Several factors influence the social participation of rural migrants in urban structures according to previous studies: (1) origins, (2) education, (3) occupation, (4) auspices of migration, (5) age at migration, (6) length of residence, (7) previous migrations, (8) social mobility, (9) income, (10) geographic mobility, (11) community activities. These variables will be included in the research design of this present study. Review of previous studies indicates that there have not been any studies conducted on the factors associated with urban church participation of former members of rural churches.

Today’s organizations can not avoid social media. Previous research focuses on how organizations should communicate in general, and not how communication between organizations and customers is expressed to build customer engagemant and relationships. Social media provides an unique oppurtunity to create customer engagement through the interactivety possibilities of the medium. This study aims to expand the research field with the pourpose of studying how Swedish companies perceive social media as a communication tool to engage and build relationships with their customers. This research takes on the organization’s perspective and intends to answer how organizations communicate to build customer engagement and customer relationships. In order to answer the main question, nine qualitative interviews were conducted with nationwide Swedish companies that work with social media. In addition to the interviews, a feasibility study was implemented in the form of a netnographic observation of participating organizations’ social media accounts. According to the theoretical framework, the excellence theory is not supported in this study, since the participating companies prefer to exercise two-way assymmetrical communication in social media. The stakeholder approach is used by the organizations since they strive to keep the customers satisfied with the communication. The research did not reveal that they communicated according to the interactive communications model, however, their communication did show similarities with Shannon & Weavers model of communication. The study also showed that, according to Evans model for engagement, the organizations focus lies on the second level of engagement, curation. Thus, the organization’s investigated in this study communicate through creating content correlated with customers demands in order to create customer engagement and relationships, and to set the agenda for the dialogue.

Canada’s Cuba policy has been an important aspect of Canadian foreign policy in the last five decades. Generally, during that period Canada’s Cuba policy has been different from the US policy. Canada's approach has been to engage with the island through bilateral relations instead of isolation and pressures. This Canadian strategy of engagement towards Cuba had its heyday during the Chrétien administration in the 1990s through the so-called policy of “constructive engagement”. The goal of this approach was to promote democratic change in Cuba's political system using cooperation instead of isolation. Nonetheless, under Harper the orientation of Canadian foreign policy in general, and consequently of Canada’s Cuba policy have evolved towards a different path. Under the Conservatives, Canada has attempted to improve its overall relations with the US through closer cooperation in the political and defense contexts at the international level, and to avoid frictions on conflicting issues that could affect the relationship. The main purpose of this shift is to secure the cardinal interests of the Canadian economic elite with its southern neighbor. Harper’s Cuba policy is in keeping with his general foreign policy orientation: to refrain from pursuing any initiative that implies even a minimal confrontation with Washington. Besides, Cuba’s “constructive engagement” belongs more to the so-called middle power approach or Liberal internationalist model of Canadian foreign policy, where Ottawa preferred to follow a more diplomatic strategy at the international stage. The Harper administration is involved in shifting that paradigm, and is not particularly interested in constructive engagement even though the policy has not been abandoned officially.

Purpose: Explain how consumer engagement affects consumers motivation to rank and review on price-comparison sites. Hypotheses raised:H1 - There is a positive relationship between affective consumer engagement and theconsumer's motivation to rank products online.H2 - There is a positive relationship between affective consumer engagement and theconsumer's motivation to review products online.H3 - There is a positive relationship between cognitive consumer engagement and theconsumer's motivation to rank products online.H4 - There is a positive relationship between cognitive consumer engagement and theconsumer's motivation to review products online.H5 - There is a positive relationship between behavioral consumer engagement and theconsumer's motivation to rank products online.H6 - There is a positive relationship between behavioral consumer engagement and theconsumer's motivation to review products online. Methodology: Cross-sectional social survey design with a self-completion questionnaire. Conclusion: Based on this research all hypothesis tied to each individual dimension has been accepted, thus it can be concluded that consumer engagement does have a positive relationship with consumer’s motivation to engage online.

This study aims to describe and analyse consumer behaviour in social media toward fashion brands. Specifically, it is analysed consumers’ motivations to follow fashion brands on social media, activities developed on social platforms concerning to fashion brands and level of engagement regarding fashion brands on social media.

Student engagement is a critical component of effective classroom instruction. Many socio-constructive pedagogies, including active learning and peer instruction, depend upon students not only paying attention to, but actively shaping, the learning environment. Student response devices, such as clickers, are thought to increase student engagement by providing students with regular opportunities to check their comprehension or express their opinions. Claims of increased student engagement due to clicker use are often based upon student self-reports and have only a small correlation with observed learning gains or other measures of attentiveness. This paper compared self-report data, pre- and post-test scores, and a direct test of attentiveness to investigate what effect clicker use has on student engagement. Analyses showed that subjects using clickers were significantly slower to respond to tests of attentiveness than subjects in other conditions. This suggests that using clickers affects what students are able or willing to attend to during a lecture. / text

With the implementation of Common Core State Standards (CCSS) in over forty states, teachers are putting into practice the CCSS text exemplars of text complexity. Of particular concern for the purpose of this research are the kindergarten and first grade (K-1) read aloud and independent text exemplar lists. While not intended as core reading lists, many schools are using these lists as mandated texts. A fundamental goal of primary school education is to help facilitate readers and one way is through the use of interesting and engaging books to motivate students as readers. At the initial stage of the reading process, selecting quality books for a specific group of students or an individual student constitutes an important aspect in engaging young readers. When a story provides a young reader with a material that encourages connections, their motivation to read increases. Research shows that motivation to read increases if a student identifies with elements of the story such as the characters or the setting. This research takes a close look at the kindergarten and first grade read aloud and independent texts through both a descriptive and a critical analysis to evaluate power dynamics and representations in the texts. The research questions used for this research were: (1) What are the characteristics of the CCSS K-1 text exemplars? and (2) What representations of people of color and women are present in the CCSS K-1 exemplars? The first research question was answered with information gathered from the descriptive analysis. The second question was primarily answered with information gathered from the critical analysis though the descriptive analysis also provided insight. Findings from the analyses provided data when viewed collectively that have implications for teacher educators, classroom teachers, and policy makers.

9 pp. / The Using Watershed Assessments to Inform Planning for Rural Watersheds publication provides a process for developing a baseline watershed assessment. In this guide we provide recommendations for engaging with stakeholders to assess natural resource conditions, as well as basic information to collect to create a baseline assessment. Watershed planning is not a simple, quick process. This guide addresses just the first steps of building a watershed assessment– understanding the current conditions and issues facing your watershed. Beyond the watershed assessment phase is the hard work of utilizing the information from the assessment, along with the results of additional stakeholder feedback, to develop an actual watershed plan. This guide provides an outline of how to complete the watershed assessment portion of your watershed planning effort, but does not provide a detailed step-by-step process. Rather, this document is intended as a resource to help guide you in your efforts by providing suggestions based on real-world watershed planning experience.

Objects intended as elements in interior spaces generally do a great job of meeting the standard criteria of form and function, but they can do more. By becoming something other than what they normally are, common elements can change a viewer's response to the space itself. This subtle but unexpected expression by an object impacts the viewer on many levels, heightening awareness and changing the viewer's cognitive interpretation of the space itself. This document examines the activation of space through objects capable of responding to a viewer's presence, using as a focus a light fixture that uses motion sensors to trigger sequential lighting responses in different locations, which move from low to high activity states. This object and its changing states are designed to engage viewers and provoke interaction. Such a reaction fundamentally reshapes the space the light fixture inhabits by actively transforming it into a playfully experiential environment.

Aim The study had the aim to increase knowledge of characteristics possessed by Swedish elite athletes. More specific the level of affect, athlete engagement and reaction time were investigated. A second aim was to test if a reflective training log based on principles from self-regulation could influence these variables.   Questions part one: Baseline What are the level of affect, athlete engagement and reaction time in a sample of Swedish elite athletes? How strong are the correlations between these variables? Questions part two: Intervention Does a self-regulation training log effect athlete engagement, affect or reaction time in Swedish elite athletes? Is there a difference if the reflections are based on either personal strengths or weaknesses? How do the athletes perceive the use of a self-regulation training log? Method/Experiment design The general outline is a randomized controlled trial on a population of Swedish elite athletes using a baseline measurement and an intervention consisting of two experiments (EG1; EG2) and one placebo group (PG). Eligibility criteria for participants were a membership in Sport Campus Sweden (SCS). The data were collected in the participants own home or current location using correspondence by mail/e-mail and a web-based test platform provided by Hogrefe psykologiförlag. A simple 1:1:1 randomization was used for allocation. Only previously tested and validated measurements were used (PANAS; AEQ; CompACT simple RT). 40 athletes performed the baseline registration of reaction time and 32 persons participated in the measurements of affect and athlete engagement. 23 athletes completed all stages of the one month intervention including pre and post-tests. EG1 (reflections on personal weaknesses) N=6; EG2 (reflections on personal strengths) N=8; PG (writing down time spent by watching TV or by the computer as a placebo) N=9.   Result Part 1 showed that Swedish elite athletes outperformed 91 % of a normative sample in reaction time. They were also more stable than 87 % of the norm. Correlation analysis show a strong significant correlation between positive affect and athlete engagement (0.74) (p=0.00). In Part 2 the training log intervention showed no significant results in affect, athlete engagement or reaction time. There were no differences if the reflections were based on personal strengths or weaknesses. In general the athletes perceived the self-regulation training log as rewarding and easy to use.   Conclusions Swedish elite athletes have a superior reaction time compared to a normative sample and are also more stable in their reactions. They experience a high level of positive affect and athlete engagement and these variables are also strongly correlated. A self-regulation training log did not show any results on affect, athlete engagement or reaction time. The training log got positive feedback. Consequences of these findings are discussed. / Syfte Studien har som syfte att utöka kunskapen om specifika egenskaper som svenska elitidrottare besitter. Mer detaljerat undersöks affekt, engagemang och reaktionstid. Vidare är syftet att undersöka om dessa variabler kan påverkas genom att skriva i en självreglerings- och reflektionsinriktad träningsdagbok.   Frågeställningar Del 1: Baslinjeundersökning Var ligger nivån gällande affek, idrottsligt engagemang och reaktionstid hos svenska elitidrottare? Hur starka är korrelationerna mellan dessa variabler? Del 2: Intervention: skriva i en reflektionsinriktad träningsdagbok Kan en träningsdagbok baserad på självreglering påverka affekt, idrottsligt engagemang och reaktionstid hos svenska elitidrottare? Är det skillnader om reflektionerna är baserade på personliga styrkor eller svagheter? Hur upplever elitidrottarna användandet av träningsdagboken? Metod Metoden är en randomiserad kontrollerad experimentell fältstudie på en population av svenska elitidrottare. Studien består av en baslinjeregistrering och en intervention under en månad med två experimentgrupper (EG1;EG2) och en placebogrupp (PG). Urvalskriterium var ett medlemskap i Sport Campus Sweden (SCS). Deltagarna genomförde tester i sitt eget hem eller på sin dåvarande position via brev/mail samt en webbaserad testplattform som tillhandahölls av Hogrefe psykologiförlag. En enkel 1:1:1 randomisering genomfördes. Enbart tidigare validerade frågeformulär samt mätutrustning användes (PANAS; AEQ; CompACT simple RT). 40 deltagare genomförde baslinjeregistreringen av data gällande reaktionstid och 32 deltagare genomförde den första mätningen av affekt och idrottsligt engagemang. Efter avslutad intervention hade 23 deltagare genomfört samtliga för -och eftertest. EG1 (reflektion på svagheter) N=6; EG2 (reflektion på styrkor) N= 8; PG (placebo genom att skriva ner tv-tittande och tid framför datorn) N=9.   Resultat Del 1 visade att elitidrottarna hade en kortare reaktionstid än 91 % av ett normativt snitt av befolkningen i samma åldersgrupp. De var även mer stabila i sina reaktioner än 87 % av normen. En stark och statistisk signifikant korrelation återfanns mellan positiv affekt och idrottsligt engagemang (0.74 )(p=0.00). Del 2 visade att interventionen med en reflekterande träningsdagbok inte gav några signifikanta resultat oavsett om interventionen var baserad på reflektioner gällande personliga styrkor eller svagheter. Idrottarna upplevde generellt träningsdagboken som givande och enkel att använda.   Slutsats Svenska elitidrottare har en överlägsen reaktionstid jämfört med en normalbefolkningsnorm. De är även mer stabila i sina reaktioner samt upplever en hög nivå av positiv affekt och idrottsligt engagemang. Dessa variabler var även starkt signifikant korrelerade.  Träningsdagboken hade ingen signifikant påverkan på upplevelsen av affekt och idrottsligt engagemang eller idrottarnas reaktionstid. Träningsdokumentationen upplevdes i allmänhet som givande. Konsekvenser av dessa resultat diskuteras