The purpose of this study was to explore how elderly people in Gävle cope with their life by using of Internet and what are their perceived benefits and barriers of the use of Internet. Qualitative methods were used with face-to-face interviews and email correspondence to gather the data. Six elderly people participated in this study. Coping theory was used to analyse the results. The results were divided into three parts. They were describing the use of Internet, benefits and barriers of using the Internet and reasons behind using the Internet and coping. Benefits include connectedness, gratification, usefulness, and active learning experience. Barriers include limitation, distrust and frustration. This paper used the coping theory to try to describe how these persons adjust the way of thinking and the way of behaving and how they use these strategies to cope with the daily life. It was found that Internet for elderly people is becoming more important nowadays and also it is significant to know how they think about the Internet.

The role of local Chinese media has become more important as the size of the Chinese community in New Zealand has increased rapidly in recent years. The function of local Chinese media could be like a bridge connecting the Chinese community and the mainstream society. This was an exploratory study which examined the current situation of local Chinese media to determine such issues as to whether they are the main source of information for the Chinese community, what if any difficulties they are facing and how they may develop in the future. A general research was conducted for the local Chinese media in Auckland, which covers brief introductions for some local Chinese newspapers, radio, websites, and the sole Chinese television company-World TV. Meanwhile, the researcher collected 102 questionnaires and conducted 10 in-depth interviews from the local Chinese residents and the staff working in local Chinese media companies. The findings of research suggest that most local Chinese residents utilize Chinese language media as a tool to collect daily information either from local society or their original countries. The local Chinese media not only provides information for the local community, but also has social value as a means for self-representation of the Chinese community in New Zealand and better adaptation to the mainstream society. On the other hand, the funding shortage as well as the tough competition became the obstacles for the future development for the local Chinese media. The results of this research may point to what the government’s role should be.

Thesis (Ph.D.)--McMaster University, 2007. / Supervisor: D. Maurer. Includes bibliographical references (p. 177-193).

Thesis (Ph. D.)--University of Oregon, 2008. / Typescript. Includes vita and abstract. Includes bibliographical references (leaves 188-219). Also available online in ProQuest, free to University of Oregon users.

Thesis (M.A.)--Brandeis University, 2009. / Title from PDF title page (viewed on May 29, 2009). Includes bibliographical references.

Thesis (M.A.)--Miami University, Dept. of Psychology, 2004. / Title from first page of PDF document. Includes bibliographical references (p. 37-46).

Social networks have been used to understand how information flows through an organization as well as identifying individuals that appear to have control over this information flow. Such individuals are identified as being central nodes in a graph representation of the social network and have high "betweenness" values. Rather than looking at graphs derived from email, on-line forums, or telephone connections, we consider sequences of bipartite graphs that represent face-to-face meetings between individuals, and define a new metric to identify the information elite individuals. We show that, in our simulations, individuals that attend many meetings with many different people do not always have high betweenness values, even though they seem to be the ones that control the information flow. / Singapore-MIT Alliance (SMA)

abstract: Effectively educating students with autism is a necessary element in providing all students with a free and appropriate public education, and as the number of students diagnosed with an autism spectrum disorder continues to increase in both public and private educational settings, providing successful and satisfactory professional development opportunities in the area of autism is becoming increasingly essential. This study explored the experiences of twenty-three educators in a suburban southwest K-12 public school district, as they participated in a fifteen-hour professional development course in an online or face-to-face format, and collaboratively problem-solved their challenges in educating students with autism. Qualitative data was collected from participants' weekly written reflections and comments from a pre- and post-survey on attitudes, to determine quality of and satisfaction with collaboration in relation to course format. Results indicated that the online format produced higher-quality collaboration when it came to presenting one's own situation(s) to the group, finding group discussions helpful, having enough time to collaborate, providing feedback/suggestions to group members, and perceiving suggestions for one's own situation as helpful (as evidenced by the number of suggestions that participants said they would likely implement). The face-to-face format produced higher-quality collaboration when it came to in-depth problem-solving regarding a situation, implementing suggestions for one's own situation, and relating course content to collaborative activities. Participants' attitudes about using technology as a means of collaboration showed little change overall from pre- to post-survey. Though slight increases in positive attitudes concerning technology were found in various areas, many participants still thought highly of a face-to-face format for collaborative purposes, even after participating in the online professional development course. Findings may be of use to educational institutions developing online or face-to-face professional development opportunities in the area of autism. / Dissertation/Thesis / Ph.D. Curriculum and Instruction 2011

L'objet de recherche aborde la professionnalisation de formateurs, tout particulièrement ceux qui exercent dans le champ de la formation en Travail social. L'enjeu est d'interroger le travail relationnel de formateur en présentiel, son rôle spécifique, sa pertinence et son actualité à travers la dimension corporelle de son activité, l'usage qu'il peut faire de gestes. Cet impensé de la formation en Travail social, celui de la place du corps et des gestes comme réintroduisant la part du sensible dans l'activité de communication est le thème central de ce travail. Une approche phénoménologique de l'activité est utilisée dans le cadre de cette recherche, l'offre de présence étant le concept d'intelligibilité qui a été construit et mobilisé par le chercheur pour comprendre la façon dont le formateur s'y prend quand il s'exprime devant un auditoire selon le type d'd'intervention et l'auditoire. La méthodologie s'est appuyée sur deux types d'entretien (semi-directifs et de confrontation à l'activité filmée) puis sur les observations du chercheur à partir des films, in fine une analyse croisée des différents résultats. Le fait de réintroduire le corps, de redonner aux gestes "leur épaisseur symbolique" permet de faire ressortir la spécificité du présentiel. / This thesis deals with professionalization of trainers, especially those working in the field of social work training. Its perspective provides a focus which is seldom approach when it comes to professionalization. The stake is to calle in question the communication activity of the trainers when they are in presence of students, the place of the body and gestures as reintroducing sensibility into the communication. That is the key theme of this work. The phenomenology as a theoretical Anchor, showing a phenomenology of activity has been privileged. Offering face-to-face is the concept of intelligibility which has been built to understand how the trainer set about it according to the type of intervention and the type of audience. The methodology is based on two types of interviews (semi structured interviews and interviews namely of confrontation in face of films), then the researcher's observations from films, in fine a crossed analysis of the different results. Reintroducing body language into the activity, giving the gestures back their "symbolic thickness" allowed to justify the specificity of face-to-face activity and give it a fuure with other perspectives.

Submitted by Israel Vieira Neto (israel.vieiraneto@ufpe.br) on 2015-03-06T12:31:42Z No. of bitstreams: 2 TESE Denise Clementino de Souza.pdf: 2190744 bytes, checksum: d768e9ea24f4e5f37d25cc38f9de6c70 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) / Made available in DSpace on 2015-03-06T12:31:42Z (GMT). No. of bitstreams: 2 TESE Denise Clementino de Souza.pdf: 2190744 bytes, checksum: d768e9ea24f4e5f37d25cc38f9de6c70 (MD5) license_rdf: 1232 bytes, checksum: 66e71c371cc565284e70f40736c94386 (MD5) Previous issue date: 2013-06-20 / CAPES / Ao enfatizar a forma de mediação em detrimento do fenômeno como um todo, a literatura acadêmica acabada levando o leitor a crer que o e-mentoring é um construto isolado da mentoria. Ao discordar dessa ideia, esta tese teve como objetivo analisar até que ponto a mediação por tecnologias da informação e comunicação pode estabelecer um fenômeno distinto da relação de mentoria em cursos lato sensu a distância em administração. Para tanto, encontra-se a base em Hine (2000), que enfatiza o não estabelecimento de uma fronteira online-offline; Lévy (1996), que argumenta a oposição do real e virtual ser fácil e enganosa; Moore (2002), que ressalta a possibilidade de a distância ser vista a partir de uma perspectiva psicológica e não unicamente geográfica; Garrison et al (2000), que complementa afirmando a presença ser um aspecto social e não meramente físico; e Morin (2000), que ressalta a visualização dos fenômenos como um todo. A pesquisa foi delineada a partir da abordagem qualitativa (MINAYO, 1998). Foi considerado lócus o grupo de professores, tutores e alunos que fizeram ou fazem parte de um curso lato sensu a distância na área de administração no Brasil. Os dados foram coletados a partir de entrevistas por formulário do tipo estruturada, eletrônica e assíncrona operacionalizada pelo Surveymonkey. 117 sujeitos responderam a pesquisa, sendo desses 65 professores e tutores e 52 alunos. Foi utilizada a análise de conteúdo, do tipo enunciação (BARDIN, 2000). Os resultados indicam que não existem diferenças significativas que permitam dizer que o e-mentoring e a mentoria face a face sejam fenômenos distintos, tratando-se ambos de mentoria.