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The aim of the thesis is to describe the Czech language in the context of the language situation in the Czech community situated in the south of the Ukraine in the village of Veselynivka in the Odesa Region. The core of the thesis is formed by results of a field research conducted by the author in 2018. The first part of the text presents a wider context for exploring Czech communities abroad, dealing with eastern emigration from the Czech lands and the current state of the Czech minority in the Ukraine. Next part of the work is devoted to the history and socio-cultural environment of the village of Veselynivka with a focus on education and religion. The following chapters deal with a comprehensive analysis of Veselynivkaʼs Czech, in which we proceed along different language levels - phonetic and phonological, morphological, syntactical and lexical. Linguistic analysis is carried out with an emphasis on two aspects. The first is the coincidence, or mismatch, of individual identifying characteristics with the dialects of Northeastern Bohemia. The second aspect of the research is the influence of the Russian or Ukrainian languages on the local dialect. The research proper draws mainly on transcripts of recordings and data collected in a supplementary dialectological questionnaire. Key words Czech...

Despite the developmental and clinical importance of body image during the pre-adolescent and adolescent years, there remains a dearth of information on the body image experiences of immigrant children and adolescents. This thesis represents a purposeful attempt to examine body image experiences among immigrant and ethnic minority children and adolescents in Canada and the United States (US). Specifically, the thesis integrates multiple methods (scoping reviews, qualitative interpretive description, quantitative multi-level modeling) and samples (clinical and population-based samples) to systematically contribute to the academic literature focusing on body image experiences among immigrant and ethnic minority children and adolescents in Canada and the US. Consisting of four conceptually related studies, this thesis makes the following methodological and conceptual contributions to epidemiological and clinical research and practice. First, the results from all four studies point to the need to develop standardized approaches for identifying and classifying immigrant and ethnic-minority children and adolescents. This will substantially increase the field’s ability to systematically characterize the nature and magnitude of body image dissatisfaction, body image distortion, and their associated outcomes among immigrant and ethnic minority children and adolescents. In addition, this systematic classification has the potential to inform the development or adaptation of universal and targeted preventative intervention strategies. Second, Study’s 1 and 2 demonstrate a clear need to further examine the constructs and experiences of acculturation and acculturative stress in relation to the body image experiences of immigrant and ethnic minority children and adolescents. The literature is unclear with respect to whether or not immigrant adolescents’ adoption of the values, behaviours and ideals of the Canadian or US culture increases their risk for body image concerns. On the other hand, we are also unclear as to whether or not immigrant adolescents’ retaining of the values, behaviours and ideals of their culture of origin may offer protection from poor body image experiences. Similarly, we are unclear about whether—and to what extent—stress as a result of adolescents’ acculturative experiences (i.e. acculturative stress) influence the onset or pervasiveness of body image concerns. Greater understanding about these constructs and processes and the extent to which they are implicated in the body image experiences among immigrant children and adolescents has the potential to inform culturally competent and targeted intervention approaches. Results from Study 3 indicate that immigrant adolescents have body image and appearance-related concerns that extend beyond what has typically been found among non-immigrant adolescents. More specifically, immigrant adolescents are concerned about the appearance of their skin (texture, complexion), their hair, their teeth, as well as other bodily features. It would be prudent for future researchers and clinicians to consider this information in relation to measuring, classifying and addressing body image dissatisfaction among immigrant adolescents. Finally, Study 4 demonstrates that females and first generation immigrants with body image dissatisfaction are at significantly elevated risk for body image distortion. This suggests that the assessment and intervention for body image dissatisfaction—particularly among females—soon after the migratory experience may play an important role in reducing body image distortion experiences. Taken together, the findings of this thesis strengthen the body image field by demonstrating that there are several unique aspects about being an immigrant that can influence adolescents’ body image experiences; and therefore, should be considered from a conceptual and methodological standpoint in future research and implementation of body image interventions. / Dissertation / Doctor of Philosophy (PhD) / Body image dissatisfaction and body image distortion have been linked to serious psychological outcomes, including depression and eating disorders. Yet, we know very little about the nature of these experiences among immigrant and ethnic minority children and adolescents. This thesis uses qualitative and quantitative methods, as well as general population and clinical samples to investigate body image dissatisfaction and body image distortion among immigrant and ethnic minority children and adolescents in Canada and the United States. Results provide important information that can inform the development of preventative interventions targeting body image dissatisfaction and body image distortion among immigrant and non-immigrant children and adolescents.

Tay ethnic minority using Tay - Thai language is the biggest population in Na Hang district (ca. 51.6%), Tuyen Quang province. Their knowledge and experience of using medicinal plants have been preserved and passed down through many generations. Medicinal plant resources in Na Hang special-use forests (SUF) have been contributing to the work of health care and treatment of communities in the region. Research results showed that the composition of medicinal plants used by Tay ethnic minority in Na Hang SUF included 223 vascular plant species, belonging to 4 phyla which were mainly belonging to Magnoliophyta, accounting for 90.0% of families; 94.97% of genera, and 95.92% of species. Among these 223 plant species, 9 species were ranked at different levels of endangered status. These are rare and precious gene sources that need to be strictly protected and conserved. 53 diseases/symptoms belonging to 7 groups of diseases can be treated with medicinal plants from Tay ethnic minority in Na Hang SUF. Particularly, 14 diseases to be treated by various medicinal herbs. / Dân tộc Tày là một cộng đồng thuộc ngôn ngữ Tày - Thái và có dân số đông nhất ở huyện Na Hang, tỉnh Tuyên Quang, chiếm 51,6% tổng dân số toàn huyện. Những tri thức và kinh nghiệm sử dụng những loài cây để chữa bệnh đã được người dân địa phương gìn giữ và lưu truyền lại qua nhiều đời, thế hệ sau. Nguồn tài nguyên cây thuốc ở rừng đặc dụng Na Hang đã và đang đóng góp vào công tác chăm sóc sức khoẻ và chữa bệnh của các cộng đồng trong khu vực. Kết quả điều tra cho thấy thành phần loài cây thuốc được người dân tộc Tày sử dụng gồm 223 loài thuộc 4 ngành thực vật bậc cao có mạch, chủ yếu thuộc ngành Mộc Lan (Magnoliophyta), chiếm 90,0% tổng số họ; 94,97% tổng số chi và 95,52% tổng số loài. Trong số 223 loài cây thuốc này, có 9 loài được xếp ở các cấp độ nguy cấp khác nhau. Đây là nguồn gien quý hiếm, cần có biện pháp bảo tồn nghiêm ngặt. Có 53 bệnh/triệu chứng bệnh thuộc 7 nhóm bệnh có thể chữa bằng cây thuốc tại rừng đặc dụng Na Hang từ người dân tộc Tày. Đặc biệt, 14 bệnh có thể chữa được bằng nhiều loại cây thuốc khác nhau.

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<p>In the Canadian context, little is known of the ways in which immigrants’ life course (s) are “mastering of transitions and coordinating life” across geographical space and in differing historical, political, economic and social contexts in their home countries and in their new country unfold (Matthias 2011, p2-3). In order to address this gap in the literature, this qualitative study is focused on the narratives of ten Salvadorian immigrants to examine the different factors that have affected their retirement planning decisions in their new country, Canada. The research study was guided by the Life Course theoretical perspective and considered the role that education, work, and family played in their planning for retirement. Ten Canadian Salvadorian men and women were interviewed using a semi-structured questionnaire. These participants were in the age ranges of mid to later life and included individuals who were not yet retired and individuals who were already retired. As well, this study captured the intersection between structural forces and life courses at the micro level in the pre-migration and post migration experiences of these individuals. Findings show that the effects of historical changes and socioeconomic status were carried over to Canada and that these constrained or produced opportunities that had varying implications for retirement planning. As a consequence, the majority of individuals prioritize their needs to here and now rather than to here and tomorrow.</p> / Master of Arts (MA)

本文的意圖並不在於探討西雙版納傣族潑水節狂歡的景象，而是將焦點放在傣族潑水節與水文化的關係上。“水”是西雙版納傣族的精神標誌，所以了解傣族文化之前，就必須先認識水文化，然後再來研究傣族潑水節的形成，以及潑水節從過去到現在的轉變，甚麼才是潑水節真正的文化意涵? 因此,本論文從西雙版納傣族潑水節文化意涵之研究著手, 探討水與傣族文化之間的關聯，與其在當代的存在價值, 這將是本論文研究的方向. 本文所包括的基本內容有： 第一章 人文與自然環境: 對傣族的歷史與天然環境、生活型態、宗教信仰和風俗 習慣等方面的特徵進行探討。 第二章 潑水節的探索: 結合筆者及國內外學者的研究成果和大量的相關歷史文獻資料，探討傣族的水文化和潑水節的形成，所反映出來的標識和風格特 徵，將在此章做說明 第三章 文化現象和定位: 此章介紹傣曆新年、文化現象的轉換和禁忌。 釐清大眾對西雙版納傣族潑水節的錯誤認知，並且訪談多位對傣文化相關研究的傑出專家學者、及2007年潑水節主辦單位，進行調查實錄及訪談。探討水文化和潑水節之間的因果關係、及節日中舉辦的各種活動之文化意涵進行探討。 第四章 潑水節的分析: 本章針對潑水節的內在以及外在意涵作分析。內在意涵包 括地方風俗、民族宗教和社會功能等方面；外在意涵則包括潑水節的特色、文化保護和傳承、以及其在當代的價值分別做微觀與宏觀的系統分析。 結論: 透過本文研究的發現並建議未來的研究方向 / This study doesn’t attempt to discuss the boisterous atmosphere of the Dai’s Water Splashing Festival(W.S.F.) in Xishangbanna(XSBN), but focuses on the relationship with the W.S.F and the water culture. Water is the spiritual symbol of the Dai people in XSBN. So before understanding the Dai’s culture, we must first recognize the influence of water culture on the Dai ethnic minority. Then we will examine the transformation of the W.S.F. from past to present, what is the real significance of the W.S.F.? And finally how does the W.S.F. reflect the external influence on the contemporary values? According to this study, it will be divided into 5 parts to discuss: 1. Humanity and the natural environment: The first chapter describes Dai’s history and geography, introduces the Dai’s lifestyle, and shows the Dai’s religious beliefs and customs. 2. Exploring the Dai Water Splashing Festival: The Dai’s water culture, and the formation of the W.S.F. will be explained in the second chapter. 3. Cultural phenomenon and orientation: It introduces the Dai New Year, and the transformation of culture phenomenon and taboos. 4. Analysis of the Water Splashing Festival: The fourth chapter analysis and interpretation the internal significance of the W.S.F, including the local folkway, ethnic religion, and social function. And it also shows the external significance of the W.S.F, including the special characteristics, protection and fostering of tradition culture, and its contemporary values. 5. Conclusion: The final conclusion combines with the above chapters to summarize the study of W.S.F.

En 1974 et 1981, deux musées nationaux d’un genre nouveau ont été fondés au Japon : successivement, le Musée national d’ethnologie dans le Kansai, et le Musée national d’histoire et de folklore dans le Kantô. Le premier expose l’ensemble des cultures étrangères ainsi que celle de l’archipel, à travers une approche ethnologique, quand le second se concentre sur l’histoire, le folklore et l’archéologie du Japon. Ce travail vise à analyser le processus de construction et la manière dont le Japon est (re)présenté à travers ces deux musées, en les inscrivant dans une histoire aussi bien muséale que disciplinaire. Leur création dans un Japon en plein essor économique et, par surcroît, qui venait de rejoindre les grandes puissances sur la scène internationale, les associe d’emblée à une volonté de positionner la culture et l’histoire nationale, afin de rendre compte de son particularisme, ou encore de son homogénéité ; théories alors largement répandues à cette période. Si ce contexte idéologique rejaillit en partie dans les choix muséographiques et programmatiques, ce n’est pas tant pour y adhérer que sous forme de tensions propres au caractère national de ces deux musées. La muséographie étant à la charge des chercheurs et non des conservateurs, ce sont d’abord des enjeux disciplinaires qui conditionnent l’exposition. La tension se situe aussi bien dans la peur de l’instrumentalisation que dans l’exigence de la rigueur scientifique pour se légitimer ; ce qui se traduira sous forme de négociations et d’ajustements entre l’autorité du discours scientifique et celui, plus politique, de l’État-nation. / In 1974 and 1981, two national museums of a new kind were established in Japan : successively, the National Museum of Ethnology in the Kansai region, and the National Museum of History and Folklore in the Kantô region. The first exhibits foreign cultures, as well as cultures of the Japanese archipelago, using an ethnological approach, whereas the second focuses on the history, folklore and archeology of Japan. This work aims at analysing the process of construction and the way Japan is (re)presented in these two museums, while replacing them in both museum and disciplinary history. Their establishment, in the context of Japanese economic growth, in a country who had just joined the ranks of global powers is thus linked with a strong will to present national history and culture in order to show its particularism, or its homogeneity ; both such theories were widely prevalent in this period. If this ideological context is partly reflected in the museographic and programmatic choices, it’s not so much to adhere to them, but can be perceived in the form of tensions, pertaining to the national character of these two museums. Since the museography was left to researchers and not curators, it is first and foremost the disciplinary stakes which condition the exhibition. The tension arises from the clash of intrumentalisation, and the demand for scientific rigor to legitimate certain claims, materilazed by negociations and adjustments between the authority of the scientific discourse and that, more political, of the nation-state.

Students who identify as being from an ethnic minority are under-represented within school geography in England at Key Stage 4 (ages 14 – 16) and Key Stage 5 (ages 16 – 18). At these stages geography is an optional subject and how students view geographical knowledge may influence their GCSE and A level subject choices. This study uses an intersectional theoretical lens to explore representations of geographical knowledge by students of different ethnicities, the stories that relate to these representations and how the students accounted for the GCSE and A level subject choices that they made. The first part of the study reveals a lack of empirical and contemporary research into ethnic minority students’ views of geographical knowledge and subject choices. This is followed by a two-strand exploratory case study at one girls’ grammar school in England. The practitioner-researcher strand was two phase; in the first phase, 314 sixth form students (aged 16 – 18) completed a questionnaire to gauge initial views of geographical knowledge. During the second phase, eight of these students represented their views of geographical knowledge through collages, critical incident charts and semi-structured interviews that explored their stories in depth. In parallel, a group of Year 10 (aged 14 – 15) students as researchers used questionnaires to investigate the influence of parents and other factors contributing to students’ subject choices at GCSE level. In the study, geographical knowledge was represented in different ways given different methods. It was found to be diverse and individual, although it was possible for specific themes to be identified. The representations reflected the characteristics and concepts from students’ recent formal experiences of geography. Informal experiences also featured but these were not always explicit or straightforwardly definable. Unless students could see the intrinsic usefulness of their view of geographical knowledge then they were unlikely to choose the subject past GCSE level. This study expands theoretical conceptualisations of how students represent geographical knowledge and the factors affecting subject choice, engages students as researchers in a methodologically innovative way and provides a rich and detailed account of post-14 subject choice by ethnic minority students which otherwise does not exist in an English context.

Esta investigación analiza las representaciones sociales configuradas en el colectivo docente, referidas a la inmigración y su presencia en los centros de enseñanza, y en el alumnado, sobre su relación con el profesorado y la representación del contexto escolar. El análisis macro y micro confluye bajo un contexto social complejo que abarca desde las representaciones que aparecen en la prensa escrita hasta las que acontecen en los propios docentes y el alumnado, en este caso el contexto se refiere a los centros de enseñanza ubicados en el barrio de Son Gotleu (Palma de Mallorca) socialmente vulnerable, estigmatizado y con elevada concentración de población inmigrante extracomunitaria. Un lugar propicio para experimentar con las representaciones mantenidas por unos y otros actores, puestas en práctica en un ambiente enrarecido, por la llegada de nuevos alumnos, que de una u otra forma rompen con las funciones pedagógicas, que se venían realizando hasta el momento.