A partir de revisão de literatura sobre as influências do Bilingüismo precoce sobre o desenvolvimento infantil, foram selecionados os seguintes temas a serem analisados à luz da teoria da equilibração, de Jean Piaget: (1) antecipação da percepção da relatividade entre signo e referente no real, (2) intensificação do controle inibitório e (3) antecipação da entrada no pensamento operatório. O objetivo deste trabalho é demonstrar que a teoria da equilibração, um modelo explicativo para a construção dos sistemas cognitivos, permite a compreensão tanto das vantagens no desenvolvimento cognitivo relacionadas ao Bilingüismo Aditivo, quanto de possíveis desvantagens relacionadas ao Bilingüismo Subtrativo. No primeiro caso, o ambiente bilíngüe representaria um grande número de negações primárias no campo das línguas, o que funcionaria como um ponto de partida para que o sujeito construísse reequilibrações, ampliando e, ao mesmo tempo, conservando seu sistema cognitivo no campo da linguagem verbal. O segundo caso (Bilingüismo Subtrativo) é interpretado a partir da perspectiva piagetiana, segundo a qual o valor atribuído à meta é fundamental para que um desequilíbrio configure-se como ponto de partida para reequilibrações do sujeito, estas sim, fontes reais de progresso: neste estudo, tanto a aquisição das duas línguas quanto as vantagens cognitivas, interpretadas como fruto do funcionamento da equilibração dos sistemas de conhecimento do mundo. O contexto subtrativo implica a desvalorização da língua e cultura de origem. Para esta análise, propõe-se uma aproximação entre o conceito de valorização afetiva de Piaget e o valor utilizado como critério no modelo de estratégias de aculturação de Berry, com a ressalva de que, consonante com a perspectiva piagetiana, a valorização a que nos referimos é aquela feita pelo sujeito, não necessariamente igual à do ambiente em que vive. Portanto, conclui-se que as interações bilíngües podem representar uma intensificação da demanda do ambiente por reequilibrações no campo da linguagem verbal, intensificando o trabalho de elaboração dos caracteres negativos e, com isso, antecipando o desenvolvimento cognitivo em alguns aspectos. Tais conseqüências também podem ser expressas em termos de um aumento de condutas e , que implicam a ampliação e conservação simultâneas da estrutura cognitiva. Porém, tais resultados dependem de situações contingenciais, por exemplo, ligadas ao valor atribuído pelo indivíduo à meta a ser superada, ou, em outras palavras, ao desequilíbrio a ser compensado. Em casos de valorização negativa, as vantagens cognitivas podem não acontecer. Com o intuito de ilustrar possíveis estudos práticos a partir desta tese teórica, é apresentada uma proposta de pesquisa empírica que relaciona o desempenho em diferentes provas piagetianas - analisadas à luz da teoria da equilibração - às estratégias de aculturação, obtidas via entrevista com a criança e questionário para os pais. / After carrying out a review of the literature on the influence of Early Bilingualism on child development, the following issues were selected in order to be analyzed in the light of Jean Piagets equilibration theory: (1) the anticipation of the perception of relativity between sign and actual referent, (2) intensification of inhibitory control, and (3) anticipation of the access to operative thinking. This research was carried out to demonstrate that the equilibration theory an exploratory model for the construction of cognitive systems allows us to understand both the advantages of the cognitive development related to Additive Bilingualism and the possible disadvantages related to Subtractive Bilingualism. In the former, the bilingual environment would represent a large number of primary negations in the field of languages, what would provide a starting point for the construction of re-equilibration by the subject, simultaneously widening and preserving his/her cognitive system in the field of verbal language. The latter (Subtractive Bilingualism) is viewed in the light of Piagets theory, according to which the value assigned to ones aim is fundamental for the lack of equilibrium to take the shape of a starting point for the subjects re-equilibrations, which are indeed the real sources of progress in this study, both the acquisition of the two languages and the cognitive advantages, viewed as a result of the operation of the equilibration of the systems of knowledge of the world. The subtractive context implies the depreciation of the subjects source language and culture. For the analysis at issue, one proposes an approximation between the concept of affective appreciation developed by Piaget and value taken as a criterion in the model of acculturation strategies devised by Berry, with the exception that, consistent with the view held by Piaget, the appreciation referred to is the one shown by the subject, not necessarily similar to the appreciation of the environment where he/she lives. Therefore, one is led to conclude that bilingual interactions may involve an increase in environmental demands for re-equilibration in the field of verbal language, increasing the development of negative traits and, with that, anticipating the cognitive development in some of its features. Such consequences may also be described in terms of an increase in the b and d conduct types, which imply a simultaneous widening and preservation of the cognitive structure. Such results, however, depend on contigent situations such as the value assigned by the subject to the aim to be excelled, or, in other words, to the lack of equilibrium to be compensated. In cases of negative appreciation, cognitive advantages may not happen. In order to illustrate the possible practical researches founded on such theoretical basis, one provides an empirical research proposal which relates performance in different Piagetian tests viewed in the light of the equilibration theory to acculturation strategies, by means of interviews held with children and questionnaires responded by parents.

Le droit du patrimoine culturel congolais est un droit récent en raison du jeune âge de ses outils juridiques. En effet, ce droit s’est largement inspiré du système français à travers l’application, au Congo, de la législation française avant l’indépendance. Instituée dans un contexte historique particulier, la conception congolaise du patrimoine est une émanation des administrateurs coloniaux et missionnaires français. Cette conception est essentiellement basée sur l’adoption des valeurs culturelles françaises car la France en tant que métropole a institué l’application de sa législation dans les colonies. Cependant, cette application n’a pas été suivie d’effet au Congo en raison de l’absence du patrimoine au sens occidental. Avec l’indépendance en 1960, la nouvelle élite congolaise, issue des écoles françaises, a opté pour un mimétisme juridique et institutionnel. Les premiers textes à illustrer ce mimétisme ont été la loi 32/65 du 12 août 1965 donnant à l’Etat la possibilité de créer des organismes tendant au développement de la culture et des arts et le décret 68-45 du 19 février 1968 fixant les modalités d’application de la loi 32/65 du 12 août 1965. Ce mimétisme a révélé des lacunes en raison de la non prise en compte des réalités socio-culturelles congolaises. Dès lors, on a assisté, à la fin des années 1970, à une tentative d’élargissement de la conception du patrimoine avec la prise en compte de la conception traditionnelle à travers notamment l’affirmation de l’identité culturelle congolais. De nos jours, le Congo marque un grand intérêt à la protection du patrimoine par les politiques de développement culturel et par l’adoption deux textes majeurs : la loi n°8-2010 du 26 juillet 2010 portant protection du patrimoine national culturel et naturel et la loi de n°9-2010 du 26 juillet 2010 portant orientation de la politique culturelle au Congo. Une démarche supplémentaire qui illustre la marche vers la protection du patrimoine culturel bien que celle-ci soit encore embryonnaire et présente beaucoup d’insuffisances. Cependant, il convient de noter que la protection du patrimoine culturel connaît beaucoup de difficultés, lesquelles sont liées aux ressources humaines aux ressources financières. C’est pourquoi ce travail propose des mesures et initiatives en faveur d’une protection et d’une gestion efficaces du patrimoine culturel au Congo. / Congolese cultural heritage law is recent due to the young age of legal tools. In fact, this law that is inspired by French law because of cultural assimilation from French colonization. Instituted in a particular historical context, current conception of cultural heritage in Congo has been an emanation of colonial administrators and missionaries. This conception is essentially based in French cultural values. As a metropolis, France instituted the application of its laws in the colonies. An application not followed of actions because of the lack of heritage in the western understanding in Congo. When Congo got its independency in 1960, new Congolese elite graduated in French schools opted for a legal and institutional imitation to rule the State but also to protect cultural heritage. Consequently, first laws that illustrate this imitation are the Law 32/65 of August 12th 1968 providing the state with the possibility to create organs to develop culture and arts and the Decree 68-45 of February 19th 1968 fixing the operation procedures of the Law32/65 of August 12th 1968. This imitation revealed gaps because Congolese social and cultural conditions have not been taken into account. Therefore at the end of the 1970’s, there has been an attempt to come back to the traditional conception of cultural heritage, with for example the affirmation of Congolese cultural heritage. Congo still emphasizes this interest for the protection of cultural heritage by cultural development policies and adoption of two laws: the Law N°8-2010 of July 26th 2010 on the protection of national cultural and natural heritage and the Law N°09-2010 of July 26th 2010on the orientation of cultural policy in Congo. This is an additional walk towards the protection of cultural heritage, although this is still embryonic and very insufficient. However, it must be stressed that protection of cultural heritage encounters many difficulties linked to human and financial resources. This is why this work proposes some measures and initiatives in favor of an effective protection and management of Congolese cultural heritage.

During the late nineteenth and early twentieth centuries, white middle and upper class women active in reform became involved in the movement for American Indian reform. Focusing on the so-called "Indian problem," groups such as the Women's National Indian Association (WNIA) were formed to address the injustices against, and sufferings of, American Indian people at the hands of the U.S. military due to the increasing pressures and demands of western migration. This study addresses the role white women played in the movement for Indian reform through their involvement either as part of the WNIA membership or as missionaries, teachers or field matrons. The thesis is concerned, above all, with the ways in which their involvement reflects larger historical trends that enveloped white middle class women during the late nineteenth and early twentieth centuries. The work of reform groups like the WNIA helped transform missionary and field positions into jobs which were identified as specially suited for women. While missionary work was, before the 1870s, part of the male or public sphere, through the feminization of American religion, Victorian tenets of domesticity and moral superiority, and changing economic and commercial opportunities, the way was opened for women to serve as missionaries without the "protection" of a husband. The WNIA provides an impressive example of the scope and influence of women's reform organizations during the Progressive era. However, the goals and beliefs of WNIA leadership provide a contrast to the goals and beliefs of women working in the field. This contrast illuminates women's intentions in their quest for Indian assimilation and their role in that pursuit. The thesis is based upon the individual experience of women who worked as missionaries, teachers and field matrons. Four case studies explored in chapter III provide a window into the redefinition of "true womanhood" that took place at the turn-of-the century through the ways in which the subjects of this thesis arrive at a new self consciousness about their role in Indian reform.

Chinese students learning English as a foreign language seem to get good marks in tests, but are poor or limited in their ability to write in English. This dilemma of China's EFL writing instruction seems to be related to the decontextualized EFL writing practices. This study aims to examine how Chinese EFL college students respond to changes in their writing instruction that pays attention to the context of EFL teaching and learning. In this study, context refers to three levels: linguistic context, situational context and cultural context. Using the mixed methods approach, I conducted the study by engaging 60 second-year undergraduate students from a university in China and five Chinese students studying in a joint program in a university in the United States. The Write-to-learn Model based on my context-oriented framework was used in the study. The findings of the study show that following a 5-month training with the Write-to-learn Model, the experimental group improved significantly more than the control group with respect to English writing, indicating that adding context to EFL teaching and learning created positive writing outcomes for EFL students. In addition, the results of this study also demonstrate that the Chinglish phenomenon was related to decontextualized EFL writing practices and thought patterns resulting from culture. Adequate comprehensible input of authentic materials was found to be a good remedy to minimize EFL students' Chinglish expressions. This study found that the Write-to-learn Model was an effective approach in China's EFL writing classes.

The purpose of this thesis is to study the relationship between educational attitudes and certain background features of Native Americans, in particular, where they were raised and what type of school they attended. The sample used consisted of 120 completed mail out-mail back surveys that were used primarily as a Needs Assessment for the Portland Indian Health clinic. The sample was randomly selected from the Portland Indian Health Clinic client/patient mailing list. The findings of this thesis indicate that the attitudes of Native Americans toward education in general are positive. The findings also indicate that older Native Americans who experienced being sent to a B.I.A. boarding school off the reservation have the least positive attitudes towards Indian Education programs. Implications and recommendation for further research are discussed.

"September 2002." Includes bibliographical references (leaves 336-366) Argues that the Australian nation is the primary obstacle to the granting of self-determination to indigenous people because it is imagined and constituted as a monocultural entity, one that resists any divisions within the national space on the basis of culture or 'race'.

"September 2002." / Includes bibliographical references (leaves 336-366) / vii, 366 leaves ; 30 cm. / Title page, contents and abstract only. The complete thesis in print form is available from the University Library. / Argues that the Australian nation is the primary obstacle to the granting of self-determination to indigenous people because it is imagined and constituted as a monocultural entity, one that resists any divisions within the national space on the basis of culture or 'race'. / Thesis (Ph.D.)--University of Adelaide, Dept. of Politics, 2002

This study is an attempt to examine contemporary Chinese women immigrants from Mainland China and their adaptation into Canadian society. In this locally based research, I focus on how Chinese women integrate into Canadian society as immigrants; how they identify themselves in the new social context; what factors affect their identification; and how inherent power relationships between men and women within Chinese society have been redefined and transformed as the immigrant women assert themselves in the new society in response to new opportunities and obligations that are presented to them. This study is based on a series of face-to-face interviews that were chosen through snowball sampling method. 20 interviews were conducted and the data were qualitatively analyzed. I found that changes occurred with their multiple identities, which include class identity, ethnic and cultural identity, and gender identity. Most women experienced downward mobility in social and economic status after immigration due to lack of appropriate positions in the labor market and also the feeling of a lack of power as a consequence of ethnic minority membership; almost all of them have bidimentional cultural identity which means they identify with some aspects of Canadian culture while maintaining their Chinese culture of origin; and traditional Chinese gender ideology still plays a main role in redefining.gender identity which is embodied in the immigration decisions and the conflict between family and occupation. Economic, educational, occupational, social and relational power resources are factors affecting the transformation and redefinition of the power relationship between husband and wife. These factors work together in changing the allocation of power resources between husband and wife and affect the decision making process within a family.

As research into acculturation increases, two competing models have emerged. The unidimensional model posits that heritage and host culture identifications have an inverse relationship, whereas the bidimensional model proposes that the two identifications are orthogonal. In the first study we compared these models in 164 Chinese-Canadian students, and found that the two dimensions were viable and had a distinct pattern of non-inverse correlations with aspects of personality. These findings remained after controlling for basic demographic characteristics. In the second study, we compared the two models in a sample of 157 Chinese-Canadian students, and again found that the two dimensions were viable and had a distinct pattern of non-inverse correlations with self-construal and psychosocial adjustment. The findings for adjustment remained after controlling for extraversion and neuroticism. We argue that, for both conceptual and empirical reasons, the bidimensional model is a more useful conceptualization of acculturation. Implications of these findings are discussed.

In the psychological literature little has been written about Asian-Indians residing in the United States. Still, previous writers have noted that conflicts between parents and offspring in this population frequently revolve around issues of dating and mate selection. In the current study, I investigated the relationship between acculturation and mate selection preferences among Asian-Indians in the United States. The hypothesis was that respondents who spent their childhood in India would demonstrate Eastern mate selection preferences regardless of degree of acculturation, whereas for respondents who spent their childhood in the United States, acculturation would be predictive of mate selection preferences. Results revealed that generation and acculturation were too highly related to consider them as independent constructs. Therefore, the original hypotheses could not be tested. Factor analysis revealed that the mate selection characteristics loaded onto eight factors. Acculturation was inversely related to emphasis on traditional Eastern social status characteristics in a potential mate. Results are discussed with regard to implications for counseling and future research. / Department of Psychological Science