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Spatial multiculture: changing formations of urban diversity and the difference a place makes -- The increasingly ordinary and increasingly complex nature of ethnic diversity and everyday social life: conviviality, community and why the micro matters -- Researching difference: differentiated populations, lives and places -- Multiculture and public parks: social practice and attachment in urban green space -- Semi-public space - corporate cafés, multiculture and everyday social life -- Conviviality and the social relations of social leisure organizations in diverse urban places -- Educational spaces, identities and young people's management of urban multiculture -- Multiculture and policy imaginations : engagements with the capacities of the informal social world -- Conclusions: precarious multiculture

The authors of the article state that the development of precariat is a social phenomenon produced by the neoliberal political and economic project, for the scientific analysis of which both worldwide and in Lithu- ania, according to the authors, insufficient attention is paid. The article introduces a qualitative analysis reviewing the formation and develop- ment of precariat, as a comparatively new qualitative economic-social phenomenon. The influence of this phenomenon for various areas of the societal life has not raised any doubts recently, yet they have huge influence on such areas as closer and more distant work environment, the opportunities of social dialogue and social security of employees. Theoretically it is not clear if the development of precariat should be considered as the formation of "some kind of class" with its own attrib- utes, or "work status", where an employee is merely short of a number of things within his work environment and his social security rights are not ensured. Even though for some "voluntary" precariat representatives such unstable, "unbound" situation associates with the "economics of happiness", for many members of involuntary precariat it marks a much greater exploitation by the employers, less security, "dequalification" and worse rights in the area of social security. At the end of the article the authors provide their conclusions and pro- posals regarding the issues related to the undefined status of precariat, as well as possible solutions. Increasing the scope of social security and the ensuring the guarantees of self-employed is one of the measures in socially oriented countries to solve the issues related to the precariat. Allocation of basic, universal income for all residents is one of the pos- sibly effective measures in improving the situation of precariat and other residents and ensuring social safeness in modern world. Another needed measure for overcoming the negative conditions of precarious- ness is effective social work with its reviving of values of life and people abilities by means of social services in the present world. Social work with its professional and ethical strength can enable the necessary "par- ticipative" and "empowerment" changes in policy and politics on the local, national and international levels and development towards social cohesion and sustainability in society.

The authors of the article state that the development of precariat is a social phenomenon produced by the neoliberal political and economic project, for the scientific analysis of which both worldwide and in Lithu- ania, according to the authors, insufficient attention is paid. The article introduces a qualitative analysis reviewing the formation and develop- ment of precariat, as a comparatively new qualitative economic-social phenomenon. The influence of this phenomenon for various areas of the societal life has not raised any doubts recently, yet they have huge influence on such areas as closer and more distant work environment, the opportunities of social dialogue and social security of employees. Theoretically it is not clear if the development of precariat should be considered as the formation of "some kind of class" with its own attrib- utes, or "work status", where an employee is merely short of a number of things within his work environment and his social security rights are not ensured. Even though for some "voluntary" precariat representatives such unstable, "unbound" situation associates with the "economics of happiness", for many members of involuntary precariat it marks a much greater exploitation by the employers, less security, "dequalification" and worse rights in the area of social security. At the end of the article the authors provide their conclusions and pro- posals regarding the issues related to the undefined status of precariat, as well as possible solutions. Increasing the scope of social security and the ensuring the guarantees of self-employed is one of the measures in socially oriented countries to solve the issues related to the precariat. Allocation of basic, universal income for all residents is one of the pos- sibly effective measures in improving the situation of precariat and other residents and ensuring social safeness in modern world. Another needed measure for overcoming the negative conditions of precarious- ness is effective social work with its reviving of values of life and people abilities by means of social services in the present world. Social work with its professional and ethical strength can enable the necessary "par- ticipative" and "empowerment" changes in policy and politics on the local, national and international levels and development towards social cohesion and sustainability in society.

How to set up an effective differentiated instruction in elementary class? This thesis highlights three levers of action to achieve this: the development of student autonomy, cooperation between them and their level of motivation. The objective of the study is to test two of these levers through the establishment of workshops : the development of autonomy and cooperation between students. Regarding the methodology, we chose to observe few students in the class thanks to an observation grid established using quantitative indicators. The results show that the workshops allow students to develop political and cognitive autonomy but are more nuanced as regards the development of cooperation. ; Comment mettre en place une différenciation pédagogique efficace en classe élémentaire ? Cet Écrit Scientifique Réflexif met en avant trois leviers d'action pour y parvenir : le développement de l'autonomie des élèves, la coopération entre eux et leur niveau de motivation. L'objectif de l'étude est de tester deux de ces leviers à travers la mise en place d'ateliers : le développement de l'autonomie et de la coopération entre les élèves. Concernant la méthodologie, nous avons choisi d'observer quelques élèves de la classe grâce à une grille d'observation établie à partir d'indicateurs quantitatifs. Les résultats montrent que les ateliers permettent de développer l'autonomie politique et cognitive des élèves mais sont plus nuancés quant au développement de la coopération.

How to set up an effective differentiated instruction in elementary class? This thesis highlights three levers of action to achieve this: the development of student autonomy, cooperation between them and their level of motivation. The objective of the study is to test two of these levers through the establishment of workshops : the development of autonomy and cooperation between students. Regarding the methodology, we chose to observe few students in the class thanks to an observation grid established using quantitative indicators. The results show that the workshops allow students to develop political and cognitive autonomy but are more nuanced as regards the development of cooperation. ; Comment mettre en place une différenciation pédagogique efficace en classe élémentaire ? Cet Écrit Scientifique Réflexif met en avant trois leviers d'action pour y parvenir : le développement de l'autonomie des élèves, la coopération entre eux et leur niveau de motivation. L'objectif de l'étude est de tester deux de ces leviers à travers la mise en place d'ateliers : le développement de l'autonomie et de la coopération entre les élèves. Concernant la méthodologie, nous avons choisi d'observer quelques élèves de la classe grâce à une grille d'observation établie à partir d'indicateurs quantitatifs. Les résultats montrent que les ateliers permettent de développer l'autonomie politique et cognitive des élèves mais sont plus nuancés quant au développement de la coopération.