This study aims to explore the development of employee acceptance and process challenges and opportunities that surface when new technologies are introduced in a workplace environment. In the case of the implementation of automated vehicles, this study was conducted in close relationship with the organisation. In particular, we investigate employee acceptance and process challenges with an assistance of an analytic model, TAPA, built on the theoretical framework of trust, practice theory and Technology Acceptance Model (TAM), which is supported with trust and practice theory to form a comprehensive framework.   The study stands on the philosophy of engaged scholarship and uses qualitative material from an exploratory case study, interviewing 22 respondents in order to cover an extensive part of the processes and practices affected by this implementation. Interestingly, the empirical data suggests that developing employee acceptance and combating process challenges and harnessing opportunities are not separate subjects, but streams in the same river. Therefore, to develop acceptance, the organisation would also need to work through the process challenges the respondents warrants action.

331 The indirect expropriation of foreign investors Abstract International trade has been booming among various types of states for several millennia. The development of international trade is influenced not only by these types of states, but also by the significant contribution of foreigners and the various entities they establish. The vision of expansion and opportunities related to new markets encourages them to abandon the explored and well-known domestic waters and plunge into foreign investment activities. The investment in the jurisdiction of a foreign host country entails several additional risks for the foreign investor in addition to the expected investment potential. These risks are related to different political, economic, legal, cultural and overall social backgrounds. Nevertheless, at the beginning of the 21st century, foreign investment is reaching staggering parameters. On a global level the total foreign direct investments amounted to USD 1.43 trillion in 2017. Of course, such an important social area is subject to regulation. Since about the middle of the 20th century, said regulation has included the standard of protection of foreign investors against indirect expropriation, which is the subject of the submitted thesis. This kind of expropriation is currently one of the most fundamental...

This dissertation examines the role that culinary entrepreneurship communities of practice, using Lave and Wenger's Legitimate Peripheral Participation (LPP) model (Lave & Wenger, 1991), can lead to better social and economic inclusion for Middle Eastern Muslim refugee chefs in Utah. The life history approach was used to construct life histories for two Middle Eastern Muslim refugee chefs in Utah who joined the Spice Kitchen Incubator (SKI) program. SKI is a community of practice funded by the International Rescue Committee to assist refugee chefs in the resettlement process. This was an exploratory study, and given the limited number of cases reviewed, the conclusions cannot be generalized. However, this study concludes that SKI, as a community of practice, despite the many difficulties faced by refugee programs in the period 2016-2018 (the study period), had a positive impact on the social and economic inclusion outcomes for the participants.

<p>The discipline of data science has gained substantial attention recently. This is mainly attributed to the technological advancement that led to an exponential increase in computing power and has made the generation and recording of enormous amounts of data possible on an everyday basis. It has become crucial for industries to wrangle, curate, and analyze data using data science techniques to make informed decisions. Making informed decisions is complex. Therefore, a trained data science workforce is required to analyze data on a real-time basis. The increasing demand for data science professionals has caused higher education institutions to develop courses and train students starting from the undergraduate level about the data science concepts and tools.</p> <p>Despite the efforts from the institutions and national agency such as National Academies of Sciences, Engineering, and Medicine, it has been witnessed that there have been significant challenges in retaining and attracting students in the discipline of data science. The novice learners in data science are required to possess the skills of a programmer, a statistician, research skills, and non-technical skills such as communication and critical thinking. The undergraduate students do not possess all the required skills, which, in turn, creates a cognitive load for novice learners (Koby & Orit, 2020). Research suggests that improving the teaching and mentoring methodologies can improve retention for students from all demographic groups (Seymour, 2002). Previous studies (e.g., Hoffmann et al., 2002, Flynn, 2015; Lenning & Ebbers, 1999) have revealed that learning communities are effective in improving student retention, especially at the undergraduate level, as it helps students develop a sense of belonging, socialize, and form their own identities. Learning communities have been identified as <em>high impact practices</em> (Kuh, 2008) that helps to develop identities and sense of belonging, however to the best of our knowledge there are few studies that focus on the development of the psychosocial and cognitive skills of the students enrolled in a data science learning community.</p> <p>To meet the demand for the future workforce and help undergraduate students develop data science skills, The Data Mine (TDM) at Purdue University has undertaken an initiative in the discipline of data science. The Data Mine is an interdisciplinary living-learning community that allows students from various disciplines to enroll and learn data science skills under the guidance of competent faculty and corporate mentors. The residential nature of the learning community allows the undergraduate students to live, learn and socialize with peers of similar interests and develop a sense of belonging. The constant interaction with knowledgeable faculty and mentors in real-world projects allows novice learners to master data science skills and develop an identity. The study aims to characterize the effects of identity formation, socialization, and learning of the undergraduate students enrolled in The Data Mine and answer the following research question:</p> <p><br></p> <p><strong>Quantitative: RQ 1:</strong> What are the perceptions of students regarding their identity formation, socialization opportunities, self-belief, and academic/intellectual development in The Data Mine? </p> <p><strong>Qualitative: Guiding RQ 2:</strong> How do students’ participation in activities and interaction with peers, faculty, staff at The Data Mine contribute to becoming an experienced member of the learning community?</p> <ul> <li><strong>Sub-RQ 2(a):</strong> What are the perceived benefits and challenges of participating in The Data Mine?</li> <li><strong>Sub-RQ 2(b):</strong> How do students describe their levels of socialization and a sense of belonging within The Data Mine?</li> <li><strong>Sub-RQ 2(c):</strong> How do students’ participation and interaction in The Data Mine help them form their identity?</li> </ul> <p>To approach the above research questions, we conducted a sequential explanatory mixed method study to understand the growth journey of students in terms of socialization, sense of belonging and identity formation. The data were collected in two phases: a quantitative survey study followed by qualitative semi-structured interviews. The quantitative data was analyzed using descriptive and inferential statistics, and qualitative data were analyzed using thematic analysis, followed by narrative analysis. The results of the quantitative and qualitative analysis demonstrated that learning in The Data Mine happened through interaction and socialization of the students with faculty, staff, and peers at The Data Mine. Students found multiple opportunities to learn and develop data science skills, such as working on real-world projects or working in groups. This continuous interaction with peers, faculty and staff at The Data Mine helped them to learn and develop identities. This study revealed that students did develop a data science identity, but the corporate partner TAs developed a leader identity along with the data science identity. In summary all students grew and served as mentor, guide, and role models for new incoming students.</p>

Denna studie handlar barn och ungdomar upplevelser av sitt deltagande i kampsportsprojektet Golden Life av idrottsföreningen Golden Leaf. Uppsatsen har utförts på ett kvalitativts sätt där barn och ungdomar slumpmässigt har valts ut genom att delta via semistrukturerande intervjuer. Ändamålet med studien är att tolka och förstå de barn och ungdomar som har deltagit i ett kampsportsprojekt under hösten 2017. Hur var deras upplevelse under tiden som de deltog och hur gick det sedan när projektet avslutades. Frågeställningen för denna uppsats blir således hur kampsportsprojektet fungerade som socialisations arena. Den teori jag använder mig av är situerat lärande från Lave och Wenger (1991) där social inlärning kan appliceras på ett idrottsfenomen för hur människor anammar instruktioner och hur inlärning sker i socialt sammanhang i relation till sitt idrottsutövande. Men även legitima perifera deltagandet som handlar om hur man tar till sig kunskap där kunskapsbyggandet inte är det viktigaste utan förmågan att lära sig genom att ta in kunskap i en grupp som redan är etablerade i det som ska utövas. På så vis skapas legitimitet och det är inom denna ram som man lär sig det som ska genomföras.Resultatet i denna undersökning utgår från respondenternas egna berättelser där en analys görs i relation till teorin och i viss mån den tidigare forskningen som berör idrott och integration i relation till den sociologiska processen. Resultatet utifrån insamling av empirin visar även hur det finns samband mellan vad intervjudeltagarna beskriver i relation till teorin Legitimt perifert deltagande. Sambandet är tydligt för hur man beskriver utövandet av träningen. Där kampsportmiljön och omgivningens struktur av tränare och andra medlemmar i föreningen tydligt kan kopplas ihop med teorin. Genom att föreningen är öppna mot andra människor även om de inte tillhör den ordinarie verksamheten och bjuder in till deltagande. Detta medför att deltagarna känner sig välkomnade vilket leder till att man deltar och lär sig kampsport. / Abstract This study involves the experiences of children and adolescents with regard to their participation in the Golden Life martial arts project of the Golden Leaf Sports Association. I have conducted qualitative research, in which I have randomly selected children and adolescents who have then participated in semi-structured interviews. The purpose of this study is to understand how children and adolescents experienced the martial arts project in the fall of 2017, and what happened to the participants after the project was over. The question of this paper thus becomes how the martial arts project served as an arena of socialization. The theory used is situational learning from Lave and Wenger (1991) in which social learning used in athletic contexts can be applied to people embracing instructions. Futhermore this theory relates to how physical activity in a social context facilitates learning. But also legitimate peripheral participation that deals with how to acquire knowledge where knowledge building is secondary to the ability to learn and acquiring knowledge in a group already established. In such a way, legitimacy is created and it is within this framework that one learns what is going to be performed.The result of this study is based on the respondents own stories, where an analysis is made in relation to the theory and, to a certain extent, the previous research relating to sport and integration in relation to the sociological process. The result from the gathering of the data also shows how there is a connection between what the interviewees described in relation to the theory of legitimate peripheral participation. The resemblance between how the excercise is described and the actual training is easily identified. The martial arts environment and the environment's structure of coaches and other members of the association can be clearly linked to the theory. Due to the association being open to other people, even if they do not belong to the regular business they do invite others for participation. This means that the participants feel welcome, which leads to the participation and learning of martial arts.

Although other research has addressed some features of successful school group visits to museums, such as preparation and follow up and emphasis on first-hand experience, there has been little research on the practices being used by the teachers who take their classes to the museums. I examined how teachers from five schools conducted their visits to one of four museums (Scibono Discovery Centre, HartRAO, Johannesburg Planetarium or Adler Museum) with their learners. The case study involved observing the five teachers before, during and after the visit and interviewing them before and after the visit. The data were analysed using communities of practice theory to determine the practices of the selected teachers. An in-depth analysis of the five teachers’ interviews and observations was done both for the rich data it provided and for triangulation purposes. The analysis shows that three teachers had what was described as task-oriented preparation while the other two had learning-oriented preparation. One teacher preparation was also described as not directly about the visit. The analysis further shows that four teachers were observed to have no interaction with their learners in some instance. Three teachers had learning oriented interaction with their learners at the museums. Three teachers were also observed controlling the behaviour of their learners. Furthermore, the analysis shows that the purposes and objectives of the field trips as given by teachers were for entertainment, edutainment,curriculum, interactive, career and tradition. Lastly, teachers follow up activities were described as either task-oriented or learning-oriented. The study shows that some teachers are old timers while others are newcomers in the community of teachers who take their classes to the museums.

Studies on the inclusion of non-warring parties in peace agreements have risen significantly in the research community. Focus has mostly been on civil society and women’s inclusion while youth inclusion has rarely been studied. At the same time, in 2015, the United Nations Security Council adopted resolution 2250 on youth, peace, and security arguing that youth can contribute to lasting peace. However, this statement has not been substantiated with evidence of this relationship. This paper will therefore study the relationship between meaningful youth inclusion in peace agreements and vertical legitimacy, the people’s belief in the government’s right to rule. Using a comparative case study, the suggested hypothesis, that meaningful youth inclusion will lead to higher vertical legitimacy is tested in Colombia and Guatemala. The results do not find support for the theory. Meaningful youth inclusion in the Colombian peace agreement did not lead to a higher vertical legitimacy later. Of note is that there was limited information available for Guatemala which is a big problem for the study as I cannot estimate the change in vertical legitimacy and thus not draw any certain conclusions from the study. More research should therefore look further into this theory using field research.

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One of the chief international security issues of today is humanitarian militaryintervention. In light of this, some questions have been raised about when and howoutsiders should get involved or if they are morally right at all to engage in humanitariancrises. In this paper Syria is the chosen case study because of its brutal crackdown and amassive human rights violation. The main purpose of this thesis is to understand themoral and legal criteria for launching a military intervention for humanitarian aid in Syriafollowed by a detailed analysis of its ethical, normative and legal issues. The maintheoretical framework of this study is just war theory. This study utilizes the criteria ofJus ad bellum principles, namely ‘legitimate authority’, ‘just cause’ and ‘right intention’in order to asses the extent to which Syria fits into the framework of just war theory. Thispaper also applies legal criteria such as the Charter of United Nations and internationallaw for the purpose of legal examination. The most complex issue in this thesis is the factthat although legitimate authority has the moral responsibilities to protect civilians, but itoften fails to uphold its responsibility mainly because of self-interest and the lack of rightintention.