No description available.

No description available.

Attention to doctoral education from scholars and policy makers has increased dramatically over the last two decades. Recent research on doctoral education has focused on the experiences of doctoral student and on issues related to financial aid, time to degree, completion rates, supervisor relations and socialization. The socialization framework has been used most frequently to understand the experiences of doctoral students, and this research continues to explore students’ experiences through the lens of socialization. A crucial component of this research is the use of Pierre Bourdieu’s theory of practice to examine doctoral education, in general, and the socialization of doctoral students, in particular. The concepts of habitus, capital, field and practice were used to explore doctoral education as constitutive of particular processes and expectations that underscore specific notions of success. In doing so, the socialization of doctoral students was examined through these tools to determine the extent to which different socialization mechanisms were experienced differently by students. Finally, an investigation into the histories, experiences and relationships of these students prior to enrolment in doctoral study suggested that particular elements of students’ pasts were highlighted as significant factors to their understanding of the expectations of doctoral study and ability to demonstrate competence with academic tasks, both of which impacted their socialization during doctoral education. This research revealed that doctoral education operated with particular rules and expectations that promote specific notions of success. These rules, expectations and parameters of success were deeply tied to demonstrations of task competence through the traditional academic tripartite. Considerable discussion highlighted operationalizations of “research” that included securing external, competitive scholarships, publishing in academic, peer-reviewed venues and presenting at disciplinary academic conferences. Students who were able to achieve these experiences were deemed to be more “successful” during doctoral study. Importantly, there was a tendency of “reinforcing advantage” to the experiences of “successful” doctoral students to the extent that those students who demonstrated acumen with particular aspects of academic work were offered and encouraged to take on more experiences and responsibilities that enriched their doctoral education.

Aim: The study aims to investigate the distribution of grades between students in a practical subject and in a theoretical subject. The problem: What is the grade distribution in physical education and mathematics, with respect to gender, socioeconomic background, parental education, ethnicity, and physical activity? Method: To answer the aim of the study a quantitative method was chosen. As the collection method used was questionnaires to 620 students in the 9th grade in Stockholm. Of the 620 questionnaires, 597 questionnaires were used for the static analysis. The method of analysis used cross tables and logistic regression analysis. These findings have been interpreted through a socio-constructivist approach based on Bourdieus concept of capital, habitus and field and Yvonne Hridman and Birgitta Fagrells theories about gender. Results: The study shows that the variables gender, socioeconomic background, parental education, and ethnicity have some effect on student grades in physical education and mathematics. In physical education boys more often scored higher than girls, while in mathematics girls often have better grades. Both socio-economic background and educational level of the parents has an effect on the grade of the student. Students from a higher social class have often better grades than students from the lower classes, both in mathematics and in physical education. Similarly, if the parents have high education it has a positive effect on the score. Students with an immigrant background have often less grades than students with non-immigrant background. Physical activity was found to have no effect on the score in either mathematics or physical education. Conclusion: Students from different social classes have different ratings indicating that the structures and standards, according to Bourdieu, in society are reproduces and maintained in the grade distribution. Similarly, it is possible to see that girls have higher grades in one subject while bays have higher grades in other subjects. The dichotomy between sexes defenses this difference. Boys and girls cannot and should not be good at the same things. Why students’ ethnicity has an effect on the student’s score is more difficult to analyze, more often these students belong to a lower social class, which may be an explanation for the results in this study. While there are other factors that can affect these students' performance in school. For example, lack of enough language skill in the teaching language might be another explanation for this study’s result. / Syfte: Syftet med studien är att undersöka fördelningen av betyg i ett praktiskt ämne och ett teoretiskt ämne Frågeställning: Hur ser betygsfördelningen ut i idrott och hälsa samt matematik, avseende kön, socioekonomisk bakgrund, föräldrars utbildningsnivå, etnicitet och fysisk aktivitet? Metod: För att besvara studiens syfte valdes en kvantitativ metod. Som insamlingsmetod användes enkäter som gick ut till 620 elever i årskurs 9 i Stockholms Stad. Av de 620 enkäterna användes 597 enkäter till den statistiska analysen. Som analysmetod användes korstabeller och logistisk regressionsanalys. Fynden har tolkats via en socio-konstruktivistisk ansats utifrån Bourdieus teori om kapital, habitus och fällt och Yvonne Hirdman och Birgitta Fagrells teorier om genus. Resultat: Studien visar på att variablerna kön, socioekonomisk bakgrund, föräldrars utbildningsnivå, etnicitet har viss effekt på elevers betyg i idrott och hälsa och i matematik. I idrott och hälsa har pojkar oftare bättre betyg än flickor medan i matematik är det oftare flickor som har bättre betyg. Både socioekonomisk bakgrund och utbildningsnivå hos föräldrarna har effekt på betyget hos eleven. Elever från en högre samhällsklass har oftare bättre betyg än elever från de lägre samhällsklasserna, både i matematik och i idrott och hälsa. Likaså om föräldrarna har hög utbildning har det en positiv effekt på betyget. Elever med utländsk bakgrund har oftare sämre betyg än elever med icke-utländsk bakgrund. Fysisk aktivitet visade sig inte ha någon effekt på betyget varken i matematik eller i idrott och hälsa. Slutsats: Att elever från olika samhällsklasser har olika betyg tyder på att de strukturer och normer som, enligt Bourdieu, finns i samhället reproduceras och upprätthålls i betygsfördelningen. Likaså går det att se att flickor har högre betyg i ett ämne medan pojkar är bättre i ett annat. Detta bevisar dikotomin som finns mellan könen. Pojkar och flickor kan inte och ska inte vara bra på samma saker. Varför elevers etnicitet har en effekt på elevens betyg är svårare att analysera, de tillhör inte sällan en lägre samhällsklass vilket kan vara en förklaring till resultatet i den här studien. Samtidigt så finns det andra faktorer som kan påverka dessa elevers prestationer i skolan. Exempelvis kan brist på språkkunskaper i undervisningsspråket vara en annan förklaring.

Uppsatsen avser att undersöka hur den Italienska och den Italiensk-Amerikanska maffian gestaltas inom det moderna film och tv-mediet. Undersökningen baseras på den Amerikanska dramaserien Sopranos(David Chase, 1999-2007) och den Italienska filmen Gomorrah(Matteo Garrone, 2008). Teoretiska utgångspunkter för uppsatsen är politisk filosofi (Macchiavelli, Hobbes), Pierre Bourdieus habitus begrepp, ideologikritik, cultural studies och socialpsykologi. Slutsatsen visar en tydlig skillnad mellan de olika filmtexterna vad gäller såväl narrativ, ideologiska aspekter och psykologiskt orienterad människosyn, samt reflekterar över maffiafilmers roll utifrån en populärkulturell kontext.

Lietuvos politikos žurnalistika turi neilgą autonomiško istorinio formavimosi trajektoriją. Daugiau kaip pusę XX a. ji buvo integrali politikos lauko dalis. XX a. dešimtajame dešimtmetyje vykusi intensyvi laukų transformacija, nulemta šalies demokratinių procesų, išsikovota žurnalistų autonomija nuo valstybės, taip pat intensyvus žiniasklaidos rinkos liberalizavimas iš esmės pertvarkė žurnalistikos ir politikos funkcionavimo Lietuvoje logiką. Šiame darbe buvo keliamas tikslas naudojant Bourdieu lauko teoriją, išsiaiškinti, kaip Lietuvos žiniasklaidos elitas suvokia santykį su politikos lauku. Tyrime dalyvavo lyderiaujančių Lietuvos žiniasklaidos rinkoje nacionalinės spaudos, radijo, televizijos, interneto portalo ir naujienų agentūros vyriausieji redaktoriai ir politikos skyrių redaktoriai. Tyrimo rezultatai atskleidė, kad Lietuvos politikos žurnalistikos lauke pagal dominuojančias tendencijas galima išskirti tris politikos ir žurnalistikos laukų santykio suvokimo būdus. Tai – 1) politikos žurnalistika kaip visavertė politikos lauko dalyvė 2) politikos žurnalistika kaip aktyvi pilietinė institucija 3) politikos žurnalistika kaip visiškai autonomiška nuo politikos lauko institucija. Kaip parodė kokybinio tyrimo rezultatai, toks suvokimas yra lemiamas veikėjų struktūrinių pozicijų žurnalistikos lauke, istorinės trajektorijos, per kurią jie atėjo į tą poziciją; simbolinio ir ekonominio kapitalo, kuriais jie disponuoja, konkurencijos lauko viduje ir patiriamo kaimyninių laukų –... [toliau žr. visą tekstą] / Lithuanian political journalism has a relatively short trajectory of its historical autonomy formation from the political field. More than a half of century political and journalistic fields was a unified institution of power. The relation between journalistic and political fields in Lithuania was totally transformed first, by democratisation processes in 1990 and second, by Mass Media commercialisation procesess in the end of XX century. The aim of this thesis was by using Pierre Bourdieu field theory to reveal the main models of the perception of political and journalistic fields‘ relation of Lithuanian Mass Media elite. The participants of the research was the editors-in-chief of the biggest and most popular Lithuanian mass media institutions: national daily „Lietuvos rytas“ and only-news portal lrytas.lt, only-news portal delfi.lt, national radio, commercial television TVnational radio, commercial television TV3, BNS news agency. The results of the research has shown that there exist three models of perceptions of Mass media elite about journalistic and political fields‘ relations. The first is 1) political journalism should be the player of the political field 2) political journalism should function as a civic institution 3) political journalism should be totally autonomous from the political field and absolutely neutral while providing production about the political field. The results also has shown that the reproduction of the values of the Lithuanian political... [to full text]

Attention to doctoral education from scholars and policy makers has increased dramatically over the last two decades. Recent research on doctoral education has focused on the experiences of doctoral student and on issues related to financial aid, time to degree, completion rates, supervisor relations and socialization. The socialization framework has been used most frequently to understand the experiences of doctoral students, and this research continues to explore students’ experiences through the lens of socialization. A crucial component of this research is the use of Pierre Bourdieu’s theory of practice to examine doctoral education, in general, and the socialization of doctoral students, in particular. The concepts of habitus, capital, field and practice were used to explore doctoral education as constitutive of particular processes and expectations that underscore specific notions of success. In doing so, the socialization of doctoral students was examined through these tools to determine the extent to which different socialization mechanisms were experienced differently by students. Finally, an investigation into the histories, experiences and relationships of these students prior to enrolment in doctoral study suggested that particular elements of students’ pasts were highlighted as significant factors to their understanding of the expectations of doctoral study and ability to demonstrate competence with academic tasks, both of which impacted their socialization during doctoral education. This research revealed that doctoral education operated with particular rules and expectations that promote specific notions of success. These rules, expectations and parameters of success were deeply tied to demonstrations of task competence through the traditional academic tripartite. Considerable discussion highlighted operationalizations of “research” that included securing external, competitive scholarships, publishing in academic, peer-reviewed venues and presenting at disciplinary academic conferences. Students who were able to achieve these experiences were deemed to be more “successful” during doctoral study. Importantly, there was a tendency of “reinforcing advantage” to the experiences of “successful” doctoral students to the extent that those students who demonstrated acumen with particular aspects of academic work were offered and encouraged to take on more experiences and responsibilities that enriched their doctoral education.

No description available.

This thesis explores how notions of ability are socially constructed, defined and experienced within physical education (PE). Pierre Bourdieu’s concepts are used to examine the processes through an acknowledgement and consideration of the culture where pupils’ and teachers’ notions of ability are configured, reconfigured, and experienced. The study covered one academic school year in a North London mixed comprehensive school. Fifteen pupils participated in focus groups and individual interviews. The pupils were a mixture of boys (11) and girls (4), a range of abilities and ages (11 – 16 years old), and experienced PE predominantly in ability groups. In addition, six PE teachers were interviewed and PE lesson observations were conducted throughout the study. The findings identify various processes and interactions between individuals and also between individuals and the field that contribute towards the social construction of ability in PE. The findings highlight the complex and dynamic nature of the PE experience where notions of ability and the related practices have a bearing. Hierarchical ability-based practices were apparent that served to reinforce dominant notions of ability but there were other practices that could potentially challenge ‘legitimate’ notions of ability. The study highlights some of the constraints that teachers face in their attempts to integrate broader notions of ability, especially within a performative culture. Variations across the individual experience highlight considerations for pupils in terms of becoming physically literate and reaching their potential. The study aims to raise key questions for stakeholders in considering how ability-based practices work in facilitating a learning environment that supports all levels of ability and preparing all young people for lifelong activity. In addition it stresses the need for greater agreement amongst stakeholders on the purpose of PE in the current climate and suggests that a review of the aims of PE is warranted.

Syftet med denna uppsats är att undersöka betydelsen av objektiv och subjektiv klasstillhörighet i upplevelsen av individuellt miljöansvar och deltagande i politisk konsumtion, samt om det finns skillnader mellan betydelsen av den objektiva och subjektiva klasstillhörigheten. Den teoretiska utgångspunkten för individuellt miljöansvar och politisk konsumtion är Ulrich Becks teorier om risksamhälle, modernisering och individualisering. Pierre Bourdieus kapitalteori definierar objektiv klasstillhörighet, medan subjektiv klasstillhörighet behandlas utifrån ett kognitivt perspektiv som bland annat innefattar yrkestillhörighet. Ansatsen är kvantitativ och deduktiv. Datamaterialet som används är ”Hållbart medborgarskap”, som samlades in av Michele Micheletti vid Stockholms Universitet genom ett riksrepresentativt OSU år 2009 och innefattar 3000 individer mellan 18 och 78 år. Sambanden undersöks med multivariat linjär regressionsanalys. Resultaten visar inte generaliserbara samband mellan objektiv klasstillhörighet eller subjektiv klasstillhörighet och upplevelse av individuellt miljöansvar, men mellan kulturellt kapital som beståndsdel av objektiv klasstillhörighet och upplevelsen av individuellt miljöansvar kan det. Betydelsen av objektiv klasstillhörighet eller subjektiv klasstillhörighet för deltagande i politisk konsumtion kan inte stärkas genom generaliserbara samband, men sambanden mellan kulturellt och socialt kapital som beståndsdelar av objektiv klasstillhörighet och deltagande i politisk konsumtion kan det. Samtliga resultat går i linje med hypoteserna, att högre objektiv respektive subjektiv klasstillhörighet indikerar en starkare upplevelse av individuellt miljöansvar samt att individen i större utsträckning deltar i politisk konsumtion.