Este estudo etnomusicológico, pautado pelo método etnográfico, busca explorar as dimensões sonoras dos manifestos e espaços de ocupação dos atuais movimentos de contestação estudantil ocorridos na Universidade Federal do Rio Grande do Sul (UFRGS) iniciados nos dois últimos meses de 2016, concomitantemente às mobilizações nacionais que geraram grande impacto na sociedade e na comunidade escolar e acadêmica. A partir da noção de narrativas sonoras baseadas em relatos e materiais audiovisuais proveniente do contato com os participantes, esta pesquisa se propôs a compreender as dinâmicas de participação dos sujeitos envolvidos na criação e difusão de performances nos espaços reais/virtuais, incluindo sites e redes de compartilhamento. O referencial teórico-metodológico foi construído a partir das perspectivas etnomusicológicas que abordam os estudos da performance (SEEGER, 2008), (LUCAS, 2013), (TURINO, 2008), (WONG, 2008), além de abordagens aliadas às interfaces dos Sound Studies como o ethos sônico cohabeiro (ZAMBIAZZI DOS SANTOS, 2015) e a realização de soundwalks (percursos sonoros) propostos pela acustemologia (FELD, 1982, 2001, 2004, 2015). O estudo dialoga com as contribuições teóricas recentes sobre o contexto dos protestos e movimentos de ocupação, bem como uma relação entre campos reais e virtuais (MILLER, 2012), (MANABE, 2015), (COOLEY, 2008) e com os estudos sobre as juventudes latino americanas (REGUILLO, 2000, 2012), (CANCLINI, 2011, 2012, 2105). / This ethnomusicological study, based on the ethnographic method, seeks to explore the sound dimensions of the manifestos and spaces of occupation of the current student protest movements that occurred in the Federal University of Rio Grande do Sul (UFRGS) initiated in the last two months of 2016, concomitantly with the national mobilizations which have had a great impact on society and the school and academic community. Based on the notion of sound narratives based on reports and audiovisual materials from contact with participants, this research aimed to understand the participation dynamics of the subjects involved in the creation and diffusion of performances in real / virtual spaces, including websites and networks. sharing. The theoretical-methodological framework was constructed from the ethnomusicological perspectives that approach the performance studies (SEEGER, 2008) (LUCAS, 2013), (TURINO, 2008), (WONG, 2008) Sound Studies interfaces like a ethos sônico cohabeiro (ZAMBIAZZI DOS SANTOS, 2015) and the realization of soundwalks proposed by the acustemology (FELD, 1982, 2001, 2004, 2015). The study discusses recent theoretical contributions on the context of occupational protests and movements, as well as the relationship between real and virtual fields (MILLER, 2012), (MANABE, 2015), (COOLEY, 2008) and the studies on the Latin American youths (REGUILLO, 2000, 2012), (CANCLINI, 2011, 2012, 2105).

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The purpose of this project is to design a new course outline for the Office Occupations/Word Processing course for high school and adult students. Specifically, the course outline will serve students who are at least 16 years old. The content of the course consists of interpersonal and communication skills, hardware/software management, text editing concepts and skills, clerical skills, job search skills, data entry and database, information processing, and telecommunication skills.

In this dissertation, I explore the experiences of immigrant (i.e. foreign-born) faculty in the U.S. academy, especially during a trying period of time—Donald Trump’s presidency—when anti-immigrant sentiments and rhetoric have heightened in America. Specifically, I explore how in the Trump era, gender, race, ethnic (national) origin, cultural background, and foreign-born status intersect to shape immigrant faculty’s experiences at the individual, interpersonal, and organizational level, including the privileges they enjoy and/or the penalties they pay based on their multiple social locations and ethnic culture—a group occasionally studied. Finally, I explore how the organizational and departmental culture of diversity enables the faculty to make sense of their overall satisfaction and/or stress at work—rarely considered. Overall, the goal of this study is to understand how different social identities, cultural background, and immigrant status intersect to shape the professional and social standing of a highly skilled group of immigrant professionals in a foreign country and especially in a high-status occupation, such as professorship. Most importantly, this study attempts to understand how structural inequalities are produced and reinforced in the academy that is supposedly a haven for social consciousness and ethical conduct. For the purpose of my study, I conducted 66 in-depth interviews with immigrant faculty, search committee members, administrators (department chairs, interim directors of programs, college deans, and chancellors), and administrative personnel (staff members of Affirmative Action, Equity and Compliance, and Human Resources) at a large public university in the rural Midwest. I also conducted approximately 42 hours of observations in the faculty meetings and class lectures that my immigrant participants attended and delivered respectively. I noted faculty-faculty and faculty-student interactions, including their verbal and non-verbal exchanges. I used an intersectional lens grounded in the theories on tokenism to analyze my findings.Two overarching themes emerged in the data. The first one reveals the stereotypes (negative as well as positive), performance pressures, and professional marginalization my immigrant participants encounter at work. The second one shows that cultural contrasts result in my immigrant participants’ ethnic othering or exoticization at work, as well as heighten boundaries between them and their U.S.-born colleagues and students. These, in turn, affect my participants’ legitimacy, interpersonal communications, productivity, and career growth in the academy. Overall, I conclude that immigrant faculty are cultural tokens—held up against local hegemonic gendered and ethnic norms and racial stereotypes—in the U.S. academy, whose tokenization—scrutiny, performance pressures, and isolation—is shaped by their multiple social locations, cultural background, and the organizational and departmental culture of diversity. Lastly, keeping my study findings in mind, I make recommendations for diversity and inclusion in higher education in order to prevent women and racial and ethnic minorities from becoming tokens at work.

The purpose of this study was to determine if any correlation exists between the presence of vocational bias in elementary students and (1) the presence of bias in the textbooks they use, (2) father's occupation, (3) student grade level, (4) level of intelligence, and (5) sex of the student. The population for the study consisted of 368 kindergarten, third-grade, and sixth-grade students from two North Texas school districts. The instrument used to measure student vocational bias was the Were I a Worker attitude inventory developed by P. K. Yonge Laboratory School at the University of Florida under the direction of the Fusion of Applied and Intellectual Skills Research Project. The instrument used to categorize the father's occupations into professional and non-professional groups was the "Two-Factor Index of Social Position" developed by A. B. Hollingshead. The data were collected by having each student respond to the attitude inventory under the supervision of the participating classroom teacher. In addition, the student's I.Q., grade level, sex, and father's occupation were recorded on the test booklet. A notation was also placed on each instrument indicating the type of textbook used by that student. After all the data were collected, the attitude inventory was hand scored and the results were recorded on data sheets along with the student information involving the other variables. All statistical computations necessary to this study were done by the North Texas State University Computer Center. Two statistical tests were used to check for relationships between student vocational bias and the other variables being examined. A t-test analysis was used to test for significant differences, and multiple regression analysis was done to more accurately determine what impact the various variables had on vocational attitudes.

This study focuses on video game developers and their working environments in a growth industry. While some research documents the culture of video games and the people who play them, much less is understood about the labor environment for those who make games. I conducted 20 personal interviews with game developers in order to learn more about what inspired them to select this field, how they gained entry to it, and what their work is like today. Using insights from the interviews, I analyze how workers contend with its male-dominated culture and how creative skilled laborers deal with the challenges of corporate control and precarious work in the new economy.

The aim of our paper is to examine from a sociological perspective the consequences women experience in their work in male-dominated occupations. We also want to examine different expectations placed on women in a male-dominated workplace and how these women in turn experience their professional role. Finally, we want to find out how these women view their leisure time and how it has a connection to their choice of profession. We have used qualitative interviews where eight women aged 20-50 were interviewed. Being questioned, tested all the time and placed in a union was of great importance in how the respondents experienced themselves in their male-dominated profession. The respondents have used different approaches to be able to prevent this. These included behaving more "boyishly" in order to be accepted by the male colleagues, trying to keep up with the "guys'" jokes as it is easier to have it and do with the men and to be tough. With the help of various theories and concepts, we have gained a broader perspective in the area we have investigated. We have chosen Yvonne Hirdman's theory of gender systems to gain a deeper understanding of the power structure that organizes the relationship between the sexes. We also delve into Judith Butler's theory of the heterosexual matrix, where masculinity is to express man and femininity is to express woman. Finally, we have chosen Erving Goffman's theory of dramaturgical sociology, which is important in Goffman's thinking about appearances that an individual presents in front of a group of observers where the observers also have an impact on the individual.

Sweden is ranked as one of the five most equal countries in the world. Despite this, there arestill some areas for improvement. There is a distinct gender-segregated labor market inSweden, which is mainly seen in the working professions, where there is also an overrepresentationof men in trade unions. The purpose of this study is to investigate the problemsthat may occur for union-elected women who work in male-dominated occupations. Previousresearch has shown women's involvement and challenges within trade unions in a global,national and a Swedish context. Further research has centered on the challenges women facewhen working in male-dominated occupations, primarily in a Swedish context but alsoglobally. The study's theoretical framework is based on Yvonne Hirdman's theory of gendersystem and gender contract. The empirical material has been collected through qualitativeinterviews with six informants who fulfilled the study's selection criteria. The results of thestudy show that women experience obstacles and challenges in the workplace due to theirgender in different ways. Being a trade union representative as a woman is also a factor thataffects them. However, the experience of being a woman and a union representative differsbetween the informants whether the response from others is positive or negative. The resultsshow that there are opportunities for change where both the union and employers must workactively on several levels with the problems to see a long-term change. / Sverige rankas som ett av de fem mest jämställda länderna i världen. Trots denna placeringförekommer det förbättringsmöjligheter inom vissa områden. Det råder en tydligkönssegregerad arbetsmarknad i Sverige som huvudsakligen ses inom arbetaryrkena, där detäven finns en överrepresentation av män i fackförbunden. Denna studies syfte är attundersöka vilka problem som kan tänkas förekomma för fackligt förtroendevalda kvinnorsom arbetar inom mansdominerade arbetaryrken. Tidigare forskning har berört kvinnorsengagemang och utmaningar inom fackförbund i global, nationell och svensk kontext. Vidareforskning har berört de utmaningar kvinnor möter som arbetar på mansdomineradearbetsplatser, främst i svensk kontext men även globalt. Studiens teoretiska ramverk utgårfrån Yvonne Hirdmans teorier om genussystem och genuskontrakt. Det empiriska materialethar samlats in via kvalitativa intervjuer med sex informanter som uppfyller studiensurvalskriterier. Resultatet av studien visar att kvinnorna upplever hinder och utmaningar påarbetsplatserna på grund av deras kön på olika sätt. Att som kvinna vara fackligtförtroendevald är även en faktor som påverkar dem. Upplevelsen av att vara kvinna ochfackligt förtroendevald skiljer sig dock åt mellan informanterna om responsen från andra ärpositiv eller negativ. Resultatet visar att det finns förändringsmöjligheter där bådefackförening och arbetsgivare måste arbeta aktivt på flera nivåer med problemen för att se enlångsiktig förändring.

Introduction to Rural Health was developed as the introductory course for the Community Partnerships in Health Education - a new curriculum educating students using interdisciplinary, community oriented, and inquiry based strategies. Medical students, nursing students, and public health students participated in an elective curriculum designed to teach interdisciplinary groups of students to deliver primary health care in under-served communities. The curriculum began with an intensive one-week course designed to introduce students to the community, its people, their health care needs, and the process of working in interdisciplinary groups. The course was taught using a variety of community based activities. Student evaluations indicated that students strongly agreed that the course objectives were met using this nontraditional methodology. Qualitative analysis indicated that students regarded the team-building aspects of the course as the most influential. Community members indicated a high level of satisfaction with their input in the developmental process and with the extent to which community resources and interests were included.

Children with profound hearing impairments are receiving cochlear implants at an increasingly younger age resulting in the need for early therapeutic support and intervention. Besides the obvious concerns regarding speech and language development, children with cochlear implants are also at risk for motor and balance deficits. This was a retrospective, longitudinal, experimental holistic single case study. The aim was to determine the impact of Ayres Sensory Integration® on occupational performance in a child with bilateral cochlear implants within the first four years after implantation. Six objectives were addressed. Quantitative and qualitative methods were used including designing an observation tool, administering stardardised tests, conducting a parent interview and obtaining perspective from the cochlear team to obtain rich in-depth knowledge and perspective. Pre- and post-intervention results were compared to determine changes in sensory perception, sensory reactivity, motor development and participation in occupations. Intervention adhered to the fidelity requirements of Ayres Sensory Integration®. Results indicated that there were positive changes in the child’s sensory processing and participation in occupations. Ayres Sensory Integration® was therefore an effective therapeutic approach for this child with cochlear implants. The cochlear team gained valuable insights and the parents indicated that occupational therapy intervention had a significant impact on the whole family unit. This study can contribute to the professional body of knowledge by building onto the knowledge base and skills repertoire regarding the application of therapeutic principles to children with cochlear implants. The occupational therapist can make a valuable contribution to the cochlear team. Optimal integration of sensory input can assist with promoting cochlear usage, not only for acquiring language, but also for developing age-appropriate skills at a critical stage of development to facilitate successful participate in childhood occupations. / Dissertation (MOccTher)--University of Pretoria 2020. / Occupational Therapy / MOccTher / Unrestricted