the future. Perhaps chief among these was the concern over the high levels of discontent expressed by young people in each of the locations. The relatively low levels of educational attainment and engagement, high levels of crime which young people can get `sucked into¿ and the low level of mixing between young people from different ethnic groupings were all seen as underlying factors which could lead to fresh disturbances. Added to this were serious concerns about the levels of racism in each of the `cities¿, a lack of equal opportunities and the pressures on particular communities from the press and the police. One participant articulated the basic question running throughout the practitioners¿ discussions, ¿We are probably ready to deal with the 2001 disturbances now, but are we ready for 2007?"

This study explores the intergenerational transmission of neighborhoods for the 1981 cohort of the Swedish population, focusing on the impact of parental neighborhoods on the neighborhood outcomes of young adults. Using Swedish register-based longitudinal data, the research traces the life courses of parents and their children through their neighborhood trajectories. The findings reveal that despite an overall low rate of immobility, there is a noticeable similarity in neighborhoods across generations. Residential mobility from parental neighborhoods often occurs within adjacent neighborhood poverty rankings. However, non-European migrants exhibit higher rates of neighborhood immobility and lower upward mobility compared to their European and Swedish counterparts, highlighting the influence of migrant background. Moreover, higher parental socioeconomic status mitigates the negative effects of growing up in disadvantaged neighborhoods, whereas reliance on social benefits exacerbates these effects, particularly for individuals with non-European backgrounds. Thus, despite a general trend of residential mobility, the combined impact of economic vulnerability and migrant background continues to contribute to socioeconomic residential segregation in Sweden.

Scottish institutions within the educational networks, including Government, local authorities, and schools, are entangled in performative activities dedicated to improvements in student attainment. Secondary school performance in Scotland is measured nationally predominantly by the number and level of national qualifications achieved. The thesis makes the case that this attainment agenda places enormous pressures on Headteachers to ensure student outcomes are maximised and that the culture of performativity is a major factor in shaping the roles and practices of Headteachers. The study is based on four new secondary school Headteachers in a single Scottish local authority. It is through an examination of their work practices that the formation of subjectivities within a range of power relations and discursive regimes are explored. Performativity and accountability influence the role and actions of the Headteacher in many ways which are unanticipated. There is an ongoing power struggle engendered by the pressures and controls imposed on new Headteachers which modify and discipline their behaviours. In this thesis, a case study methodology is employed and the concepts of Michel Foucault are applied to provide an alternative means of understanding the practices of Headteachers. A Foucauldian approach also provides a different perspective on the problematic conceptualisation of school leadership. The aim of this study is to make a research-based contribution to our understanding of the complexities and competing priorities negotiated by new Headteachers. The research evidences the dominance of the attainment agenda on the lived lives of the new Headteachers. This study should enable the development of additional ways to assist with Headteacher preparation and the provision of improved support in the early years of Headship.

本研究運用多元資料，自不同面向揭露臺灣原住民的遷徙樣貌，並連結遷徙與原住民個人社會地位取得的關連。藉遷徙多層次社會鑲嵌的特質，以解開原住民頻繁遷徙但並未對等呈現向上社會流動的弔詭。本研究同時檢視原住民族於臺灣大社會的位置，包含其空間分布、流動趨勢及其社會經濟地位。研究主要發現如下：（1）歷經卅年的遷移，原住民族大量移徙西半部，並集中在三大都會區，不同遷徙類型在各區域形成流動體系，以北部體系及東部體系擁有較大的遷徙流量；（2）原住民族較一般民眾更易集中在中低度現代化區域，主要係往都會區周邊移動，臺北縣與桃園縣對初級與連續遷徙有極大的拉力；（3）原住民族與一般民眾的遷徙模式相近，遷徙主要是朝鄰近區域與核心縣市移動，但原住民族重複遷徙行為較為獨特，連續遷徙與回流遷徙呈相反的流動；（4）自遷徙決策模型可發現，遷徙受多重因素影響，除工作要素外，家庭居住安排、生命階段的居住區位、區域性資本、社會網絡與遷徙成本及預算皆會影響其遷徙決策；長遠而言，遷徙有助於個人取得教育資源、提升社經地位，無力遷徙者與遷徙者間貧富差距逐漸拉大；（5）與理論預期相反，初級與回流遷徙對個人地位取得具正面效益，連續遷徙則為負向作用，此與原住民族社會網絡有限鑲嵌及累積資本困難所致；（6）隨著人口移動，原居地與移入地社群重組，原居地經歷了人口老化、祖孫家庭增加、傳統部落秩序瓦解，移入地蓬勃的制度化社群組織、族群聚落、同鄉會與協進會扮演都市原住民與原鄉的橋樑，遷徙所生成的脈絡亦將影響後續移動者的社會處境。奠基以上研究發現，提出政策建議與未來研究方向。 / Mainly based on a variety of data, this research aims to study several aspects of migration of Taiwan aborigines and to explore the association and causal relationship between migration and the advance of socioeconomic status. This study is originally inspired from an observed paradox that, according to the theoretical expectation and a body of existing empirical evidences, it has long been confirmed that migration is an effective means of promoting individual social mobility and lifetime wellbeing; nevertheless, the fact that the Taiwan aborigines are associated with lower socioeconomic status does not fit the fact of Taiwan aborigines being more mobile than the ordinary people. The purposes of this dissertation are (1) to characterize migration types and pattern of Taiwan aborigines, including spatial pattern, migration and mobility tendency and likelihood, and their social economic status, (2) to distinguish determinants of aborigine migration, and (3) to examine the outcome of migration whether it helps or stumbles the advance of aborigine’s socioeconomic status and mobility. Main findings are as follows: (1) in the past three decades, voluminous aborigines migrated to the western urbanized area, with the three major metropolitan areas of Taiwan as the major destination for aborigine migrants; it also forms migratory system in each area, with northern Taiwan and eastern Taiwan gaining the most number of migrants; (2) Although metropolitan areas serve as major destination for aborigine migrants, the study finds that they tend to concentrate more on the periphery than on the core area. Both counties of Taipei and Taoyuan are very attractive for primary and onward migrants; (3) the migration pattern of ordinary people is similar to that of aborigines. People usually tend to move to neighborhood and the core city. In addition, repeat migration is much more noteworthy than its primary counterpart, and onward migration is totally opposite to return migration; (4) The model of aboriginal migration indicates that migration is affected by various factors. The most salient ones include work status, living arrangement, attributes of residential location, location-specific capital, ethnic network, and availability of migration budget. Because migration help acquire educational resources and improve one’s socioeconomic status, the gap between migrants and people who are not capable of making migration will become exaggerated; (5) in opposition to theoretical expectation, primary and return migrations exhibit positive effect on the improvement of individual socioeconomic status, whereas onward migration should have negative effect. This finding is not counter to various schools of migration theory, rather, it reflects a result of limited embedded inter- and intra-ethnic network and barriers of capital accumulation; (6) migration affects both communities of origin and destination. Aging population, increasing grandparent-grandchild family, collapsing tribal authority become prevalent in original community; on the other hand, flourishing ethnic enclaves, associations, and institutionalized organizations connect urban and hometown in destination community. The context which migration results from is changed by migration itself and further affects the situation of subsequent migrants. According to empirical findings, the dissertation further suggests corresponding policy implications and proposes future research direction.

Cette thèse propose une réflexion sur le développement du sens musical de l’enfant tunisien de 6 à 13 ans dans le contexte musical particulier du XXIème siècle. La problématique de base est de savoir si la culture musicale tunisienne qui repose principalement sur une esthétique modale arabe favorise le développement d’un ensemble d’habitudes d’écoutes chez l’enfant tunisien en rapport avec le système modal arabe. Peut-on alors postuler l’existence d’un éventuel « sens modal » chez l’enfant tunisien qui se développe progressivement de 6 à 13 ans et qui favorise l’acquisition des éléments caractéristiques du système modal tels que les intervalles spécifiques à la gamme arabe, la hiérarchie modale et les formules-types spécifiques à un mode ? Dans son aspect théorique, cette étude qui revêt une dimension psychologique passe en revue l’ensemble de travaux en psychologie de la musique et en psychologie du développement musical qui se sont intéressés à l’étude de la perception musicale en général et à la perception de la tonalité en particulier. Dans son aspect pratique, elle reprend un principe d’expérience effectué par Le Professeur Imberty dans son étude de l‘acquisition des structures tonales chez l’enfant occidental. Cette expérience qui a été réadaptée au contexte de la musique modale repose sur l’idée de la succession de trois épreuves : une première épreuve de mémorisation immédiate, une deuxième épreuve d’achèvement mélodique et une troisième épreuve de production vocale. Mots clefs : Développement musical - sens musical- système modal arabe - enfant tunisien- mémorisation- achèvement mélodique – production vocale / The present thesis offers a reflection on the development of 6-to-13 year-old Tunisian children’s musical awareness in the musical context of the XXI century. The basic argument here is whether the Tunisian musical culture that resides primarily in Arabic modal aesthetical system promotes the development of some listening habits among Tunisian children. Also postulated is the development of a modal awareness among the of 6-to-13 years old Tunisian children which boosts the acquisition of particular features of the modal system such as the specific intervals in the range Arab modal scale, the modal hierarchy, and standard formulas specific to a given mode. In its theoretical aspect, this study holds a psychological dimension in its review of literature attendant to the disciplines of psychology of music and musical developmental psychology which are concerned with the study of musical perception in general and the perception of tone in particular. In its practical aspect, the study draws on experimental model advanced by Professor Imberty in his account of the acquisition of the tonal structure among the Western children. The experimental procedure here has been adapted to the context of modal music which is based on the idea of three successive testing episodes related to the working memory, melodic attainment, and melodic vocal production.Keywords: Musical development - musical awareness - Arabic modal system - Tunisian children - memory - melodic attainment - vocal production