[ES] En la presente tesis doctoral se aborda el problema de la socialización de los pacientes pediátricos en el contexto de su ingreso hospitalario, estudiando las posibilidades de mejorar este ámbito de la salud del paciente mediante diversas estrategias y herramientas tecnológicas teniendo en cuenta la problemática planteada y las dificultades propias del contexto. En primer lugar, se realizará una evaluación del estado del arte, así como una justificación de la problemática existente, planteando claramente los objetivos e hipótesis del presente trabajo, así como la metodología seguida. A continuación, se presentarán las diferentes herramientas implementadas y evaluadas, analizando los resultados obtenidos y situándolos en su contexto y marco tecnológico. Estas herramientas, que combinan actividades y aplicaciones presenciales, remotas o híbridas, implementan diferentes estrategias para poder valorar cuáles son las más adecuadas o que presentan un mayor impacto en el paciente. Tras esto, se propone un modelo de diseño basado en los resultados obtenidos en estudios anteriores, así como su posible aplicación en diferentes ámbitos, discutiendo el mismo y justificando las decisiones de diseño adoptadas. Finalmente, se establecerán las conclusiones obtenidas tras el análisis de los resultados y se plantearán cuáles son las posibles aplicaciones y trabajos futuros relacionados con el trabajo realizado en el marco de la tesis doctoral. / [CA] Aquesta tesi doctoral aborda el problema de la socialització dels pacients pediàtrics durant la seua estada hospitalària, i s'estudien les possibilitats de millorar aquest àmbit de la salut del pacient mitjançant diverses estratègies i eines tecnològiques, considerant la problemàtica plantejada i les dificultats pròpies de l'entorn. En primer lloc, es realitzarà una avaluació de l'estat de l'art, així com una justificació de la problemàtica existent, i es plantejaran clarament els objectius i la hipòtesi del treball, així com la metodologia emprada. Seguidament, es presentaran les diferents eines implementades i avaluades, analitzant els resultats obtinguts i situant-los al seu context i marc tecnològic. Aquestes eines, que combinen activitats i aplicacions presencials, remotes o híbrides, implementen diferents estratègies per a poder valorar quines són les més adients, o les que presenten un major impacte en el pacient. A continuació, es proposa un model de disseny basat en els resultats obtinguts als estudis previs, així com la seua possible aplicació en diferents àmbits, discutint el model i justificant les decisions de disseny adoptades. Finalment, s'establiran les conclusions obtingudes després d'analitzar els resultats i es plantejaran les possibles aplicacions i treballs futurs relacionats amb els continguts desenvolupats durant la tesi doctoral. / [EN] In this document, the problems for socialization for pediatric patients in the context of their hospital internment are considered, analyzing the possibilities of improving this aspect of the patient's health through the use of different strategies and technological tools considering the difficulties posed by the environment and the context. In the first place, an evaluation of the state of the literature and a justification of the existing problematic will be presented, clearly stating the objectives and hypothesis of this work, and also the methodology that has been followed. Afterwards, the different tools that have been implemented and evaluated will be described, analyzing the obtained results and placing them in their context and technological frame. These tools, that combine physically placed activities and applications with remote or hybrid ones, implement different strategies in order to be able to analyze which are the most convenient or the ones that show a higher benefit for the patient. In the following section, a design model, which is based on the results obtained in the previous studies, is proposed, with the justification of the design decisions made and a description of different applications and contexts in which the proposed model could be useful. Finally, the conclusions obtained after the analysis of the results will be presented, and a short discussion about possible applications and future related works will be done. / Thanks to the Ministry for Education, that have funded my research through grant FPU17/03333 / Montaner Marco, J. (2023). Gamification Strategies as Socialization Tools in the Context of Paediatric Hospitalization [Tesis doctoral]. Universitat Politècnica de València. https://doi.org/10.4995/Thesis/10251/201552

[pt] O presente estudo teve como objetivo geral investigar sobre trajetórias de socialização e socialização étnico-racial em famílias negras brasileiras, abrangendo interações dos filhos e filhas no ambiente familiar e no espaço escolar, desde a infância até o fim da adolescência. Para tanto, o trabalho foi dividido em três grandes eixos temáticos: O Eixo 1 apresentou as famílias negras em contexto sócio histórico brasileiro, narrando a história e a trajetória de cada família entrevistada. O Eixo 2 discorreu sobre trajetórias de socialização e socialização étnico-racial no ambiente familiar e escolar, com foco na infância e na adolescência dos filhos/as participantes. O Eixo 3 abordou os projetos educativos das famílias para a prole, buscando compreender como os filhos/as vivenciaram na prática os projetos educativos elaborados pelos seus cuidadores. Foram realizadas entrevistas semiestruturadas com 10 famílias, composta por 10 díades (10 mães e 6 filhas e 4 filhos), mais 1 mãe que deu o seu relato, porém o filho não pode participar, totalizando 11 mães participantes. Para a obtenção dos resultados foi feita a análise de conteúdo (Bardin, 2016) e pelo software IRaMuTeQ. Nos resultados encontrou-se que o investimento parental de cuidado extra maternal foi necessário na trajetória de socialização da prole, com ajuda fundamental da rede de apoio, especialmente das avós, irmãs, tias e vizinhas. No geral, os ambientes de cuidado das famílias entrevistadas envolveram múltiplos cuidadores, com diversas pessoas funcionando como parceiros de interação. Porém, a figura materna continuou sendo a referência principal de cuidado com a prole, sendo a figura paterna fonte de apoio secundário, mas quase sempre ausente ou indisponível. As histórias compartilhadas destacaram a importância atribuída à escolha da escola que está diretamente relacionada com as vivências na escola, mas tais vivências fogem do controle dos projetos educativos das mães, como racismo, discriminação, bullying e preconceito. Acredita-se que essa pesquisa contribui significativamente para a literatura sobre famílias negras, trajetórias de socialização e socialização étnico-racial, porém, o estudo tem limitações, como a multiplicidade temática, e necessita ser ampliado e aprofundado. Entretanto, oferece valiosas contribuições para as áreas de psicologia clínica, social e do desenvolvimento, promovendo reflexões sobre as complexidades em torno das famílias negras e da socialização étnico-racial nesse núcleo. Sugere-se, ainda, que seu material possa ser utilizado como referência na construção de ferramentas teórico-práticas de intervenção clínica e social. / [en] The overall objective of this study was to investigate the socialization trajectories and ethnic-racial socialization in Brazilian Black families, encompassing children s interactions in the familial and school environments from early childhood to the end of adolescence. To this end, the work was structured around three main thematic axes: Axis 1 delves into Black families in the Brazilian socio-historical context, narrating the history and trajectory of each interviewed family. Axis 2 discusses socialization trajectories and ethnic-racial socialization within both the family and school environments, focusing on the childhood and adolescence of the participating children. Axis 3 approaches the families educational projects for their offspring, seeking to understand how the children experienced the educational projects drawn up by their caregivers in practice. Semi-structured interviews were conducted with 10 families, consisting of 10 mother-child dyads (10 mothers and 6 daughters and 4 sons), in addition to 1 mother who gave her account despite her son s inability to participate, totaling 11 participating mothers. The results were obtained using content analysis (Bardin, 2016) and the IRaMuTeQ software. The findings underscored the necessity of parental investment in extra-maternal care within the offspring s socialization trajectory, with fundamental support from the support network, particularly grandmothers, sisters, aunts, and neighbors. In general, the caregiving environments of the interviewed families involved multiple caregivers, with various individuals acting as interaction partners. However, the maternal figure remained the primary caregiver, whereas the paternal figure was the secondary one, although almost always absent or inaccessible. The narratives emphasized the importance of school selection, which is directly linked to the experiences at school – albeit such experiences are beyond the control of the mothers educational projects –, such as racism, discrimination, bullying, and prejudice. Despite limitations, such as the multiplicity of themes approached and the need for further expansion and depth, this research contributes significantly to the literature on Black families, socialization trajectories, and ethnic-racial socialization of Black children. Nonetheless, it also provides valuable contributions to the fields of clinical, social, and developmental psychology, promoting reflections on the intricate dynamics within Black families and the ethnic-racial socialization among this group. Furthermore, it is also suggested that this research can be used as a reference for the construction and development of theoretical and practical tools for both clinical and social intervention.

Bakgrund: En bra arbetsmiljö ger förutsättningar för att individer upplever välbefinnande på sin arbetsplats. Onboarding (arbetsplatsintroduktion) innebär den process en medarbetare genomgår från att inte kunna arbetet till att bli en fullärd medarbetare med rätt förmågor och beteenden som överensstämmer med det som arbetsplatsen behöver. Syfte: Att exemplifiera arbetsgivares upplägg och insatser beträffande arbetsplatsintroduktion. Ytterligare syften är att undersöka chefers erfarenheter och upplevelser om innehåll och utförande av erhållen introduktion, samt undersöka om introduktion anses ha betydelse för personals arbetsrelaterade välbefinnande. Metod: Studiens design är en deskriptiv intervjustudie. Tolv intervjuer genomfördes och materialet analyserades enligt kvalitativ innehållsanalys. Resultat: Intervjuerna resulterade i två innehållsanalyser, en där HR-personal var informanter och en där chefer var informanter. Analysen med HR-informanter resulterade i en kategori; ”Upplägg av företagens introduktionsprogram” med fyra underkategorier och analysen med chefsinformanterna resulterade i tre kategorier, ”Erfarenheter att lära sig chefsrollen”, ”Chefer har olika utgångslägen och behov”, där nio underkategorier identifierades. Slutsats: Liksom tidigare forskning förstärker uppsatsens resultat att sociala relationer är den främsta faktorn för att lära sig en verksamhet och tillägna sig en yrkesroll (chefsrollen) och även den mest betydande faktorn för att uppleva välbefinnande på en arbetsplats. Informanternas erfarenheter och upplevelser urskiljer vissa komponenter som är viktiga att beakta när organisationer ska utforma introduktionsstrategier vilka är; om chefer är externt/internt rekryterade, deras chefsnivå och tidigare chefserfarenhet samt möjligheten att få framföra egna önskemål och behov av introduktion. / Background: A good working environment creates opportunities for individuals to experience well-being at the workplace. Onboarding is the processes through which a new employee goes from being an organizational outsider to become an organizational insider with the right skills and behaviours that are consistent with what the organization needs. Aim: To give examples of set up and efforts of introduction programmes for new employees and to investigate managers´ experiences of onboarding and if onboarding programme is considered to have an effect on well-being at the workplace. Method: A descriptive study was conducted based on twelve interviews and the interview material was analysed according to qualitative content analysis. Result: Two qualitative content analyses were completed, the first one with Human Resources (HR) staff and the second one based on manager interviews. The analysis with HR staff resulted in one category; ”The setup of the companies onboarding programmes”, with four subcategories and the second analysis resulted in three categories; ”Experiences to learn the managerial role”, ”Managers have different needs and starting-points” and ”Factors for successful onboarding”. A total of nine subcategories were identified. Conclusion: Previous researchs show that social relations are the primary factor for new employees to learn their work and managerial role. It is also the foremost factor to experience well-being at the workplace. The knowledge and experiences of the interviewed show similarities for certain components to consider when to establish onboarding processes in an organization. They are; if managers were in-house recruited or externally recruited, their manager level, their previous experience of being a manager and opportunities to express individual wishes and needs in an onboarding programme.

This dissertation is comprised of three teacher-researcher studies carried out with the intention of showing teachers how to move beyond the monolingual paradigm to build upon linguistic and cultural diversity in their everyday practice. The monolingual paradigm is linked to ideologies regarding proficiency in English as the principle means of academic success and citizenship. These studies challenge this traditional way of viewing education by treating learning "as an emerging property of whole persons' legitimate peripheral participation in communities of practice" (Lave, 1991, p. 63), whether these are interest-based communities of practice beyond the classroom or bilingual communities of practice within the classroom. In order to recognize and explain this learning and inform teaching practices, I adopt a social semiotic approach in order to explore how meaning is constructed through language, and also through social interactions with all modern aspects of society, including gesture, image, performance, and music (Kress, 2012; van Leeuwen, 2005). I explore how these interactions allow youth to create diverse identities, beyond immigrant, refugee, limited English proficient, learner, and "other", in three educational arenas: 1) Outside of the classroom in interest-based communities of practice at school, 2) in a secondary dual-language content classroom, and 3) online in an educational transnational telecollaboration project. In all three studies I triangulate quantitative data of student participation and academic achievement with qualitative participant narratives and teacher-researcher observations. What results is insight into the impact of creating multimodal trajectories for youth to perform identities and knowledge as language users in schools, where historically messages of youth's social identities are ascribed in much more constricting ways (Harklau, 2003). Viewing these youth as language users, rather than learners, sends a message to both educators and youth that in education, identity formation trumps skills development, and this can lead to higher expectations, more engaging learning, and opportunities for youth to question race-language educational legacies (Malsbary, 2014; Wenger, 1998).

The study explores children in middle childhood’s experiences of homeschooling. The researcher makes use of a qualitative research design in the form of a case study, studying the participants’ experiences of homeschooling in their natural setting. The sample consisted of children in middle childhood who participated in semi-structured interviews exploring their individual experiences pertaining to learning at home, their familial relationships and their social learning in the homeschooling environment. Developmental aspects relating specifically to middle childhood are discussed and utilised along with the views of the participants in this study, those of experts, and literature reviews in order to gain a genuine understanding of the child’s experience of homeschooling. / Sociology / M. Diac. (Play Therapy)

combining approaches to family language policy with a language socialization approach, the present thesis examines family interoctions in five bi/multilingual lronian families in Sweden. The foci of the thesis have emerged from viewing and analyzing video-recordings of the families' everyday interactions, interviews and observations conducted during two phases of fieldwork. The thesis explores family - parents' and children's - language practices and the ways they contribute to the construction, negotiation and instantiation of family language policies. Considering children's active role in family interactions, it explores parents' heritage language maintenance practices and children's responses to these practices. In addition, the thesis examinas siblings' contribution to familial language choices and practices. The thesis documents parental strategies aimed at heritage language maintenance and children's bi/multilingual development. Recurrent interactional practices - through which parents attempted to enforce a monolingual, heritage language, context for parent-child interactions - were explored (Study Il. Through such exchanges the parents positioned themselves as "experts", insisting on the child's compliance, whereas the child's (affectively aggravated) resistance was frequent, and the parents recurrently accommodated the child's language choices by terminating language instruction. Such language maintenance strategies at times resulted in explicit and implicit language negotiations, and the child's growing resistance cantributed to changes in parents' language practices over time (Study Il). Siblings' contribution to shaping the language practices and language environment of immigrant families was explored in Study 111. It shows that siblings corrected each other's language use and choices and provided language instruction (in Swedish, English and heritage languages) when language-related problems occurred. By predominantly using swedish, siblings contributed to language shift. The thesis shows how family members' language practices contribute to heritage language maintenance or language shift and to shaping family language policies. / Denna avhandling använder och kombinerar språksocialisations- och språkpolicy-ansatser och undersöker återkommande samspelssituationer i fem flerspråkiga Iranska familjer i Sverige. Avhandlingens material är videoinspelningar av familjers vardagliga interaktioner, intervjuer och observationer insamlade under två perioder av datainsamling. I fokus för analyserna är familjers språkliga praktiker och hur föräldrar och barn etablerar eller förhandlar om familjers språkpolicy. Särskilt uppmärksammas barns aktiva roll i familjers interaktioner och det dynamiska samspelet mellan föräldrars försök att bevara hemspråket och barnens agerande och förhållningssätt. Vidare studeras syskonens roll i familjernas språkval och språkanvändning. Avhandlingen delstudier beskriver föräldrars strategier för att bevara hemspråken och för att bidra till barns flerspråkighet. Återkommande interaktionella praktiker som föräldrar använde för att upprätthålla en enspråkig hemspråkskontext för förälder-barn interaktioner beskrivs i studie I. Studien visar att barnet ofta gjorde motstånd mot föräldrars insisterande strategier. Motståndet resulterade i olika typer av explicita eller implicita förhandlingar. Barnens växande motstånd bidrog till att föräldrarna ändrade sina språkpraktiker över tid och delvis anpassade sig till barnens språkval (studie llJ. Syskonens bidrag till att utforma familjers språkliga praktiker undersöks i studie 111. Studien visar att syskon korrigerade varandras språkanvändning och språkval och initierade instruktioner på svenska, engelska och hemspråken när olika språkrelaterade problem uppkom. Syskonen använde svenska i stor utsträckning och bidrog på så sätt till språkskifte i familjerna.

This thesis examines the extent to which, and the reasons why, the government of Malaysia provides educational opportunities for children and young people who are being detained in the closed (penal) institutions on orders under section 91 (1) (f) and section 97 of the Child Act, 2001. This thesis presents a detailed analysis of the driving factor(s) that motivate the government of Malaysia in formulating and implementing policy and law in regards to providing educational opportunities for such young people. The thesis, therefore, examines the conceptualization by the Malaysia Prisons Department of children‟s rights, particularly their rights to education and offender rehabilitation. Analysis reveals that, educational rights in Malaysia have such priority because education is seen generally as the way to socialize (all) young people and to improve human capital and economic potential in Malaysia. Consequently, rehabilitation in Malaysian penal institutions is conceptualized almost entirely as education. The thesis argues that the Malaysian government has been using children‟s rights to education and also offender rehabilitation to improve the process of socialization of young people in prisons institutions to enable them to contribute to the achievement of the national goals.

Thesis (MA)--Stellenbosch University, 2003. / ENGLISH ABSTRACT: In contrast with the moral philosophy that morality is dependent on society preached by Durkheim and his disciples Bauman argues that the origin of morality cannot be found within social structures. According to Bauman certain social mechanisms hinder morality rather than promote it. He discusses two social structures to argue this point: socialization (within the modem condition) and sociality (within the postmodern condition). Within both structures, the Other is of functional value, and responsibility for this Other is denied. Within the structure of socialization responsibility is denied because of adiaphorization within the organization (certain actions are declared morally neutral), and also because ethical codes are adhered to. Within sociality responsibility never even arises and we find the postmodern version of adiaphorization. According to Bauman, morality originates with the personal responsibility for the Other. His argument is based on Levinas's version of who this Other is and what responsibility entails. According to Levinas, responsibility is non-reciprocal and asymmetrical. However, this relationship changes the moment that the third (or society) enters. At this moment we operate according to certain conditions and standards. Instead of placing the origin of morality in society, Bauman thus argues for a 'personal' morality. This leads to the problem that he does not provide enough space for morality within society. Without refuting his emphasis on a 'personal' morality, I focus on an alternative origin. If we agree that morality originates within the personal imagination, it does not only include Levinas's pre-ontological theory, but enlarges the idea of what morality encompasses to also leave space for morality within the the social sphere. / AFRIKAANSE OPSOMMING: Bauman se morele filosofie het (anders as dié van Durkheim en sy navolgers) ten grondslag dat die oorsprong van moraliteit nie binne sosiale strukture gevind kan word nie. Hy argumenteer dat sosiale meganismes binne sekere sosiale strukture juis moraliteit ondermyn. Die sosiale strukture waarna hy hier verwys is socialization (binne die moderne kondisie) en sociality (binne die postmoderne kondisie). Binne beide 'strukure' het die Ander funksionele waarde en word verantwoordelikheid vir hierdie Ander ontduik. Binne socialization word verantwoordelikheid vir die Ander ontduik deur middel van adiaforisasie in die organisasie (deurdat sekere aksies moreel neutraal verklaar word) en ook deur die navolg van bepaalde etiese kodes. Binne sociality kom verantwoordelikheid glad nie eers ter sprake nie en ontstaan die postmoderne weergawe van adiaforisasie. Moraliteit is volgens Bauman veel eerder in die persoonlike verantwoordelikheid vir die Ander gesetel. Hy bou veral voort op Levinas se beskouing van wie hierdie Ander is en wat hierdie verantwoordelikheid behels. Dié verantwoordelikheid is, naamlik onvoorwaardelik en asimmetries. Hierdie verhouding verander egter sodra die derde (die sosiale) op die toneel verskyn - dan het ons te make met standaarde en voorwaardes. My probleem met Bauman se beskouing is daarin geleë dat dit nie ruimte vir moraliteit binne die gemeenskap laat nie. Sonder om sy klem op 'n 'persoonlike' moraliteit af te skiet, fokus ek op 'n alternatiewe oorsprong vir moraliteit. Indien ons toegee dat moraliteit ontstaan binne die mens se verbeelding, verbreed dit die verstaan van wat moraliteit behels. Sodoende word Levinas se pre-ontologiese teorie ingesluit, maar word daar ook plek gelaat vir moraliteit binne die sosiale sfeer.

published_or_final_version / English / Master / Master of Philosophy

Children as young as three seem already to possess amazing knowledge about what practice in a certain context is appropriate and what is not. This study investigated very young children’s literacy practices in an artifact-rich environment, a children’s museum. It focused on young children’s experience of enculturation such as how they respond to the symbolic qualities of cultural artifacts as well as their experience of socialization with teachers and peers. The research methodology involved photography and semiotic analysis based on a post-discourse perspective derived from post-modernism, post-structuralism, and critical theory. Specifically, the works of Bourdieu, Foucault, and Baudrillard were the theoretical basis of this dissertation. The findings indicate that children's literacy practices were context contingent and power laden, and that photography, as a means to study embodied literacy experiences, froze the moment of habitus and capital and revealed children’s sociohistorical backgrounds and traces from the broader society. The implications for early school education and critical pedagogy are also discussed. / text