This thesis explores the everyday practices, relationships and interactions in a Probation Unit of the Department of Probation and Child Care Services in the Central Province in Sri Lanka. Using multi-sited ethnography and the ethnographer’s own experiences in this sector it examines how frontline workers at the Probation Unit engage and draw upon international and national development discourse, ideas and theories of children and childhood to engage with colleagues and clients. This thesis takes as its analytical starting point that state agencies are sites where global development discourse meets local practices. Simultaneously, they are sites where ideas and practices of nationalism, class, morality and professional identity are produced and reproduced. State sector employment is an important source of social mobility, gaining respectability and constructing a middle class identity. Thus, maintaining the ‘in-between’ position in relation to the upper and lower classes is an especially anxiety-ridden and challenging process for state bureaucrats. This shapes the particular characteristics of their nationalism, morality and professional identity and influences the way in which they translate policies and engage with institutional and bureaucratic procedures. This thesis examines this process in detail and illustrates its translocal nature. More explicitly it looks at the ways in which development discourse and practice is transformed by the forms of sociality that it engenders. The ethnography illustrates that this process allows for development policies and interventions to be co-opted in particular ways that articulate ideas and practices of nationalism, class, morality and professional identity. Through this cooption, the outcomes of development policies and interventions are transformed in unanticipated ways. The broader social and political process that transforms development policies and practices remains only partially visible to development projects and programmes. The complexity and in particular the historicity of social and political contexts remains outside development project logic and timelines. To understand the relationship between policy and practice or to evaluate development outcomes is meaningless if development is conceptualised as something that stands apart from society. What is most useful to understand, and indeed revealing, is how actors make meaning of development policies and programmes as part of everyday practices in historically situated social and political contexts. The thesis concludes that theorising, analysing or even critiquing development’s transformative potential is misleading as it fails to recognise that what is being transformed is development itself.

This study analyses the ‘prose of circumstances’ which implies the ‚discovery of prose fiction by the working-class movement in Germany from 1863 to 1906‘. In its introduction, it points to the prior history in the 1840s. The aim is both to identify developments in the working-class prose and to further differentiate the literary network in the second half of the 19th century. Previous research mostly perceived working-class literature from a socio-historical perspective; the last publications date back more than thirty years. Mostly summaries and not monographs, they focus on poetry and theatre of the labour movement. In contrast, this study looks into various forms of prose writing: a pre-revolutionary novel fragment by G. Weerth, a novel in three volumes dealing with the foundation phase of social democracy by J.B. von Schweitzer; short narratives published in feuilletons and calendars of the 1870s by the authors C. Lübeck, A. Otto-Walster and R. Schweichel; autobiographical writing from 1867 to 1906 by J.M. Hirsch, H.W.F. Schultz and F.L. Fischer as well as a piece of early social reportage by P. Göhre. In this way, the study presents a spectrum of diverse narrative modes, reflects on the conditions of genre and highlights differences and similarities at the same time. By considering source texts and intertextual relations, I do not examine the narrative pieces separately, but in their interdependence with other texts. The study focuses on narrative characteristics while examining overall literary and social developments. As a sequence of case studies, the chosen working-class prose narratives can be perceived from an innovative angle. The majority of texts are discussed in detail and related to contemporary bourgeois texts for the first time. Thus, the dominant perspective of bourgeois and poetic realism is broadened by the category of ‘social realism’. For this reason, the study can be seen as a contribution to a revised understanding of literature in the second half of the 19th century.

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During the last 9 years I have completed 2300 confinement cases in general practice in a working class district in Edinburgh. During this period I resolved to keep a correct record of every case in a book kept for the purpose and written in every instance immediately after the birth has taken place and while the facts were fresh in my memory. The object then of the thesis is to 1. Contrast it with analysis of other records 2. To give a faithful account as to the manner and success with which I did my work 3. To make suggestions which such an experience may indicate.

This paper asserts the existence of the African American middle class novel as a genre in the African American literary tradition that has heretofore been neglected by literary critics. The premise of this argument is that conventional African American literary studies privilege novels concerned with the African American folk to the exclusion of portrayals of African Americans of middle and upper socio-economic class and cultural groups. A study of the Modem Language Association's catalogue of African American criticism and a review of novels widely accepted as representative of African American literary tradition were used to indicate how class status is often neglected as a subject. A study of the literary standards of the Harlem Renaissance and the Black Arts Movement revealed the development of prescriptive literary conventions. Four exemplary twentieth century middle class novels were critiqued: Walls of Jericho by Rudolph Fisher, Plum Bun by Jessie Redmon Fauset, Meridian by Alice Walker, and Sarah Phillips by Andrea Lee. The novels were found to contribute to discourse on the intersection of race and class for African Americans by challenging stereotypes, advocating moral standards across class lines, and criticizing systems of oppression.

This thesis investigates the co-evolution of the changing structure of occupations and the growth in wage inequality in Britain since the 1970s and the subsequent stabilisation during the 2000s. Occupations provide the single most important unit of analysis for economic inequality in stratification research, providing the basis for socioeconomic status, prestige scales, job desirability scores, and social class schemas. Although there was a ‘massive rise’ in wage inequality, relatively little is known about the relationship between the occupational structure and the growth in wage inequality. Since sociologists tend to place a lot of emphasis on the role of occupations in structuring economic inequalities, we might expect them to play a key role in accounting for trends in overall wage inequality. More recent strands of sociological theory, however, argue that the link between occupations and economic inequalities might have been weakening over time. This thesis assesses these claims in relation to the over time trends in between- and within-occupation-inequality. It finds that the growth in overall wage inequality was largely due to growing inequality between occupations, not within them. The growth in between-occupation inequality was largely due to higher-paying occupations receiving the largest wage gains. Furthermore, and perhaps surprisingly, only a handful of occupations account for the majority of the rise in wage inequality, indicating caution should be exercised in generating accounts about the role for occupations in accounting for overall inequality. Along the way, this thesis attempts to address the extent to which the structuring of the growth in wage inequality by occupations was due to the changing composition of incumbents within occupations (namely the rise in educational attainment), in spite of data limitations. Finally, this thesis takes to task what the implications of the ‘massive rise’ in wage inequality implies for the broader categories sociologists use to capture economic inequalities based on aggregations of occupations.

The ambition of the study Nyanser av beroende is to analyze and problematize the concept of addiction. A broader aim is to investigate if it in the Swedish population exists different patterns of addiction and how these patterns then look like. The empirical material constitutes of Negativa konsekvenser av ANDT-bruk i den svenska vuxna befolkningen 2014. The selection consists of 26 257 individuals with a response rate of 59, 3 percent (N=15 576). The individuals that at some time during the last year used any narcotic substance and fulfilled at least one of the addiction criterias in the diagnose manual DSM-IV are subjects to the analysis (N=560). By the analyze method of Latent klassanalys (LCA), patterns of addiction have been investigated. The theoretical framework consists of medical and social addiction theory. This to see how different patterns of addiction comply with the medical and social perspectives that can be found in DSM-IV. In the latent class analysis, four different groups with different patterns of addiction are identified: Kontrollförlust, Försökt minska intag, Hard core gruppen och Tolerans. The group’s patterns have further on been connected with sociodemographic factors and substance use. The result of this study indicate that addiction is not a homogeneous concept but that there are differences concerning patterns of use and sociodemographic factors.

The problem with which this investigation is concerned is the relationship of social class to intellectual attitudes and behavior. It ascertains attitudes toward and use of the public library.

Chapter I includes a description of the Chartist Movement and discusses the criteria found in John W. Bowers and Donovan J. Och's Rhetoric of Agitation and Control that were used to analyze the agitation and control groups of the movement. Chapter II describes the ideologies of both groups. Chapter III analyzes the rhetorical strategies of the agitation group: petition, solidification, promulgation, polarization, non-violent resistance, and confrontation-escalation, and the strategies of the control group: avoidance and suppression. Chapter IV concludes that Chartist agitators effectively used rhetorical strategies; however, the control strategy of suppression was stronger and brought about the demise of Chartism.

Each year, admissions officers throughout the United States commit many intense months to reviewing applications to their college/university. According to the College Board, there are established key elements considered in admissions decisions, including grades in college prep courses, standardized test scores, overall academic performance, and class rank. Approximately half of high schools in the U.S. provide class rank, yet it has maintained importance as the number four factor for over a decade, trumping other factors such as extracurricular accomplishments, teacher recommendations, and interviews. A student’s rank-in-class can be used to determine their relative achievement within his or her school, to compare them to the entire applicant pool at a college or university, and to rate students for scholarship selection, along with selections for countless other accolades and financial awards. Rank is calculated across a wide span of methods using grade point averages (GPAs) that sometimes account for course rigor, and sometimes do not. So that colleges/universities might evaluate rigor and competitiveness of each applicant based on the school’s institutional priorities, I contend that colleges/universities should recalculate GPAs as provided from the high school, giving weight to what they value as an institution. Over the past year, I have dramatically shifted my belief in the way rank ought to be used. Earlier in my admissions career, I believed rank was accurate and useful. Now that I have taken significant time to consider the role of rank from the perspective of a school counselor, I realize that it is not the beacon of precision. It has become increasingly clear to me that it is the job of colleges/universities to rank high school students; it is not the job of high schools. During months spent speaking with current and former school counselors, and my own motivation to become a school counselor, I realized that it does not ultimately benefit high schools to provide colleges with rank and it does not benefit colleges to use a precise rank that is born out of one specific context.