Recém contratados em uma organização participam de um processo de socialização organizacional, em que aprendem as características do ambiente em que estão inseridos, e modelam seus comportamentos e atitudes assumindo um papel na organização. Trainees são jovens recém formados que se submetem a um rigoroso processo seletivo e, uma vez contratados, participam de um programa de desenvolvimento profissional que poderá conduzir a uma carreira para postos estratégicos na organização. Na fase denominada socialização antecipatória há a criação de expectativas por parte do ingressante anteriormente à entrada na organização, a não confirmação das mesmas conduz a um processo denominado choque de realidade. A seleção realística é uma forma de processo seletivo que diminui as chances de não confirmação de expectativas, apresentando ao candidato a organização como ela realmente é. O processo de socialização tem por objetivo diminuir o stress inicial, ambientar o novato e reduzir a possibilidade de abandono da organização. O objetivo deste estudo é analisar a ocorrência ou não do choque de realidade de alunos egressos da Faculdade de Economia, Administração e Contabilidade de Ribeirão Preto, formandos no ano de 2009, selecionados e contratados em programas trainees, sua satisfação e desejo de permanência na organização. Para conduzir o estudo foram aplicados dois questionários, um anteriormente à entrada na organização e outro posteriormente ao ingresso na organização, identificando o realismo do processo seletivo, as expectativas não confirmadas e confirmadas e as práticas de ambientação da organização, verificando a existência ou não do choque de realidade dos alunos e a satisfação com a empresa. / Newcomers hired share a process called organizational socialization, where they learn the environment caractheristics and model behavior, assuming an role at organization. Trainees are youngs graduate submitted a rigorous selections process to entry an organization and when hired are developed in a career program for in the future assume strategics roles. Na. Expectations are created by newcomers before entry organization, in the anticipatory socialization stage, and the unmet expectations leads to reality shock. Realistic job preview is a selections process to reduce chances of not confirming expectations of newcomers, presenting them organization how it really looks. Socialization processs objective is to reduce initial stress and incorporate newcomer at organization environment, reducing the chances of leaving it. The purpose of this study is to analyse the existence or not of a reality schok of graduated from Faculdade de Economia, Administração e Contabilidade de Ribeirão Preto Faculdade de Economia, year 2009, Administração e Contabilidade de Ribeirão Preto, hired at fast track programs. Two questionnaires were developed, one prior entry organization, the other before entry, identifying the reality of selections process, met or unmet expectations and organizations pratices on environmenting newcomer, verifying existence or not of a reality schok.

Somalis are often portrayed negatively in the media which we consider to be simplistic andreducing of the subjective identity. This thesis therefore intends to examine how people withSomali background experience their identity and how categorization may have importance totheir identity in relation to the majority population. This is in order to examine howcategorization affects the integration process. The empiric material was conducted through semi-structured interviews using a qualitativeresearch method. The result is based on seven interviews with individuals aged 20–46 years,some of whom were born in Sweden, while others immigrated at different ages. The informantsidentify both as both Somalis and Swedes in different ways. The Somali identity finds its originsin their upbringing, often referred to as something "one only is", whilst the Swedish identityderives from the socialization to the Swedish society and the internalization of Swedish norms.In interaction with the majority population, the informants are categorized as non-Swedes. Theinformants subjective sense of belonging therefore loses importance due to others defining whothey are. The categorization of informants is not exclusively practiced by the majoritypopulation, but also by other Somalis. The result is divided into themes of various meetings toshowcase the contextuality and relationality of identification. Additionally, this thesis alsodemonstrates how the informants deal with such categorization. The result serves a possibleexplanation to the struggle concerning the integration of Somalis in Sweden. The theories usedas tools to understand and analyze the empirical material is Jenkins theory of social identity,Berger and Luckmann’s theory of primary and secondary socialization and Charles Tilly’stheory about durable inequality.

Que sont devenus les enfants des bidonvilles et cités de transit de l’après-guerre en France ? Alliant entretiens, observations, archives et statistiques, la thèse reconstitue les expériences et les trajectoires d’individus d’origines algérienne, marocaine et portugaise ayant grandi dans les bidonvilles et cités de Nanterre et de Champigny-sur-Marne, en Île-de-France. Elle rend compte de leur vécu dans ces formes d’habitat précaires, ségrégées et stigmatisées qui ont duré de nombreuses années en insistant sur la diversité des expériences résidentielles et donc de leurs effets socialisateurs. De fait, les anciens enfants des bidonvilles et cités ont connu des trajectoires variées et n’interprètent pas cet épisode de la même façon. Quatre profils sont analysés : le reproduction des inégalités, les petites promotions locales, la reproduction de l’isolement et les ascensions sociales individuelles. La divergence de ces parcours tient à deux ensembles de facteurs. D’une part, ces familles ont été des cibles privilégiées des politiques nationales et municipales de l’habitat et de l’immigration. En catégorisant et en traitant différemment les bidonvilles et cités de transit selon l’origine de leurs habitants et leur localisation, ces politiques publiques ont eu des effets de court, moyen et long terme très importants. D’autre part, les trajectoires de ces descendants d’immigrés ont été forgées par les ressources et les dispositions antérieures à la migration de leurs parents ainsi que par les contextes relationnels dans lesquels ils ont évolué dans les bidonvilles et les cités de transit. / What has become of children living in slums in Post-War France? Drawing from an investigation based on interviews, observations, archive work and statistics, I analyze in this dissertation the experiences and trajectories of individuals of Algerian, Moroccan and Portuguese descent who grew up in slums in Nanterre and Champigny-sur-Marne slums (Île-de-France region). I explain what it may have meant to live all these years in such a deprived, segregated and stigmatized form of housing and I insist on the diversity of residential experiences and of socialization effects. Indeed, previous slum children have known various trajectories and they don’t interpret this episode in the same way. Four profiles are analyzed: the reproduction of inequalities, the moderate mobilities, the reproduction of isolation, the upward trajectories. Two series of factor explain these differences. First, these families have first been targeted by national and local policies of housing and migration. By categorizing and treating differently slums depending on their inhabitants’ origins and on their location, these public policies have had very important short, mean and long time effects. Second, the trajectories have also been formed by their parents’ pre-migration resources and dispositions and by the relational contexts they evolved in while being in slums.

Master of Landscape Architecture / Department of Landscape Architecture/Regional and Community Planning / Stephanie A. Rolley / Landscape architects have the opportunity to compose a setting in which certain types of socialization may prosper by altering the environment to improve opportunities for socialization. Socialization, or interpersonal contact, is a primary determinant in the formation of individual characteristics and behavior. The experiences to which one is exposed contribute to personal development and are affected by environmental stimuli. The purpose of this thesis is to document the design process of a project that has enhancement of socialization as the primary goal. This study includes a review of the existing literature to determine the design elements that can improve socialization in the designed environment employing the theories of Randolph Hester (1975), Clare Cooper Marcus with Trudy Wischemann (1998) and William “Holly” Whyte (1980). These design elements are categorized by the types of socialization that they can facilitate: manifest, latent, and spontaneous interaction. Next, a case study of Spaights Plaza on the University of Wisconsin-Milwaukee campus was conducted to define the current socialization levels among university users. A new design addressing socialization elements was drafted, and a comparative analysis of the existing and proposed designs concludes the thesis.

Recent years have seen a growing interest in the relationship between second language (L2) writing development and the ways we can help growing populations of L2 writers successfully integrate within academic communities. Much of this interest stems from increasingly diverse local populations and the continued internationalization of higher education. This dissertation explored the implications for curriculum resulting from this growing presence of L2 writers in academic content areas. To achieve this goal, this research reports on an eight-month longitudinal ethnographic case study of five international Japanese undergraduate students at a large Canadian university. Focusing on the central role of writing in university courses as the dominant mode of knowledge construction and dissemination, as well as student assessment, the study documents focal students’ and focal instructors’ perspectives of the various factors affecting their writing in ‘regular’ content courses, with particular attention paid to the impact of feedback practices and their role in both the short-term and long-term development of students’ skills and their investments in different types of writing. Drawing on a language socialization framework, data analysis focused on expectations and practices with respect to feedback, and explored the impact of these practices on conveying both explicit and implicit norms linked to students’ access to, and successful participation in, their chosen content areas. Drawing on both students’ and instructors’ perspectives of this literacy event and discourse analysis of relevant documents, findings offer unique insights into the role of feedback practices not only for students’ writing development but also in indexing complex negotiations of positions, identities, and institutional forces. The dissertation concludes by highlighting the need to play closer attention to the multidimensional functions of feedback practices in order to understand their power to shape the socialization trajectories of L2 writers and universities’ responses to multilingual students who no longer fit traditional profiles. / Education, Faculty of / Language and Literacy Education (LLED), Department of / Graduate

Research on the socialization of emotion has examined the role of parents’ behavioural responses to children’s negative emotions in the development of a number of psychosocial outcomes for children. Parents’ unsupportive socialization practices have predicted poorer social and emotional functioning both in childhood and later in adulthood. The current study aimed to broaden existing knowledge of the nature and impact of parent emotion socialization practices on emotion regulation. This was done through an exploration of the emotional, cognitive, and behavioural aspects of mothers’ responses to their children’s anger and sadness; by examining the impact of factors such as child gender and age as well as contextual factors on mothers’ responses; and by examining the impact of socialization practices on the development of emotion regulation. An online community sample of 114 mothers of 6- to 10-year-old children read a series of hypothetical situations in which they were asked to imagine their child responding with either anger or sadness. Mothers reported on their emotional responses, their acceptance of their child’s reaction, their causal attributions, and their socialization responses. Mothers also completed measures that assessed perceived social support, recent stressful life events, and the emotion regulation abilities of their child. Mothers were generally positive and supportive in their responses. Mothers were more likely to endorse negative responses to anger than sadness Responses did not differ according to the gender or age of the child. There was general consistency in the tendency to react positively or negatively. High levels of stressful life events predicted anger and punishment responses to child anger. Minimization of sadness was predicted by lower educational status. No other contextual factors were significant. As expected, minimization of sadness and anger both emerged as significant predictors of poorer emotion regulation in children; problem-focused responses predicted better emotion regulation for anger not sadness; unexpectedly emotion-focused responses to anger predicted poorer emotion regulation. Results are discussed in relation to the existing literature on the socialization of emotion and child outcomes. Limitations of this study and future directions for the research are discussed.

This dissertation is comprised of three articles that discuss the linguistic choices made by six Mormon missionaries who had been assigned to work with the Spanish speaking population of southern Arizona. Data was collected through interviews, reflective journals, and participate observations. The first article chronicles the missionaries' feelings about a temporary language use rule that required them to speak Spanish from 9:00 am to 9:00 pm for one week. The missionaries experienced elevated confidence as they increased their Spanish use, but also found it to be tiring. The rule provided sufficient motivation for them to significantly alter their linguistic behavior, but once the week was over they reverted back to mostly speaking English. The second article examines how their behavior changed during that week. The missionaries explained their temporary goal to the Spanish-English bilinguals they worked with who were happy to also alter their language use and accommodate the missionaries' Spanish speaking objective. However, other language learning missionaries outside of the group of six were less accommodating and often continued speaking to the missionaries in the study in English even when spoken to in Spanish. The third article discusses the factors that influence which language missionaries choose to use. They often felt uneasy in initial encounters when speaking to someone who might be a native Spanish speaker. Many of their linguistic choices were made based on phenotype, but they preferred to speak to a new person in whichever language they overheard them speaking. The missionaries also felt that native Spanish speakers rejected their invitations to speak Spanish simply because they were white. While race played a large role in language choice, both the missionaries and their interlocutors were invested in conversing in the language that made the other most comfortable. This paper shows that Spanish language learning missionaries in the United States are eager to improve their linguistic abilities, but often require external motivation and community support to use the target language.

Orientador: Jorge Sergio Perez Gallardo / Dissertação (mestrado) - Universidade Estadual de campinas, Faculdade de Educação Fisica / Made available in DSpace on 2018-08-04T01:49:10Z (GMT). No. of bitstreams: 1 Bueno_ThaisFranco_M.pdf: 5487680 bytes, checksum: ac440a3fb56004ee9d976eff32dc522d (MD5) Previous issue date: 2004 / Resumo: A Ginástica de Grande Área é uma ginástica de demonstração, realizada em grandes superfícies, utilizando materiais de pequeno e grande portes e envolvendo um elevado número de participantes. Esta manifestação da cultura corporal é de grande relevância, pois é utilizada em eventos que marcam o início ou o término de períodos (eventos esportivos, festas regionais, fim de ano letivo e festivais de um modo geral) e possuem o valor de aumentar a coesão dos grupos sociais; portanto, é muito importante para a nossa área. Atualmente é pouco utilizada no Brasil dentro do âmbito escolar e comunitário. A falta de conhecimento sobre a elaboração e organização destas atividades tem levado a maioria das escolas e prefeituras a terceirizá-las; no entanto, consideramos que seja o professor de Educação Física o profissional responsável pela organização deste tipo de evento, dentro destes espaços de atuação profissional, dado que acreditamos que ele é o especialista em motricidade humana. O objetivo deste trabalho é resgatar e implementar esta manifestação da cultura corporal, oferecendo subsídios para a elaboração de trabalhos desta natureza, contribuindo para a formação e atuação profissional do professor de Educação Física no âmbito escolar e comunitário. A metodologia a ser utilizada neste trabalho incluiu: análises documentais, arquivos fotográficos, análises de vídeos de entrevistas com professores de Educação Física que tenham participado na elaboração deste tipo de evento. Através da observação participante, foi mostrado um processo de elaboração de um trabalho de Ginástica de Grande Área, realizado no Colégio Coração de Jesus, da cidade de Campinas ¿ SP, devidamente registrado, analisado e discutido. Propomos métodos para a elaboração da G. G. Área, passamos ¿ferramentas¿ que estimulam os profissionais da área a terem a ousadia de imaginar e criar.. / Abstract: A Large Group Performance is a kind of PERFORMANCE gymnastic, carried out in large areas, using small and big gears and involving a large number of people in it. this expression of body culture has a great importance, because it has been used in events tHat points the beginning and the end of sport event terms, local parties and of school semesters and festivals, anyway, it has the power of expanding social groups union, therefore it is very important for the Physical Education area. Nowadays it has been less used in Brazil in school and social scopes. The lack of knowledge about the history the construction and the organization of these activities have taken the majority of schools and municipal sections in hiring other professionals, not from the Physical Education area, however the Physical Education teacher is considered the professional who's able to organize this kind of event due his ability in the Gymnastics Area. Getting this expression of body culture focused has been the purpose of this work, through the professional point of view that holds the theory of knowledge, we can find the basis of the Large Group Performance tested and reflected on a practical experience. We set out to offer subsidies to draw works from this nature up, contributing on the degrees and performance of the Physical Education teacher in school and social scopes. The methodology put into this thesis included: document analysis, analysis from performances and interview with Physical Education teachers who got into this kind of event, through practical observation a draw up process shown from a Large Group Performance work, carried on in Coração de Jesus High school in Campinas/SP, 2002 which was completely recorded, analyzed and discussed through the practical observation technique / Mestrado / Pedagogia do Movimento / Mestre em Educação Física

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Thesis advisor: C. Shawn McGuffey / This study delved further into the stigmatizing perception of mental health within the black community by focusing on its understandings in the population of black women. Black women statistically are underrepresented and underutilizing the mental health industry, so this study unearthed reasons behind these numbers through empirical research. From interviews with eight women from three generational cohorts (young adults, professional adults, and older adults), I examined their perspectives on the topic of mental health and how that may have changed over the course of their lives to where they are today. Despite generational groupings, these findings can help researchers and practitioners better understand the reasons behind those statistics and help change the industry as a whole to include black women’s voices. / Thesis (BA) — Boston College, 2020. / Submitted to: Boston College. College of Arts and Sciences. / Discipline: Departmental Honors. / Discipline: Sociology.