This qualitative study provided insight into the phenomenon of newcomers in social networking, in particular, to understand what role specific Facebook features play in motivating content sharing and contribution among newcomers. Research indicated that the first several months or years of social networking site (SNS) membership are the most crucial in terms of indicating long-term participation and commitment to the SNS. Long-term participation is specifically manifested through interactions with peers who are members of the same website and through interactivity such as content sharing and contribution. A number of quantitative studies have focused on motivations for user contribution in social networking sites, but inconsistent findings demonstrated the need for a qualitative approach to understand the user experience more clearly. The purpose of the study was to understand how users are motivated to engage in Facebook from their perspective as newcomers and to distill the significance of social media interface features as an enabler of community sharing. Insight into this phenomenon further demonstrates how specific actions on Facebook such as tagging, posting on profiles, and chatting help foster a sense of belonging and socialization among the sample group. The phenomenon is studied through interviews with a distinct group of Facebook members - women who are aged 40 and older in the Science, Engineering, and Technology (SET) industry who are also newcomers to Facebook. The lived experiences of these respondents were explored through open-ended questions, related to their own use of the said social networking site. Semi-structured interviews allowed respondents to be candid and comprehensive in their answers. Five themes developed related to the motivations for Facebook use from the lived experiences of the women interviewed. The themes were (a) social connection, (b) visual artifact sharing, (c) shared identity, (d) social investigation and (e) education. These themes were consistent with findings of other studies, but the personal accounts of these women revealed how they perceived use of various Facebook features improved the quality and depth of their interpersonal relationships. The findings of this study have implications for designers, developers, and users of computer-mediated communications and technologies. By understanding the value of various features to users of all ages, communications inhibitors such as distance and culture can be overcome with effective design and innovation.

This study compares the perceptions of long-term residents in rapidly and moderately growing nonmetropolitan communities regarding the effect of newcomers on the community. Data for the study came from a 1975 survey of 1,065 adults in seven Utah communities. Results show that a significantly larger proportion of long-term residents in rapidly growing communities than in moderately growing communities feel that newcomers are having a bad effect on the community. The relationship between perceived effect of newcomers and various personal attributes are examined with rate of population growth as a control variable. The attributes are: 1) length of residence, 2) age, 3) sex, 4) religious preference, 5) income, 6) proportion family living nearby, and 7) proportion of friends living in the community. Brief attention was given to examining newcomers' perception of the effect newcomers are having on the community with the use of length of residence variable. The differences between the long-term and short-term residents were not statistically significantly different. But because of theoretical and practical consideration the remainder of the analysis focused on the attitude of long-term residents. None of the differences between the subgrouping for the respective attributes were statistically significant in both moderate and rapidly growing communities. In rapidly growing communities only one hypothesis was supported with respect to the differences in attitude towards newcomers. The supported hypothesis was that Mormons would be more likely to perceive the effect of newcomers as being bad than would non-Mormons. within the moderately growing communities, statistically significant differences were found between income groups, but they were not in the direction of the hypothesis. Perhaps the most important evidence that rate of population growth influences the long-term residents' perception of newcomers is that, except for non-Mormons, the percentage feeling that the effect of newcomers was bad was highest in rapidly growing communities. This indicates that the pressures associated with rapid growth are generally perceived across a wide variety of subgroups. The particular exception, the non-Mormons, suggests that in particular cases a subgroup might perceive the changes as beneficial and to view the overall process of growth , including the newcomers, more positively.

This interdisciplinary thesis combines psychological and transportation planning knowledge. Three main questions are investigated: 1) What concepts and ideas do people have with regard to a public transportation system (cognitive user perspective)?; 2) What orientation and information factors within the public transportation system enhance Ease-of-Use and make it simpler and more efficient to use public transportation in metropolitan areas?; 3) How can Ease-of-Use of a public transportation route be measured? A combination of qualitative and quantitative methods was used. Between 2002 and 2007 a total of nine different studies were conducted: An in-depth study on a single exchange student, an interview study with exchange students, a questionnaire study on exchange students, a before-after interview study with travellers on selected bus stops, an before-after telephone interview study on residents, an expert questionnaire study via email, a behaviour observation study on travellers, a before-after questionnaire study on travellers on a tram line, and an on-board questionnaire study. To analyse the cognitive user perspective the term memory representation was introduced, that includes cognitive maps of and additional knowledge about a public transportation system such as service frequency. Memory representation is influenced by experience. Three learning phases in an unknown public transportation system are proposed and a general information search script is described. A new approach is presented regarding the organisation of public transportation knowledge: The ground level is that there exists a public transportation option, the next level is the identification of the mode of transport and at the highest level of the hierarchy is the code for the line. Within the second level, the public transportation mode, a hierarchical structure of public transportation option knowledge is proposed. Three factors are postulated that contribute to the extent to which a line is represented in people’s memory: visibility, straight route layout and labelling. Which orientation and information factors within the public transportation system enhance Ease-of-Use, i.e. match the cognitive user perspective? It was found that trunk bus lines enhanced Ease-of-Use and at-stop real-time information can have various positive effects. The role of good maps is explained and stretched and the importance of consistent information throughout the travel chain is also pointed out. In addition, many valuable concrete hints are given with regard to how to match the system properly with the cognitive user perspective. Undoubtedly, an interaction exists between system and user and they influence each other. This is where the third research question comes in: How can Ease-of-Use in public transportation systems be measured? The iterative process of defining and measuring Ease-of-Use resulted in a scale that measured the defined concept well with good reliability and validity. The final discussion highlights the contribution to science of this thesis and presents some possible paths for further research. The thesis consists of a summary and eight papers. / QC 20100621

The purpose of this study was two fold: (1) to examine how the distribution of resources within and outside an Enhanced Language Training Program (ELT) affected a group of newcomers’ access to Internet literacy development; and (2) to discuss ensuing pedagogical and curricular implications for the ELT Program. The relationship between the distribution of resources and a group of newcomers’ access to Internet literacy development was studied through a hybrid of two frameworks: van Dijk’s (2005) digital divide and Warschauer’s (2004) social inclusion. The key findings were that the distribution of resources affected access four ways: (1) resources affected multiple types of access, (2) the effect of resource distribution on access was both cumulative and successive, (3) distribution of resources could either facilitate or impede access, and (4) Internet literacy development could potentially increase or decrease the resources. The findings resulted in implications for the ELT program and teaching.

The purpose of this study was two fold: (1) to examine how the distribution of resources within and outside an Enhanced Language Training Program (ELT) affected a group of newcomers’ access to Internet literacy development; and (2) to discuss ensuing pedagogical and curricular implications for the ELT Program. The relationship between the distribution of resources and a group of newcomers’ access to Internet literacy development was studied through a hybrid of two frameworks: van Dijk’s (2005) digital divide and Warschauer’s (2004) social inclusion. The key findings were that the distribution of resources affected access four ways: (1) resources affected multiple types of access, (2) the effect of resource distribution on access was both cumulative and successive, (3) distribution of resources could either facilitate or impede access, and (4) Internet literacy development could potentially increase or decrease the resources. The findings resulted in implications for the ELT program and teaching.

The purpose of this study was to examine the Spanish-speaking newcomer middle school students’ perceptions of school, expectations from school, and attitudes toward school. Of particular concern was how these students’ perceptions, expectations, and attitudes developed over a 5-month period. The theoretical framework for the study was derived from Vygotsky’s (1978) sociocultural theory; second language acquisition (SLA) theories (Dulay & Burt, 1973; Krashen, 1982; Johnson, 1996; Long, 1985; Schumann, 1978); and Norton’s (1997) theory of identity, investment, and imagined communities. The participants in this study were 4 Spanish-speaking middle school students enrolled in an Intensive English to Speakers of Other Languages (ESOL) class for students who have recently arrived in the United States, their parents, and the teacher-researcher. The study took place during the 2006-2007 school year at a diverse metropolitan city in the southeast region of the United States. Data sources included student and parent tape-recorded oral interviews, informal interviews, field notes, ethnographic participant observations, field notes, and a researcher journal. Through constant comparative analysis (Creswell, 2006), data were analyzed for themes relating to students’ perceptions, expectations, and attitudes. These themes were analyzed using the sociocultural and SLA frameworks. The analysis of the findings indicated that most participants entered U.S. schools with preexisting positive perceptions about school and that they maintained these positive perceptions during the time of the study. The data revealed that the participants had high expectations from school and overall positive attitudes toward school. An analysis of the data demonstrated that the participants’ new school environment was a critical factor in their perceptions, expectations, and attitudes. Implications of the study include the importance of honoring students’ culture, previous learning experiences, and language abilities in order to facilitate SLA, literacy development, and teacher-student relationship development.

The purpose of this study was two fold: (1) to examine how the distribution of resources within and outside an Enhanced Language Training Program (ELT) affected a group of newcomers’ access to Internet literacy development; and (2) to discuss ensuing pedagogical and curricular implications for the ELT Program. The relationship between the distribution of resources and a group of newcomers’ access to Internet literacy development was studied through a hybrid of two frameworks: van Dijk’s (2005) digital divide and Warschauer’s (2004) social inclusion. The key findings were that the distribution of resources affected access four ways: (1) resources affected multiple types of access, (2) the effect of resource distribution on access was both cumulative and successive, (3) distribution of resources could either facilitate or impede access, and (4) Internet literacy development could potentially increase or decrease the resources. The findings resulted in implications for the ELT program and teaching.

The purpose of the study is to contribute to knowledge about how preschool teachers work with inclusion with newcomers, who do not know the Swedish language. The study is based on the special education perspectives where the descriptors of the preschool teachers are analyzed on the basis of these perspectives. The study was conducted with semi structured interviews as a quality method for acquiring knowledge about preschool teachers’ descriptions about their inclusion and reception practices. The study shows that preschools are positive to accept newcomers and include those in the preschool. However, it appears that there are shortages in resources to offer the best opportunity for newcomers inclusion when the Swedish language is missing. Preschool teachers emphasize the importance of respectful relationships with parents in order to gain their trust. / Syftet med studien är att bidra till kunskap om hur förskollärare arbetar inkluderande vid mottagandet av nyanlända barn som saknar det svenska språket. Studien grundar sig på de specialpedagogiska perspektiven där förskollärarnas beskrivningar analyseras med stöd av dessa perspektiv. Studien genomfördes med semistrukturerade intervjuer som kvalitativ metod för att få kunskap om förskollärares beskrivningar i deras arbetssätt gällande inkludering och mottagande. Studien visar att förskollärarna är positiva till att ta emot nyanlända barn och inkludera dem i verksamheten. Det framgår dock att det finns resursbrister för att kunna erbjuda de bästa möjligheterna för nyanlända barns inkludering när språket saknas. Förskollärarna framhäver betydelsen av respektfulla relationer till vårdnadshavarna för att få deras tillit.

The purpose of this study was two fold: (1) to examine how the distribution of resources within and outside an Enhanced Language Training Program (ELT) affected a group of newcomers’ access to Internet literacy development; and (2) to discuss ensuing pedagogical and curricular implications for the ELT Program. The relationship between the distribution of resources and a group of newcomers’ access to Internet literacy development was studied through a hybrid of two frameworks: van Dijk’s (2005) digital divide and Warschauer’s (2004) social inclusion. The key findings were that the distribution of resources affected access four ways: (1) resources affected multiple types of access, (2) the effect of resource distribution on access was both cumulative and successive, (3) distribution of resources could either facilitate or impede access, and (4) Internet literacy development could potentially increase or decrease the resources. The findings resulted in implications for the ELT program and teaching.

Immigrant-receiving societies emphasize the need for immigrants to integrate intomainstream life. In Sweden, this trend has manifested itself in integration policies. Inthe present study, the author aims to understand sports and outdoor events experienceand its effects on social integration of immigrants and refugees’ in the JämtlandCounty, Sweden. By ‘giving voice’ to 19 participants from different nationalities, thisstudy explores the new Swedes’ perspectives on social integration process andconceptualizes their engagement and experience of sports and outdoor eventsthroughout this process. The participants speak of the benefits and needs to participateactively in the society of settlement, but they also describe the barriers and obstaclesthat they may face. Their perception of integration is based on their life stories andexperiences. Based on findings and results, three descriptive themes are described.The outcomes of three descriptive themes are interpreted in one overarching themeelaborating the role of sports and outdoor event as a social connection leading to socialintegration of newcomers. It is assumed that sports and outdoors are not strongenough to achieve social integration, rather they can act as social bridges and providea common ground where integration can be cultivated. The results of this study canbe useful for the sports and events planners and organizers specifically in 2021 whichis appointed as ‘Friluftslivets år 2021’ (Year of outdoor life) as well as those who dealwith newcomers’ integration in Sweden and Jämtland. / <p>2021-02-01</p>