Förevarande studie tar sin utgångspunkt i ett Stockholm satt i förändring. Som allt mer inbäddat i en global och post-industriell ordning skapas nya konfigurationer i gruppers sociala och kulturella mönster – i studien begreppsliggjort och analyserat genom livsstilar - och hur dessa sammanbinds med specifika platser. Särskilt intressant är det att få insikt i hur de i Stockholms socioekonomiskt svaga ytterstadsområden upplever, deltar i och tillägnar sig innerstaden, som en plats där processer av gentrifikation och stegrande kulturkonsumtion gradvis omförhandlar villkoren för vad ett besök kan och bör bestå i. För studiens räkning har en rad livsvärldsintervjuer skett med unga vuxna boende eller med härkomst i miljonprogramsområdena i Järva (Kista, Akalla, Rinkeby, Tensta och Rissne) i västra Stockholm, där deras berättelser ger uttryck för deras unika förhållanden till kvaliteterna i stadens socialt skiktade rum. Redan under ungdomsåren kommer innerstaden att representera något sublimt i en stadsmiljö diametralt annorlunda Järva, och genom betingelserna av den blå tunnelbanelinjen beskriver flera informanter hur ett utforskande tog vid av den nyupptäckta platsen. I vuxen ålder tonar innerstaden till stora delar upp som tydligt kopplat till selektiva nyttjanden i form av konsumtionen av varor och nöjen – där i synnerhet krog- och klubbscenen visar sig vara föremål för besök - men inbjuder för merparten av informanterna sällan till ett mer villkorslöst, icke-konsumerande fördröjande i de offentliga rummens gator, torg och parker. I själva erfarenheten av Stockholm är dikotomin förort - innerstad tydlig och genererar en diskursiv schematik mina informanter på olika sätt förhåller sig till.

Thesis (M.A.)--Texas State University-San Marcos, 2008. / Vita. Includes bibliographical references (leaves 109-112). Also available on microfilm.

Thesis (Ph. D.)--University of Wisconsin--Madison, 1974. / Typescript. Vita. eContent provider-neutral record in process. Description based on print version record. Bibliography : leaves 208-223.

Thesis (Ph. D.)--University of Chicago, Dept. of Anthropology, August 2002. / Includes bibliographical references. Also availablle on the Internet.

Thesis (Ph. D.)--University of Notre Dame, 2005. / Thesis directed by Daniel J. Myers for the Department of Sociology. "July 2005." Includes bibliographical references (leaves 242-274).

Thesis (Ph. D.)--Ohio State University, 2007. / Title from first page of PDF file. Includes bibliographical references (p. 143-149).

No description available.

Recent theoretical approaches, such the Psychology of Working perspective (Blustein, 2006; Duffy, Blustein, Diemer, & Autin, 2016), have emphasized social stratification and social justice, and quantitative assessments of these constructs are needed. The current study examines the development and initial validation of the Work and Human Needs Inventory (WAHNI), which assesses the extent to which individuals’ work meets several human needs: survival, power, autonomy, social connection, and purpose. Items were constructed and refined using content analysis of relevant constructs, expert analysis, and a pilot study. Exploratory factor analysis on a sample of 338 working adults revealed five factors: Provision, Purpose, Power, Autonomy, and Connection. Confirmatory factor analyses on a separate sample of 203 working adults supported this factor structure. Scale intercorrelations with the Differential Status Identity Scale (Brown et al., 2002), the MacArthur Scale of Subjective Social Status (Adler, Epel, Castellazzo, & Ickovicks, 2000), and the Meaning in Life Questionnaire (Steger, Frazier, Oishi, & Kaler, 2006) provided validity evidence. Research and practical implications for the WAHNI are discussed.

This study describes my experience 111 the research 1 conducted in two Harare secondary schools in which the interpretive ethnographic qualitative research methodology was used. The objective of the research was to assess the infuence of ability grouping on learners, given that ability grouping is a common practice in Zimbabwean schools. In particular, this study sought to find out how this practice affected classroom instruction, learner performance and the social relationship among learners. This study was conducted over three months at each of the schools, during which time formal interviews with teachers, administrators and learners, were conducted. These were complemented with informal conversations, where relevant comments were noted. Observation and limited participation in the two schools were also employed as means of collecting data. Analysis of documents was also done to supply more data about the practice and how it was implemented. As customary with qualitative research, I, as the researcher, was the instrument for data collection. Data were analysed by identifying themes which emerged from the statements of the respondents, and interpretation was done using the mechanism of thick description of what the respondents said and did during the interviews and observation, and what the documents had to say about this practice. I, as researcher, concluded from this study that ability grouping had a negative effect on classroom instruction for the low ability groups, since teachers tended not to prepare thoroughly for them. There was also a tendency among high ability groups to look down upon the low ability groups and to stigmatise them as "those who do not want to learn." Naturally this created a counter reaction from the low ability groups, making social relationships between members of the groups sour. l, as researcher, recommend a re-examination of this practice by the schools, with a view to either discontinue it or to work out mechanisms to remove the negative factors. / Educational Studies / D. Ed. (Didactics)

No description available.