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This exploratory study draws from six semi-structured interviews with multiracial Nikkei women living in Canada to investigate their experiences of mixed race belonging. After establishing belonging as intrinsic to the very nature of how multiraciality and Asianness have been historically constructed and are presently experienced in Canada, three areas relevant to how the interviewees experience mixed race belonging are then considered: multiracial name modification (MRNM), the nation and Canadianness, and Japaneseness in Canada. This study also considers how the recent racial climate of pandemic-related anti-Asian racism has potentially impacted how mixed race belonging is experienced by the interviewees, which reveals two additional areas of interest: the amplified experience of multiracial dysmorphia (MRD) during this time and the emergence of pan-Asianness in Canada as a potential new site of belonging. As captured, issues of mixed race belonging arise in various spheres of the interviewees' lives because of the very ways in which multiraciality and Asianness have been constructed and maintained in the Canadian social landscape. In doing so, this study hopes to drive home how issues of mixed race belonging speak more to the problematic nature of "race" itself than of mixed race people themselves.

No description available.

No description available.

[pt] Este estudo teve como objetivo investigar a relação entre o sentido de vida e a pertença à família militar com os níveis de bem-estar de esposas de militares do Exército Brasileiro. A amostra selecionada para este estudo foi composta por 395 mulheres, esposas de militares do Exército Brasileiro, acima de 18 anos. Elas responderam a três escalas que mensuram: o sentido de vida, o sentido de pertença ao grupo e os níveis de bem-estar. Foram realizadas análises de regressão para investigar as relações entre o sentido de vida e o sentido de pertença ao grupo com os níveis de bem-estar. Nos resultados obtidos mediante a regressão, identificou-se que o sentido de pertença ao grupo e a presença de sentido de vida contribuem para explicar 9 por cento das emoções positivas e 15 por cento das relações positivas. Foi observado que o sentido de pertença ao grupo, a presença de sentido de vida e o trabalho foram antecedentes dos níveis de engajamento e da realização, explicando 17 por cento do engajamento e 16 por cento de realização. Além disso, as dimensões sentido de pertença de grupo e presença de sentido de vida não atuaram como antecedentes dos níveis de emoções negativas. / [en] This study aimed to investigate the relationship between the meaning of life and belonging to the military family with the levels of well-being of wives of soldiers in the Brazilian Army. The sample selected for this study was composed of 395 women, wives of soldiers in the Brazilian Army, over 18 years old. They responded to three scales that they measured: the meaning of life, the sense of belonging to the group and the levels of well-being. Regression analyzes were carried out to investigate the relationship between the meaning of life and the sense of belonging to the group with the levels of well-being. In the results obtained through the regression, it was identified that the sense of belonging to the group and the presence of a meaning of life contribute to explain 9 percent of positive emotions and 15 percent of positive relationships. It was observed that the sense of belonging to the group, the presence of a sense of life and work were antecedents of the levels of engagement and achievement, explaining 17 percent of engagement and 16 percent of achievement. In addition, the dimensions sense of belonging to a group and presence of meaning of life did not act as antecedents of the levels of negative emotions.

The research done for this investigation deals with both the motivation of the artist, the personal history and the individual's artistic process. This process is examined through two bodies of art work dealing with the home as a metaphor. The shared themes of belonging, loss and longing are further reinforced by "visual cues" represented in the photographic works. For the Home Divided series, I approached the style of the photographs and the subject matter through indexical photographs of multi-unit homes and the visual representation of a distinct and bilateral division of the structure. The imagery presented in this series deals directly with the historical use of landscape in photography and the house or home as the subject. This series is motivated by my personal experience with a fractured family unit and experience with the fractured notion of the home. The second part of this study examines and records the artist's exploration of space and surroundings in the series, Chez Moi. The images document occupied structures at night with a visual focus being on a light source within the structure. There are shared elements that exist between both bodies of work that elicit feelings of searching and belonging. The separation from the viewer and the subject is further reinforced by the layer created that separates the photographer from the subject through the lens of the camera. The concept of the flâneur, introduced by Charles Baudelaire is an integral part of the artist's process, finding a sense of place and belonging in a foreign environment. The written portion of this investigation gathers materials and information that deals with the conception of the family unit and the house that is literally, and metaphorically, utilized in the notion of home. This focus on the structure as a metaphor for home has further reaching v implications than the structure itself. Findings show that a Western view of community and belonging is rooted in a place of stability in one's community. The basis for personal growth within that community has a direct impact on an individual's development in it. (Goldburgh, 67) The fractured nature of my experience and emotions tied with the notions of home, are expressed through both A Home Divided and the Chez Moi series photographic series. Within this investigation there are references to the artist's memories and experiences that are in contrast and discord with the traditional concept of acceptance and belonging.

One way to understand teaching is to view it as a people process rather than a presentation of knowledge. It follows that the role of an educator often extends beyond the primary subject matter and into the realm of classroom management. With this in mind, our research aimed to capture the various teaching practices, participation patterns, and communication climates that occur in virtual computer science classrooms. We sought to answer the following research questions related to virtual computer science classrooms at our institution: Who participates in virtual computer science classrooms, and is participation proportional to student demographics? Is there any correlation between the use of teaching best practices and student participation? Is there any correlation between communication climate and student participation? To answer these questions, we designed and conducted a mixed-method content analysis study on 14 instructor-provided synchronous video lectures. We created a rubric composed of teaching best practices and supportive and defensive communication behaviors. The resulting design employed ethnographic content analysis (ECA) and quantitative content analysis (QCA) methodologies to produce contextually relevant knowledge. Correlational analysis was conducted using Kendall's tau-b correlational algorithm. Our findings suggest female participation was not proportional to student demographics, and no significant correlations between teaching practices and participation patterns were found. However, several significant correlations between communication climate and participation patterns were identified. Specifically, increased communication behaviors displaying equality were positively correlated with classroom dialogue count, unique female participants, female participation, and female first responses.

Syftet med denna studie är att undersöka arbetsgrupper inom äldreomsorgen och därmed söka kunskapi eventuella faktorer som kan eller inte kan utgöra välfungerande arbetsgrupper. Kan samma gruppinneha fler faktorer? Den tidigare forskningen visar på hälsans aspekter för den välmåendemedarbetaren samt vad som kan skapa hållbar arbetsmiljö. Den lyfter även ledarskapets effekter för enarbetsgrupp samt kopplingar till maktstruktur och hur det ses vara mer lärande i anknytning till ettintersektionellt perspektiv. Tidigare forskning belyser likaså riktiga team och vad pseudo teamkarakteriseras genom olika faktorer inom grupper. Data som analyserats har tagits fram genom trefokusgruppssamtal med tre deltagare inom varje fokusgrupp där alla nio deltagare arbetade inomäldreomsorgen. Fokusgruppsträffarna hade som utgångspunkt deras arbetsvardag för att övergå tillgemensam diskussion gällande upplevelsen av faktorer att utgöra välfungerande arbetsgrupp. Därtilldiskuterades även upplevelsen av faktorer som kan inverka negativt på välfungerande arbetsgrupper.Materialet har analyserats i en tematisk analys samt inom teori i anslutning till teamperspektiv och fyragruppdefinitioner inom team samt med stöd av fyra dimensioner där team ställs emot pseudoteamperspektivet. Resultatet från studien indikerar på faktorer där gemensamma mål, tid för dialog ochkommunikation inom arbetsgrupper kan ses vara relevanta för en välfungerande arbetsgrupp, olikaledarskapsfaktorer ses också ha sin påverkan för en grupp. Studien pekar även på de faktorer som kananses vara avgörande kriterier kopplat till negativ inverkan för den välfungerande arbetsgruppen. / The purpose of this study is to investigate work groups in elderly care and thus seek knowledge ofpossible factors that may or may not constitute well-functioning work groups. Can the same groupcontain more factors? The previous research shows the health aspects of the healthy employee andwhat can create a sustainable work environment. It also highlights the effects of leadership on a workgroup and links to power structure and how it is seen to be more learning in relation to anintersectional perspective. Previous research also highlights real teams and what pseudo teams arecharacterized by different factors within groups. The data was analyzed through three focus groupdiscussions with three participants in each focus group, where all nine participants worked in elderlycare. The focus group meetings had as a starting point their everyday work life to move on to a jointdiscussion regarding the experience of factors to constitute a well-functioning work group. In addition,the experience of factors that can have a negative impact on well-functioning work groups was alsodiscussed. The material has been analyzed in a thematic analysis and in theory in connection with the2team perspective and four group definitions within teams and with the support of four dimensionswhere teams are set against the pseudo-team perspective. The results of the study indicate factorswhere common goals, time for dialog and communication within work groups can be seen to berelevant for a well-functioning work group, various leadership factors are also seen to have an impacton the team. The study also points to the factors that can be considered as decisive criteria linked to thenegative impact on the well-functioning work group.

The background for this study is anchored in the growing problem that is pupils’ lack in motivation in physical education, and how it affects the active participation in class. The aim for the survey was to investigate the motivations (Deci & Ryan, 1971) effectiveness in active participation in terms of experienced autonomy, experienced competence and belonging. The questions at issue were as following: How can pupils´ autonomy be described and what correlation can be seen to students’ active participation? How can pupils’ experienced competence be described and what correlation can be seen to students’ active participation? How pupils´ responded to questions related to experienced belonging in physical education and how it correlated to active participation? The study was based on a quantitative method in which a survey targeted to pupils between the ages fifteen to nineteen was sent out. 33 high- and elementary schools were contacted whereas two chose to participate. From these two schools, 71 pupils answered the survey. The results displayed that the student experienced a low autonomy, competence and belonging. The results indicated that there was no correlation between the above three categories and motivation towards active participation. By looking at the report from an objective point of view there is some parts that in revising would get altered. An excerpt of these can be rephrasing of survey question, in relation to some that ended up being systematic defects.

This qualitative case study aims to understand the ways in which students identifying as Native American, American Indian, and Indigenous navigate attending a university informed by their identities. Through semi-structured interviews with Indigenous students and participant observation with a Native American student organization, this study identified how this demographic of students navigate and conceptualize their identities as Native and Indigenous peoples, the benefits of joining a Native American student organization on their university campus, and how they experience the university as a racialized organization. One overarching and three nuanced research questions were examined to illustrate how students' identities inform how they experience university life with themes surrounding Native and Indigenous identity construction informed by federal policy and Indigenous community practices, collective identity and student involvement, sense of belonging at college, and understanding universities as racial organizations that participate in racial capitalism. The study findings indicated that students' identities are regularly negotiated, engaged with, and leveraged throughout their college experiences and recommendations were made for how colleges and universities can more adequately and equitably serve this student demographic.