This study examines the female immigrants' experiences regarding participation in cricket in their homeland and Sweden. It contains two sections: the first part aims to assess the perceived opportunities, barriers, and challenges of playing cricket in the participants’ homeland and Sweden, and the second part focuses on the impact of playing cricket on their lives, particularly social inclusion in their new societies. Bourdieu’s theory of practices, Putnam's social capital theory, and Self-Determination theory are used as analytical tools to explore the participant's sports involvement in their homeland and host country, how playing cricket in Sweden helps them to accumulate social capital, and their psychological need regarding motivating them to engage in cricket, respectively. This study is based on qualitative semi-structured interviews with seven (07) female immigrants, aged 20-40 years, who play cricket in Sweden. The findings indicate that females with an immigrant background had experiences playing sports in their homeland, but socio-cultural, religious, and gender-related challenges and limited opportunities hindered continuity in their later lives. However, after migrating to Sweden, they rediscovered themselves to engage in cricket in a supportive environment where they faced some challenges mainly related to facilities and getting more female members as cricket is not a native sport of Sweden. They also mentioned that they do not gain any financial assistance for playing cricket in Sweden. It is evident from the study that participants have no language barriers in their team as everybody speaks English. However, participants appreciate the facilities they get from the club, such as practice matches, coaching and resources, and funding from SCF for the female development camp and Premiere League. Despite the lack of financial assistance for playing, participants are motivated to invest money, effort, and time for the positive outcome of cricket, including physical fitness, mental well-being, personal growth, social connection, and a sense of belonging.

yes / In recent years financial inclusion has become an important policy goal in the developing countries. The definition of financial inclusion is however, not clear and varies from ‘banking the unbanked’ to ‘branchless banking’. It is also increasingly viewed as a tool of poverty alleviation. Further, it enables the poor to be risk averse and allows investment in their health and education (Arora 2012). Financial inclusion has become all the more important as studies have shown that poor, despite their low incomes and small amount of funds available, actively manage and diversify their portfolios into different financial products even though outside the formal financial system (Collins et al. 2009).

The history of canonical love poetry is inaccurate without the inclusion of minoritized groups. The relevance of the sonnet’s incomplete history and its lingering impact on contemporary poetry are not examined enough within academia. The sonnet is taught through white-, straight-, and cisgender-centered lenses, contributing to the erasure of historically relevant sonneteers who do not align with these identities. This thesis celebrates the diverse history of sonneteering, while drawing attention to the remaining narrow-mindedness within the poetic community. This thesis dismantles traditional elements of the sonnet through varying form, subject matter, and stylistic choices. When viewed in the physical form, these works push for inclusivity by appealing to a multitude of sensory factors. Whether the reader relates to the poems’ contents themselves is irrelevant — these sonnets are made to be enjoyed by any person, whether it be through the oral feeling of the language, the abstract physical manipulation, the content, the formatting on the page, the rhythm, or any other factor. By considering the intersections that allow readers to appreciate content, this thesis reframes how audiences are meant to enjoy poetry. The hyper-fixation within traditional sonnets on strict rhyme patterns and formatting choices, as well as the expectation for the reader to completely understand and relate to the emotional content, is inherently limiting to the art of writing. Poetry can, and should, be enjoyed on an individualized basis without harsh restrictions on the “proper” way to read the works. Through content and form-based reformation, the sonnet can prevail as a genre open to change and relevant to modern and historical minoritized communities.

The enrollment of English as a Second Language (ESL) students from Pre-K through Grade 12 increased 65% over a 10-year period from the 1993-1994 to the 2003-2004 school year. The number of ESL students in 2003-2004 was 10.1% of the total public school enrollment. ESL students are placed in different educational programs. Pullout programs have served low readers including English language learners (ELL). In the last 10 years, inclusion programs have gradually replaced pullout programs in some states. Little research has been conducted on the effectiveness of ESL programs on reading achievement. This study compared the improvements in reading of Grades 1 and 2 ESL students over two consecutive school years (2004-2006) in pullout programs and inclusion programs in a Midwest inner-city school district with a large population of ESL students. Additionally, strengths and weaknesses of each program as described by teachers were compared. Furthermore, teachers? frustrations and struggles in each program were examined as well. The results of descriptive analysis and ANCOVA indicate that type of program (pullout or inclusion) did not result in a statistical difference in ESL students? reading achievement. Two models for each program were found to be used in the school district. The results indicate that the guided reading approach was used in both programs and ESL students were instructed in small group setting, but the inclusion programs used longer instruction time than the pullout program. Scheduling in inclusion programs was easier than in pullout program. Teachers did not feel overloaded in either program. Interviewed teachers report students did not feel bothered by being pulled out; instead, they felt honored. Paraprofessionals were used in the classrooms to lead small groups during the reading block in inclusion programs, but they were sent to the classrooms to work with ESL students during the time of math, science, or social study in pullout programs. Teachers in inclusion programs did not worry about students missing anything, and every student?s needs were met. Collaboration and communication between teachers and resource teachers were the key to successfully operating either program, but they did not happen effortlessly.

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