<p>En kvantitativ studie baserad på en enkätundersökning som genomfördes i Stockholms län och besvarades av 68 idrottande ungdomar, både killar och tjejer, verksamma inom idrotterna fotboll, handboll och innebandy. Studiens syfte var att öka kunskapen och förståelsen av ungdomars egna attityder till sitt idrottande, deras uppfattning om föräldraengagemanget inom idrotten samt deras metakognitiva antaganden om föräldrarnas attityder till deras idrottande. Resultaten visade att majoriteten av ungdomarna började idrotta av eget intresse och att föräldrarnas inflytande i deras val var relativt litet. Däremot hade föräldrarna några viktiga stödjande uppgifter, bland annat att skjutsa till och från aktiviteten. Majoriteten av ungdomarna uppskattade föräldraengagemanget även om det fanns några som tyckte tvärtom. Ungdomarna hade uppfattningen att föräldrarna närvarar vid deras idrottsutövning för att se hur det går för dem. De flesta ungdomar idrottade för att ha roligt men många hade även målet att bli toppidrottare. De framkomna resultaten presenterades under tre teman och analyserades med hjälp av kognitiv teori, metakognitiv teori och socialisationsteori samt jämfördes med andra studier och tidigare forskning i samma eller angränsande ämnen.</p>

The nursing education institutions play a major role in the training of nurses to curb the shortage of nurses in the country. Nurse educators assist with the primary socialisation of new nurses into the nursing profession. Likewise, new nurse educators need to be socialised into the nursing education system. Proper socialisation of new educators into the education system is vital for the continuity and reinforcing of professional values. The purpose of the study was to identify and describe the relationship between professional socialisation and job satisfaction of nurse educators of a provincial college in South Africa. A quantitative, descriptive correlational design was used for the study. The sample consisted of nurse educators (N=102) employed by the Kwa Zulu Department of Health with the Kwa Zulu College of Nursing (KZNCN). Data was collected using a structured questionnaire, which included both the Nurses Professional Values Scale-Revised (NPVS-R) questionnaire and the Minnesota Satisfaction Questionnaire (MSQ). Statistical data analysis was done using the Statistical Package for Social Sciences (SPSS) programmes. The results showed reliability of the NPVS-R questionnaire with Cronbach’s alpha (α) ranging between .637 and .811 and between .798 and .883 for the MSQ. Confirmatory factor analysis for the NPVS-R and exploratory factor analysis for the MSQ both had p-value of .0001 concluding a statistical significance of the questionnaires with a sufficiently high correlation. Again a positive correlation coefficient (r>.328) was concluded amongst the demographic data and the NPVS-R and MSQ. The null hypothesis was rejected since a good correlation between the professional socialisation and the job satisfaction statements of nurse educators of a provincial college was concluded. Recommendations include: proper socialisation and mentorship of new educators into the new education role for both personal and professional development and the proper utilisation of individual skills and expertise in order to prevent animosity and job dissatisfaction. Moreover, strategies to improve the working conditions and remuneration of nurse educators so as to attract new nurse educators into the education system are vital. / MCur, North-West University, Potchefstroom Campus, 2014

In the context of post-9/11 calls for educational reform in the Arab-Muslim world, this study investigates a set of underlying claims and assumptions about the socialising capacities of English-medium education. Specifically, the study examines perceptions about the socialising effects of English-medium education from the standpoint of Arab-Muslim students at a Gulf Arab university. In assessing these perceptions, the study compares students’ perceptions on two levels: (i) on one level, it looks into students’ perceptions about the socialising effects of English-medium education in direct contrast to those of Arabic-medium education; and (ii) on another level, it contrasts the perceptions of English-medium students with those of Arabic-medium students. The research for this thesis was carried out at an international bilingual Arab university in the United Arab Emirates. Data for the study was gathered from two data collection sources, namely student questionnaires and group interview sessions. In both instances, students’ perceptions were sought on a range of contrastive issues related to a series of underlying claims and assumptions about English-medium and Arabic-medium education. Overall, 365 Arabic-speaking students from both an English-medium and Arabic-medium educational background participated in the study. Within this sample group, students were drawn from four university colleges: College of Engineering, College of Business, College of Law, and College of Shari’a and Islamic Studies. The study’s findings unveil a complex, often mixed and divided picture of students’ perceptions about the socialising roles of both English-medium and Arabic-medium education. In regard to English-medium education, it finds that though there is a general acceptance of the benefits of studying the English-language, there is also to some extent an acknowledgement of the culturally alienating effects on Arab-Muslim students. The study therefore recommends that granted the paucity of research in this area there is a need to further investigate students’ perceptions from a broader range of institutional cultures in the region.

Mémoire numérisé par la Direction des bibliothèques de l'Université de Montréal.

The overall aim of the thesis is to explore and analyse graffiti in a translocal context, by asking questions about the actors' view on activity, meaning and interaction. The study has been located to a physical place, Jönköping, where actors with different interest perform graffiti-related activity. The study is based on qualitative data where participant observation and interviews form the two main methods. The study also utilizes other materials, such as newspaper articles and municipal documents. Central for the theoretical orientation is that empirical data has been collected that is first-hand information on how the actors themselves find meaning in graffiti. This implies a constructivist perspective on knowledge where meaning shifts depending on whose perspective is analysed. Theoretically, the study also is linked to Becker and his arguments that research in deviance must take notice of the interaction between actors who are perceived to deviate and those actors who respond to the deviant group. The actors consist of two main groups; graffiti writers and interveners. Graffiti writers mainly consist of young men who describe themselves as belonging to a global graffiti culture. The word “interveners” has bee selected as a generic name for actors who are involved in graffiti issues due to professional duties. Similar to the graffiti writers' interveners find the meaning in graffiti by actively select information from an “outside”, which corresponds with their professional commitment. The analysis links different approaches to perspectives of combating crime, confirming art and caring for the young men's socialisation. From those different understandings, three parallel patterns of interaction are observed. Interaction developed around graffiti as a crime has elements of a battle situation. From the graffiti writers' perspective, this fight is important when designing the local scene as an integral part of a global graffiti context. At the same time there are disadvantages managing an enemy. On a personal level, individual graffiti writers have to make an estimate how graffiti writing will affect life in the long term. Interaction developed around graffiti as an art form unites graffiti writers and interveners in an ideological consensus where graffiti can be seen as an art form that adds creative qualities to urban space. One significant difference is that the graffiti writers find the local arena as an important place. This local orientation is not necessary when actors from a cultural sector put attention on graffiti. Youth workers way of caring for graffiti writers follows a tradition of social work. This approach focuses the graffiti writers themselves and how to redirect them to accepted forms of artistic expression. The youth workers have good potential to make contact, but it seems difficult to establish long-term relations because graffiti writers themselves do not find it necessary to formalize graffiti as a scheduled activity. A conclusion made is that there is something locked up about graffiti issues because actors see graffiti from their "own" perspective, and at the same time they remain critical of alternative approaches. Somewhat contradictory to an interaction structured around distinctive perceptions, the study shows that actors express uncertainty about what they are doing. Such critical self-reflections seem to be perceived as personal objections and are not shared with others. This, together with the fact that interest in graffiti comes and goes in waves, adds ambivalence to the conflictual field of graffiti. The thesis ends with a hypothetical discussion of how the conflict level could change if graffiti would be met with a differentiated policy.

Les écrits sur la socialisation organisationnelle montrent l’importance du développement du réseau social dans l’acquisition de connaissances et l’ajustement au travail, mais aucun écrit recensé n’a abordé l’évolution de ce processus du point de vue d’un immigrant. Or, les connaissances sur les différences culturelles et le processus d’intégration des immigrants portent à croire que le développement du réseau social au travail des immigrants pourrait comporter des obstacles particuliers. La recherche rapportée dans la présente thèse, de nature exploratoire et longitudinale, porte sur le processus de socialisation organisationnelle de trois néo-Québécoises dans le cadre de leur premier emploi au Québec. Les participantes ont été rencontrées respectivement dans le cadre de trois entrevues individuelles et de quatre entrevues téléphoniques, dont deux après la première entrevue face à face et deux après la seconde. Les entrevues étaient échelonnées sur les trois mois suivant leur entrée dans un premier emploi significatif. Les données qualitatives recueillies ont été soumises à l’analyse thématique afin d’élaborer un arbre thématique schématisant le phénomène appréhendé en entrevue. Les participantes ont rapporté un sentiment d’incertitude exacerbé par des éléments liés au contexte interculturel. Des comportements proactifs chez les participantes et des attitudes facilitantes des collègues et du supérieur immédiat semblent toutefois avoir favorisé le succès de leur processus de socialisation organisationnelle. Si cette recherche s’avère être originale, la taille restreinte de l’échantillon ne permet cependant pas la transférabilité des résultats.

Magister Scientiae (Occupational Therapy) - MSc(OT) / Professional socialisation is a key dimension within the professional development of an occupational therapy practitioner. Professional socialisation in the first year of practice involves a process of change within the individual with regards to knowledge, skills and reasoning. The process further involves the novice’s developmental induction into the culture of the profession and into the practice context. Novice practitioners who are not appropriately supported in their professional socialisation process may become demoralised as practitioners. It is necessary to explore professional socialisation from the perspectives of novice occupational therapy practitioners themselves, in order to generate an understanding of how professional socialisation can be supported in the first year of practice. This is of vital importance otherwise the profession may run the risk of attrition. Therefore, the aim of this study was to explore and describe novice occupational therapists’ perceptions and experiences regarding professional socialisation during the first year of practice. A qualitative research approach and exploratory descriptive research design was utilised in the public health system in South Africa. Purposive sampling was utilised to select nine participants for the study. Data collection methods included two semi-structured interviews and a dyad interview discussion which were audio-recorded, transcribed verbatim and analysed through thematic data analysis. The strategies of member checking, peer review, reflexivity, and an audit trail ensured trustworthiness of the study. Ethics clearance was obtained from the UWC Research Committee. Three themes originated from the findings of this study. The first theme, stepping into the unknown, illustrates a dissonance between the participants’ expectations for practice and the actual realities of practice that they encountered. The second theme, uncovering the occupational therapy culture, highlights power dynamics and inconsistencies within the profession as perceived by the participants. The third theme, becoming a professional, highlights how the participants responded to the challenge of transitioning from student to professional and started to internalise their professional identity. Recommendations to support the professional socialisation of novice therapists in the South African context are made in respect of occupational therapy education, continued professional development, support for novice therapists, transformation in the profession and future research.

This study has sought to investigate the expressions of content and purpose of the swedish upper secondary school based on three distinct categories. These being Qualification, Socialisation and Subjectification. The questions asked are What expressions do these three categories take as well as What consequences do these expressions have for civics teachers? Critical discourse analysis was leveraged to study the curriculum of 2011 and commentary thereof, as well as the syllabi for the Civics subject and the relevant commentary material thereof. The results show that a great deal of the studied material centers around qualification as an aspect, although the other two are still very much present. In addition to this the presentation of students as individuals in the larger society, as part of these expressions belonging to the categories, overall took on a particularly passive tone, where students were urged to be flexible and adaptable to outside influences rather than become sources of influence themselves. These findings resulted in several questions being raised to civics teachers about how to approach teaching their subject in regards to these particular trends, if they ought to encourage students to the passive mentality, for example.

Organisation socialisation is the process by which an individual acquires the attitudes, behaviour, and knowledge she or he needs to participate as an organisation member (Van Maanen & Schein, 1979). During socialisation, organisations seek to mould new employees to fit its needs and employees attempt to define acceptable work roles for themselves within the organisation (Fisher, 1986). Several scholars believe that an important way in which socialisation occurs is through social interactions between newcomers and „insiders‟ or more experienced members of their organisation (Feldman, 1981; Louis, 1990; Reichers, 1987). Relationships might be important, but little is known about the types of relationship patterns that are most conducive to effective socialisation (Morrison, 2002). This research will view the socialisation process from the perspective of social network structure and examine the effect of the relationships on socialisation outcomes.

The aim of this paper is to examine the correlation between regime socialisation and censorship support in South Korea. The National Security Act is a policy that has been active in the country mentioned, since the 1950’s and restricts the freedom of speech. In a country like South Korea, which is a democracy, it is hard to understand the dual values that are being portrayed in the society. With the help of a theory about political socialisation by individual experience and by using a linear regression, this paper hypothesises that there will be people who are more supportive or completely against the backing for censorship if they have lived through an authoritarian regime. In the bivariate linear regression, the results indicate that there is a relation between the independent, regime socialisation and the dependent variable, support for censorship. However opposed to the theory of this paper, that inhabitants of countries with former authoritarian rule should be more supportive of censorship, the results from the multivariate linear regression show that with the control variables, gender, education, income and Asian values, the correlation between regime socialisation and the support for censorship is not statistically significant. Instead it shows that gender, education and income confound the relationship between regime socialisation and support for censorship.