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<p>There are an increasing number of pupils leaving school with incomplete grades. Research indicates that the causes to this phenomenon may be individual- as well as school related and complicated to illuminate. The purpose of the study is to examine the processes of exclusion that have resulted in pupils´ incomplete degrees. Two research problems have been formulated. The first one is about the identification of exclusion and branding factors for pupils with incomplete degrees. The second one focuses on how the pupils processes of branding- and exclusion are shaped. Six in dept interviews with three pupils with incomplete degrees have been conducted from a life history perspective. Each pupil has been interviewed twice, at different occasions. Results show that the factors vary and are individual, and can be identified within the family as well as the school. In school, there may be a tendency to refer the problem to the pupil rather than to the entire context.</p><p>This brands pupils that already are in a difficult situation, but results also show that school can have including tendencies as well. The three pupils in the study have in common that they contribute to the branding- and exclusion process by excluding themselves. To conclude, there are several factors that are intertwined and that together contribute to the result of incomplete degrees. Two of the pupils´ stories were related to Goldman’s (1980) identified stages of branding, which resulted in an understanding of these pupils process of exclusion. The third pupils´ story however, differed from the other two, and as a consequence, differed from Goldman’s theory, which is discussed.</p> / <p>Allt fler svenska elever går ut grundskolan med ofullständiga betyg. Tidigare forskning indikerar att orsakerna till att så sker kan vara såväl individ- som skolrelaterade och komplicerade att utreda. Syftet med studien är att undersöka de exkluderingsprocesser som lett fram till att elever fått ofullständiga betyg i grundskolan. Två problem har formulerats. Det första problemet handlar om att identifiera exkluderings- och stämplingsfaktorerna i grundskolan för elever med ofullständiga grundskolebetyg. Det andra problemet fokuserar på hur elevernas stämplings- och exkluderingsprocesser ser ut. Sex djupintervjuer med tre elever med ofullständiga grundskolebetyg har genomförts utifrån ett livsberättelseperspektiv. Varje elev har intervjuats vid två olika tillfällen. Resultaten visar att stämplings- och exkluderingsfaktorerna varierar och är individuella, och kan återfinnas inom såväl den egna familjen som skolans värld.</p><p>En skolrelaterad faktor handlar om en tendens att problematisera eleverna snarare än kontexten, vilket ytterligare stämplar elever i en redan svår situation, men resultaten påvisar också exempel på hur skolan kan arbeta inkluderande. De tre eleverna har gemensamt att de alla bidrar till stämplings- och exkluderingsprocessen genom självexkludering. Resultaten visar att det är en rad faktorer som samverkar och flätas in i varandra under elevernas skolgång, och som tillsammans bidrar till elevernas ofullständiga grundskolebetyg. Två av eleverna följde Goldmans (1980) stämplingsstadier, vilket bidrog till förståelse av dessa elevers exkluderingsprocesser. Den tredje elevens stämplings- och exkluderingsprocess avvek från de övriga två, och därmed också från Goldmans teori, vilket utgjort underlag för diskussion.</p>

There are an increasing number of pupils leaving school with incomplete grades. Research indicates that the causes to this phenomenon may be individual- as well as school related and complicated to illuminate. The purpose of the study is to examine the processes of exclusion that have resulted in pupils´ incomplete degrees. Two research problems have been formulated. The first one is about the identification of exclusion and branding factors for pupils with incomplete degrees. The second one focuses on how the pupils processes of branding- and exclusion are shaped. Six in dept interviews with three pupils with incomplete degrees have been conducted from a life history perspective. Each pupil has been interviewed twice, at different occasions. Results show that the factors vary and are individual, and can be identified within the family as well as the school. In school, there may be a tendency to refer the problem to the pupil rather than to the entire context. This brands pupils that already are in a difficult situation, but results also show that school can have including tendencies as well. The three pupils in the study have in common that they contribute to the branding- and exclusion process by excluding themselves. To conclude, there are several factors that are intertwined and that together contribute to the result of incomplete degrees. Two of the pupils´ stories were related to Goldman’s (1980) identified stages of branding, which resulted in an understanding of these pupils process of exclusion. The third pupils´ story however, differed from the other two, and as a consequence, differed from Goldman’s theory, which is discussed. / Allt fler svenska elever går ut grundskolan med ofullständiga betyg. Tidigare forskning indikerar att orsakerna till att så sker kan vara såväl individ- som skolrelaterade och komplicerade att utreda. Syftet med studien är att undersöka de exkluderingsprocesser som lett fram till att elever fått ofullständiga betyg i grundskolan. Två problem har formulerats. Det första problemet handlar om att identifiera exkluderings- och stämplingsfaktorerna i grundskolan för elever med ofullständiga grundskolebetyg. Det andra problemet fokuserar på hur elevernas stämplings- och exkluderingsprocesser ser ut. Sex djupintervjuer med tre elever med ofullständiga grundskolebetyg har genomförts utifrån ett livsberättelseperspektiv. Varje elev har intervjuats vid två olika tillfällen. Resultaten visar att stämplings- och exkluderingsfaktorerna varierar och är individuella, och kan återfinnas inom såväl den egna familjen som skolans värld. En skolrelaterad faktor handlar om en tendens att problematisera eleverna snarare än kontexten, vilket ytterligare stämplar elever i en redan svår situation, men resultaten påvisar också exempel på hur skolan kan arbeta inkluderande. De tre eleverna har gemensamt att de alla bidrar till stämplings- och exkluderingsprocessen genom självexkludering. Resultaten visar att det är en rad faktorer som samverkar och flätas in i varandra under elevernas skolgång, och som tillsammans bidrar till elevernas ofullständiga grundskolebetyg. Två av eleverna följde Goldmans (1980) stämplingsstadier, vilket bidrog till förståelse av dessa elevers exkluderingsprocesser. Den tredje elevens stämplings- och exkluderingsprocess avvek från de övriga två, och därmed också från Goldmans teori, vilket utgjort underlag för diskussion.

Arbetsplatsintroduktion och onboarding handlar om att hjälpa nya medarbetare att transformeras från organisatoriska outsiders till att bli organisatoriska insiders. Genom att använda sig av strukturerade och formaliserade onboardingprocesser som baserar sig på vetenskaplig forskning kan organisationer bidra till att de nya medarbetarna får förståelse för sina arbetsuppgifter och sin roll i organisationen och hjälpa dem utvecklas till produktiva och engagerade medarbetare. Denna studies syfte är att undersöka hur arbetsplatsintroduktionen inom ett företag upplevs av nyanställda medarbetare genom att besvara forskningsfrågorna; sker det någon systematisk arbetsplatsintroduktion inom organisationen och hur är denna arbetsplatsintroduktion utformad? Hur upplevs introduktionsperioden av nya medarbetare? Hur kan arbetsplatsintroduktion förstås med utgångspunkt i teorier rörande onboarding och organisationssocialisering? Metoden är kvalitativ och empiri har samlats in genom semistrukturerade intervjuer med sammanlagt sex informanter som samtliga arbetar inom IT-branschen. Det teoretiska ramverk som använts vid analys av insamlad empiri utgörs av Bauers (2010) modeller över organisatorisk och individuella aspekter av onboarding samt Lindelöws (2016) teori avseende innehållet i arbetsplatsintroduktion. Resultatet pekar på att den studerade verksamheten arbetar informellt och ostrukturerat med arbetsplatsintroduktion och att de nya medarbetarnas upplevelse ger uttryck för ett behov av förändring och formalisering av arbetsplatsintroduktionen. Ett förslag till förändring av den studerade verksamhetens arbetsplatsintroduktion som utgår från informanternas upplevelser och det teoretiska ramverket presenteras där åtgärder innefattar exempelvis mentorskapsprogram och tydligare information till nya medarbetare angående verksamhetens kultur och kärnvärden. / Workplace introduction and onboarding is about helping new employees transform from organizational outsiders into organizational insiders. By using structured and formalized onboarding processes based on scientific research, organizations can help the new employees understand their duties and their role in the organization and help them develop into productive and committed co-workers. The purpose of this study is to investigate how workplace introduction within a company is experienced by newly employed employees by answering the research questions; is there any systematic workplace introduction within the organization and how is this workplace introduction designed? How is the introduction period of new employees experienced? How can workplace introduction be understood based on theories on onboarding and organizational socialization? The method is qualitative and the empirical data has been collected through semistructured interviews with a total of six informants, that all work in the IT industry. The theoretical framework used for analyzing collected empirical data is Bauer's (2010) models of organizational and individual aspects of onboarding and Lindelöws (2016) theory regarding the content of workplace introduction. The result indicates that the studied organization is working informally and unstructured with workplace introduction and that the new employees experience the need for change and formalization of workplace introduction. A proposal for a change in the organizations workplace production is presented, based on the experiences of the informants and the theoretical framework, where measures includes, for example, mentorship programs and clearer information to new employees regarding the culture and core values ​​of the business.

The purpose of this study was to determine if individuals who supported denying citizenship to children of foreign parentage and making English the sole language spoken in the United States held the opinion that a sentence length over 15 years was appropriate for non-U.S. individuals. Other purposes were to determine if individuals with high religiosity or who carried a lethal weapon also held the opinion that a sentence length over 15 years was appropriate for non-U.S. individuals. Pearson's Chi-Square was used to determine if a significant relationship existed between the independent variables and the dependent variable. The data indicated that a significant relationship existed between the length of the sentence imposed on non-U.S. individuals by those individuals who supported denying citizenship to children of foreign parentage, who want to make English the sole spoken language, individuals with high religiosity, and individuals who carried a lethal weapon.

Since the 1950s modernization theory predicted within the Third World a trajectory for social evolution and development mirroring perceived social and developmental evolution in Western societies since the 17th Century. Despite this theory being much discredited in both Western societies and the developing world; this theory still forms the basis for much analysis and policy formulation within post-1990 South Africa. This thesis looks at various aspects of urban black South Africans' existence and concludes that African tradition has found a place within an urban existence due to it's flexibility in dealing with peoples' daily challenges. An urban existence can thus no-longer be thought of as supplanting tradition in favour of western influences, but rather as bringing about a mixture of western and traditional influences - with positive and negative theoretical and practical developmental consequences / Development Studies / M.A.

Since the 1950s modernization theory predicted within the Third World a trajectory for social evolution and development mirroring perceived social and developmental evolution in Western societies since the 17th Century. Despite this theory being much discredited in both Western societies and the developing world; this theory still forms the basis for much analysis and policy formulation within post-1990 South Africa. This thesis looks at various aspects of urban black South Africans' existence and concludes that African tradition has found a place within an urban existence due to it's flexibility in dealing with peoples' daily challenges. An urban existence can thus no-longer be thought of as supplanting tradition in favour of western influences, but rather as bringing about a mixture of western and traditional influences - with positive and negative theoretical and practical developmental consequences / Development Studies / M.A.