A presente pesquisa busca contribuir à compreensão do processo de constituição de debates na cultura arquitetônico-urbanística, atentando, em específico, ao aspecto da migração e adaptação de determinadas discussões de seus contextos originais para outros, à fusão e à agregação de novos significados que ocorre neste deslocamento. Para tanto, enfoca-se o V Seminário de Arquitetura Latino-americana (SAL), realizado em Santiago do Chile, em 1991. O objetivo geral é demonstrar, através do estudo da conjuntura que permitiu a realização do V SAL, a existência de uma hibridação entre os debates relativos a uma possível identidade latino-americana e à revisão do movimento moderno a partir do vocabulário tipo-morfologia entre meados dos anos 1980 e início dos anos 1990. Dissonante com o que foi habitualmente escrito e divulgado sobre os debates produzidos no interior destes seminários no período entre 1985 e 1995, no V SAL - cujo tema fora \"Nuestro Espacio Público: Propuestas Morfológicas\" - não teve seu debate pautado em questões referentes à \"modernidade apropriada\" ou à interação entre \"o espírito do tempo e o do lugar\". A tese embasa-se através de três hipóteses complementares. A primeira hipótese é que V SAL não foi uma ruptura, nem mesmo uma cesura dentro da história dos Seminários de Arquitetura Latino-americana; mas sim a assunção pública e o ápice de um debate sobre a cidade latino-americana e sua morfologia que esteve latente desde os primeiros eventos e foi majoritariamente omitido pela crítica. A segunda hipótese é que a realização do V SAL não se explica somente pela história própria dos Seminários de Arquitetura Latino-Americana; pelo contrário, este evento se insere uma série de traduções culturais do debate tipo-morfológico que buscaram vínculos latino-americanos como forma de garantir sua legitimação - e para qual parte de seus organizadores contribuiu ativamente. A terceira e última hipótese é que estes encontros e traduções culturais distintos não foram inócuos, através deles permitiram-se hibridações de conceitos e recombinações de significados nos debates originais e a construção de representações comuns sobre a morfologia de uma \"cidade latino-americana\" e a forma de se intervir nela, cujos vestígios transparecem nos debates dos SAL. Dois eixos de análises organizam o conjunto de métodos empregados e se manifestam na estrutura da tese: um insere o V SAL dentro da trajetória dos Seminários de Arquitetura Latino-americana; outro busca, a partir deste referencial, desconstruir as redes de profissionais e as traduções culturais que permitem compreender a realização do evento de Santiago do Chile. / This research has as the purpose to contribute to understanding the process of setting up debates in architectural-urban culture, noting in particular the aspect of migration and adaptation of certain ideas from their original contexts to other ones, the fusion and the addition of new meanings that occurs among these displacements. Therefore, we focus in the V Seminar of Latin-American Architecture (SAL), which had place in Santiago, Chile, in 1991. Our goal is to demonstrate, by studying the circumstances that allowed the realization of SAL V, the existence of hybridization between the debate about a possible Latin American identity and the revision of the Modern Movement by applying the type-morphology vocabulary, between mid-1980s and early 1990s. Dissonant with what was usually written and published about the debate that took place in those seminars between 1985 and 1995, the V SAL - whose theme was \"Our Public Space: Morphological proposal\" - has not discussed the \"appropriated modernity\" neither \"the interaction between the spirit of the time and spirit of the place\". The thesis relies on three complementary hypotheses. The first one is that the V SAL was not a break, nor even a gap in the history of the Seminars of Latin-American Architecture: it was the assumption and the summit of a public debate about the Latin-American city and its morphology that was underlying since the first seminar and was largely omitted by critics. The second hypothesis is that the realization of the V SAL cannot be explained only by the history of the SAL itself: on the contrary, this event is part of a series of cultural translations of the type-morphological debate that used to seek Latin-American bonds in order to ensure its legitimacy - in which part of V SAL\'s organizers had actively contributed. The third and final hypothesis is that these meetings and cultural translations were not innocuous: they allowed the construction of hybrid concepts, as well as new meanings in common representations about the urban form of the \"Latin American city\" and about how should be interventions in it, whose traces are apparent in the debates in SAL. Two axes of analysis organize the set of methods employed in the structure of the thesis: one inserts the V SAL within the path of seminars Latin American Architecture; the other searches, from this reference, to deconstruct professional networks and translations cultural that enable understanding the event of Santiago de Chile.

The Latino population in the United States is projected to increase significantly in the upcoming years as well as the numbers of Latino students enrolled in public schools. These schools are challenged with a gap in Latino student achievement when compared to White non-Hispanic students. Studies indicate that parental involvement in school settings has been correlated to student achievement and that parental involvement is lower for Latino parents than White parents. The purpose of this research study was to examine the relationship between parental involvement of seventh grade middle school Latino students and students’ reading and mathematics achievement. The study also examined selected relevant demographic variables, including socioeconomic status, parents’ level of education, single versus two-parent families, and the gender of the students and parents. The theoretical framework that supported this research study was derived from Joyce Epstein’s (1991) model for parental involvement.

This dissertation is a multidisciplinary study that brings together the fields of literature, sociolinguistics, and cultural studies in order to understand the motivation and meaning of English-Spanish codeswitching or language alternation in Latino literature produced in the United States. Codeswitching was first introduced in Latino literature around the time of the Chicano Movement in the 1970s and has been used as a distinctive feature of Latino literary works to this day. By doing a close linguistic analysis of narratives by four different authors belonging to the largest Latino communities in the country (Chicano, Puerto Ricans, Dominican Americans, and Cuban Americans), this study examines whether codeswitching is used as a mere decorative element to add ethnic flavor, performs a mimetic role of oral codeswitching, or responds to a political strategy. To reach representative conclusions, the political, social, cultural, and linguistic backgrounds of each community are studied in order to establish commonalities or differences in the experiences of these immigrant communities in the United States and how these experiences inform their writing. Considering the negative views held by speakers of both English and Spanish regarding the use of oral codeswitching, the need to study its use in literature is compelling. To that end, I have adopted social, and sociolinguistic theories to identify whether codeswitching operates as linguistic and symbolic capital in Latino literature, which authors may profit from to advance a Latino agenda. This work concludes that how codeswitching is used in Latino literature and the goals it ultimately achieves—if any—hinge on the positioning of the authors vis-à-vis hegemonic English monolingualism and their own experience as members of the Latino community to which they belong. Thus, the role of codeswitching may indeed be solely ornamental or ethnic or it may be a political one; that of expanding the space in which Latinos are allowed to operate. The narratives studied include Rudolfo Anaya’s Bless Me Ultima (1972), Esmeralda Santiago’s When I was Puerto Rican (1993), Cristina García’s Dreaming in Cuban (1992), and Junot Díaz’s The Brief Wondrous Life of Oscar Wao (2007).

Dissertação (mestrado) - Universidade Federal de Santa Catarina, Centro Sócio-Econômico, Programa de Pós-Graduação em Relações Internacionais, Florianópolis, 2015. / Made available in DSpace on 2016-05-24T17:44:27Z (GMT). No. of bitstreams: 1 338280.pdf: 43920314 bytes, checksum: 0ad44dde34535901b04a1704a7a14bb6 (MD5) Previous issue date: 2015 / A Economia Política Internacional surge e se consolida entre os anos de 1970 e 1990 na disciplina de Relações Internacionais dos Estados Unidos e da Inglaterra. Mesmo diferentes em sua epistemologia e ontologia, ambas se preocupam em encerrar o longo divórcio entre Economia e Política que acometeu por aproximadamente cem anos as Ciências Sociais, sob os corolários das escolas britânica e estadunidense de EPI. As diferentes feições da EPI desembarcaram no Brasil na década de 90, consolidando-se como campo de pesquisa ao longo dos anos 2000. No entanto, grande parte da docência e da pesquisa em EPI no Brasil destinam-se a reproduzir os esquemas explicativos de realidades alheias à nossa. Neste sentido, esta pesquisa se insere no debate acerca da Economia Política Internacional com o intuito de verificar qual das duas escolas de pensamento - britânica ou estadunidense - predomina na formação intelectual dos bachareis em Relações Internacionais no Brasil. São estudados os currículos dos cursos de RI mais renomados no Brasil e seus blocos de estudo acerca da Economia Política Internacional. Além disso, procura-se verificar qual destas duas escolas predomina na produção científica brasileira, a partir da análise das publicações em periódicos que tratam de temas relacionados à EPI. Por meio da interpretação dos temas estudados e dos autores de referência adotados se conclui qual das duas correntes de pensamento anglo-saxônico vigoram na pesquisa brasileira. Finalmente, a partir do levantamento dos dados precedentes, elabora-se uma proposta de disciplina da Economia Política Internacional latino-americana, com ênfase nas necessidades de estudo que demandam o continente.<br> / Abstract : La Economía Política Internacional surge y se consolida entre los años 1970 y 1990 en la disciplina de Relaciones Internacionales de los Estados Unidos e Inglaterra. Diferentes incluso en su epistemología y ontología, las dos se ocupan de cerrar el largo divorcio entre economía y política, que há durado por cerca de cien años en las ciencias sociales, bajo los corolarios de las escuelas británicas y americanas de EPI. Las diferentes características de la EPI desembarcaron en Brasil en los años 90, consolidándose como un campo de investigación durante los años 2000. Sin embargo, gran parte de la enseñanza y la investigación de la EPI en Brasil están destinados a reproducir los esquemas explicativos de realidades ajenas a la nuestra. En este sentido, esta investigación se inscribe en el debate sobre la economía política internacional con el fin de verificar cuál de las dos escuelas de pensamiento - británica o americana - prevalece en la formación intelectual de los graduados en Relaciones Internacionales en Brasil. Se estudian los planes de estudio de los más renombrados cursos de RI en Brasil y sus bloques de estudio de la economía política internacional. Además, se trata de encontrar el grado em el cual estas dos escuelas predominan en nuestra producción científica, basado en el análisis de las publicaciones en revistas que se ocupan de cuestiones relacionadas con el EPI. A través de la interpretación de los temas y autores de referencia estudiados se concluye cual de las dos corrientes anglosajonas prevalece en la investigación brasileña. Por último, sobre la base de una encuesta y de los datos anteriores, se elabora una propuesta de la disciplina Economía Política Internacional latino-americana, con énfasis en el estudio de las necesidades que requieren el continente.

Among ethnic groups in California Latinos continue to have the lowest high school graduation rates and the lowest college completion rates. This study focused on understanding the role parents can play and ways schools and educators can support immigrant Latino parents to improve these rates. Framed with a funds of knowledge approach (Gonzalez, N., Moll, L., & Amanti, C., 2005), this mixed-methods qualitative and quantitative study was conducted in a public charter high school in a low income area of Los Angeles where the student body was primarily Latino. The mission of the school was to prepare students for higher education at a four-year institution. The study results showed that it is possible for a school to engage immigrant Latino parents. With a better understanding of the aspirations, fears, and challenges faced by this community, the information can be provided in a form that is meaningful and that builds upon existing funds of knowledge. Critical components of the college outreach program were seeking parent input, developing a parent outreach plan, making information accessible, encouraging parent college visits, disseminating information beginning in middle school, providing personalized guidance, developing an undocumented student support plan, and creating a college-going culture. Implementing the the college access program encompassed gathering informal and formal feedback, presenting workshops, making documents available in Spanish as well as English, defining terms, arranging college visits, sending and displaying motivating communications, and engaging staff, students, and parents every step of the way.

As Latino English language learners (ELL) flood national classrooms their non-Latino, English-speaking teachers are faced with meeting the academic needs of limited English proficient students who hail from cultures unlike their own. This study investigated actions taken by teams of non-Latino, English-speaking educators of Latino (ELL) in order to be effective teachers of this minority population. Two premises prompted the search for what enabled non-Latino English speakers to be effective teachers of this minority population. The supposition was that the non-Latino teacher of ELLs must have: (a) familiarity with the language of the minority; and (b) a high affinity for Latino cultures to affect learning. Support for neither premise was found in this research. However, a mediating factor emerged showing that teams who were successful in moving toward instructional effectiveness for their ELLs incorporated other professionals in the building. These additional team members spoke the minority languages and were familiar with the minority cultures. Two avenues of action found through rigorous readings was the focus of this research. Each was found to be beneficial in moving a collaborative team toward instructional effectiveness for their Latino ELLs. The first is for the team embedded within the bounds of a Professional Learning Community (PLC) to team well adhering to the principles of the PLC. The second is to build an environment of trust within the team. Implications for future research could include a comparison of PLC element and trust facet strength in a multicultural setting as opposed to a single minority.

This Master thesis focuses on the dynamic of the development and rethinking of the concept of the traditional Latino patriarchal family built up around male dominance. This work explores the changes of the traditional concept under the pressure of society of the United States in novels written in English by authors of Latino origin awarded for their novels after 2000. The most significant of them being Junot Díaz and his The Brief Wondrous Life of Oscar Wao; the other two are Mexican Female authors Stella Pope Duarte with If I Die in Juárez and Reyna Grande with Across a Hundred Mountains. The first part is purely theoretical, stemming from the concepts of traditional Latino masculinity, the role of the female and children in the patriarchal family in order to explain the clash of values and family crises which Latinos undergo once they are confronted with the different system of values of the United States and the consequences for all family members. In the second part, all three books are analyzed on the basis of the male - female polarity. Consequences for families are explored as seen by Latino/a authors. Finally, solutions and possible ways of escaping the vicious spiral of violence and tensions created by the changed paradigm penetrating the Latino family life as suggested in the novels are...

xvii, 123 p. : ill. (some col.) A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number. / Transition services for youth with disabilities are mandated by IDEA. Transition services are supported services that help individuals with disabilities move from special education in high school to employment, post-secondary education or vocational training in the adult world. Outcomes for youth with disabilities vary depending on culture, ethnicity, race, gender and socioeconomic status. Latino youth with disabilities experience poorer post-school outcomes than do white youth with disabilities. This study seeks to identify and describe the transition needs of youth with disabilities from Latino backgrounds who are transitioning from school to adulthood and therefore engaging in employment, post-secondary education or employment-related training. Through focus groups with Latino youth, their families, and the staff that serve them, I explored and identified the specific needs of this group with regards to receiving transition services. The findings of this study will guide the development of training for transition professionals in Oregon and will be disseminated to professionals in the field of transition across the country and around the world. / Committee in charge: Michael Bullis, Chairperson, Special Education and Clinical Sciences; Lauren Lindstrom, Member, Counseling Psychology and Human Services; Deborah Olson, Member, Special Education and Clinical Sciences; Spike Gildea, Outside Member, Linguistics

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Cette thèse traite de la cohésion des groupes latinos dans la société américaine. Elle analyse l’influence des relations intra-communautaires sur l’insertion des Latinos dans la société américaine et déconstruit la représentation des communautés latinos perçues comme monolithiques afin de déterminer dans quelle mesure ces relations conduisent à des assimilations différenciées. Elle montre notamment que l’insertion dans la société américaine découle des relations entre différentes communautés latinos et analyse l’influence du contexte de réception sur cette insertion socio-économique, sur les pratiques politiques et, de façon plus générale, le poids politique de ces groupes.Le choix de métropoles aussi diverses que Miami, Los Angeles et Boston souligne l’importance du contexte urbain sur la formation des relations entre ces différents groupes latinos, et son influence sur leur insertion dans la société américaine, mesurée par les stratégies adoptées par les groupes latinos et par leur participation politique. Cette analyse est cruciale pour comprendre la complexité des interactions entre groupes dont les relations représentent un enjeu de taille, car elles permettent d’anticiper l’avenir des relations ethniques aux Etats-Unis. Cette perspective ouvre ainsi sur un contexte sociologique plus large, permettant d’anticiper les problèmes politiques et économiques auxquels les Etats-Unis seront confrontés en matière d'intégration, d’immigration et de représentation dans les décennies à venir. / This dissertation examines the cohesion of Latino groups in American society. It analyses the influence of intra-community relations on the integration of Latinos in American society and deconstructs the representation of Latino communities perceived as a monolithic group allowing to determine to what extent these relationships lead to different assimilation paths. In particular, it shows the differential impact of the relationships between different Latino communities on their integration into American society and investigates the influence of the context of reception on the socio-economic integration of different Latino groups, policies and practices, and, more generally, their political clout.The choice of cities as diverse as Miami, Los Angeles and Boston highlights the importance of the urban context on the formation of relationships between the different Latino groups, and its influence on their integration into American society, as measured by the group strategies that Latinos adopt and their political participation.This analysis is crucial to the understanding of the complex interactions between Latino groups whose relationships are a major challenge, as they allow to anticipate the future of ethnic relations in the United States. This perspective opens to a broader sociological context which may help better comprehend the political and economic issues that the United States will confront in topics such as integration, immigration and representation in the coming decades.