<p>Children from different backgrounds, cultures and home environments attend school everyday. The educational system of today focus on the importance for every individual pupil to take responsibility, in order to gain knowledge. From an early age should the pupils learn how to work independant and take responsibility for their education. My questian, and what I have decided to discuss in this paper, is wether everyone has the same opportunity to gain knowlwdge and learn trough this method. In preperation for this essay I read litterature where the authors claims that this kind of educational system is not for everyone, but it benefits those pupils that comes from a middleclass background.</p><p>So, is our school system fair and equal? Can everyone, no matter what social and cultural group they belong to, get the education thay have right to? In order to get a deeper understanding I interviewed three teachers that works in different schools. The conclusion in this paper is based on these interviews, so it is not to be generalized. The paper has three major hedings; The national curriculum and individual responsibility, those who benefits, how does one help?</p><p>The results of the paper, and the conlclusion of the interviews, shows that it is crucial for the pupils to have been thaught from a very young age, to take responsibility for their own learning. The teachers also agreed that those who benifits from this kind of educational system has supportive parents that value the need of education. This despite which ethnic, social or cultural group they belong to. All pupils must be aware of the curriculum, and the teaching needs to be individualized.</p>

This is a theoretical and empirical study of leadership. Although sociologists have contributed important theories and research on authority and power, there is not yet a developed leadership theory in sociology. On the other hand, leadership studies in other disciplines are not satisfying, and they will not be satisfying in the foreseeable future if they adhere to their basic theoretical orientations, e.g. focusing on leadership personal traits and characteristics. I elaborate the important sociological theories that can be used in the study of leadership. I also intend to link sociological theories of leadership to social background analysis. The social backgrounds considered are family status, education, religion, military service, and more. Particular attention is paid to military background and its impact on business, because military has always been such an important social phenomenon but the theories of it have been controversial.The study of leadership inevitably involves both individuals and their groups. With evidence obtained from different data sources on leaders and on business organizations, I studied the impact of military social background of business leaders. This research unpacks the rise of business leaders with military experience in the late 20th century, using a database on the 20th century Great American Business Leaders. This research also measures the organizational performance of these leaders, incorporating information from Standard & Poor's Compustat database. Statistical techniques like logistic regressions and hierarchical linear models are used in the analysis to test various effects on personal and organizational performance. I found that military experience does not help a business leader in aspects like time taken to become a CEO and time to be a CEO, but it does help organizational performance as measured by profitability. Both rank and number of years in the military contribute to profitability. I also found that ex-military business leaders differ from non-military business leaders in certain organizational behaviors, e.g. they are less likely to downsize the organizations.The theory of institutional logics and social background analysis were combined in this study. I also attempted to link institutional logics with theories of rationality. From the idea of institutional leadership and inter-institutional relationship, I suggested a theory of extended rationality.

<p>The purpose of this study is to examine what effect social background may have on the timing of becoming a parent in Sweden. By applying event-history techniques to data from the Swedish level of living survey (LNU) we try to separate the direct from the indirect effect of social background on timing of first childbearing. Few previous studies have focused on characteristics of social background and analysis of intergenerational effects on the age of becoming a parent. In this study, we show that the risk of becoming a parent is different for those who are mobile than for the socially non-mobile. The effect of social background on the propensity of becoming a parent is not just indirect via persons own educational careers. When we control for own educational level much of the impact of social background on the propensity of becoming a parent remains. We clearly show the existence of a significant direct effect of social background on the propensity to become a parent.</p>

The purpose of this study is to examine what effect social background may have on the timing of becoming a parent in Sweden. By applying event-history techniques to data from the Swedish level of living survey (LNU) we try to separate the direct from the indirect effect of social background on timing of first childbearing. Few previous studies have focused on characteristics of social background and analysis of intergenerational effects on the age of becoming a parent. In this study, we show that the risk of becoming a parent is different for those who are mobile than for the socially non-mobile. The effect of social background on the propensity of becoming a parent is not just indirect via persons own educational careers. When we control for own educational level much of the impact of social background on the propensity of becoming a parent remains. We clearly show the existence of a significant direct effect of social background on the propensity to become a parent.

Children from different backgrounds, cultures and home environments attend school everyday. The educational system of today focus on the importance for every individual pupil to take responsibility, in order to gain knowledge. From an early age should the pupils learn how to work independant and take responsibility for their education. My questian, and what I have decided to discuss in this paper, is wether everyone has the same opportunity to gain knowlwdge and learn trough this method. In preperation for this essay I read litterature where the authors claims that this kind of educational system is not for everyone, but it benefits those pupils that comes from a middleclass background. So, is our school system fair and equal? Can everyone, no matter what social and cultural group they belong to, get the education thay have right to? In order to get a deeper understanding I interviewed three teachers that works in different schools. The conclusion in this paper is based on these interviews, so it is not to be generalized. The paper has three major hedings; The national curriculum and individual responsibility, those who benefits, how does one help? The results of the paper, and the conlclusion of the interviews, shows that it is crucial for the pupils to have been thaught from a very young age, to take responsibility for their own learning. The teachers also agreed that those who benifits from this kind of educational system has supportive parents that value the need of education. This despite which ethnic, social or cultural group they belong to. All pupils must be aware of the curriculum, and the teaching needs to be individualized.

Author: Erik Ideström Title: Gym going male’s view on the use of doping agents. How social background and masculinity depictions affect attitudes of the usage of doping agents. [Translated title] Supervisor: Lars Sörnsen The aim of this study is to examine views on the use of doping agents among gym going males. More specifically it examines if the view on masculinity and social background have correlations with the view on using doping agents. The study uses a web survey on two different populations, one is specific gym members and the other is two internet forums. The participants of the study were gym going males in the ages between 18 and 51. The analysis builds on three theories: hegemonic masculinity, symbolic capital and habitus. The study’s results points towards a positive correlation between having a hegemonic view on masculinity and being positive towards the use of doping agents. The study also found a correlation between a good childhood and a negative view on using doping agents. The study concludes that there is a correlation between a hegemonic view on masculinity and a positive view om doping agents.

The aim of this study is to explore how young people act and the organisation of school practice, and what possibilities they have of influencing the content and the forms practiced. The study focuses on how the pedagogic practice is organised in two classes in their first year of upper secondary school, one Social Science programme class and one Vehicle programme class. This embraces questions as: How, where, when and for what cause do students act to influence, and then with what result? Are students offered influence, and in that case which students? How does the organisation of and the content in the pedagogic practice prepare students to act in order to be able to exert influence in the future? These questions have been studied with focus on differences between the programmes with regard to social background and gender. The thesis has its theoretical base in Bernstein’s theory of pedagogy and code (1990, 2000), feminist perspectives (Arnot, 2006; Arnot &amp; Dillabough, 2000; Connell, 1987; Gordon, 2006; Gordon, Holland &amp; Lahelma, 2000) as well as theories of structuration (Giddens, 1984). The empirical material of the thesis was ethnographically produced during one school year, through classroom observations, individual interviews with students, teachers and head teachers, and the gathering of school and teaching material. The main results in the analysis are that actions taken to gain influence were rare, that the organisation of and the content in the pedagogic practice was mainly focused on students as becoming, i. e. it focused students possibilities to be able to influence in the future and not the present. Furthermore, changing of pedagogic content or pedagogic forms was dependent on students’ own actions.   There was a lack of teacher organisation to promote student influence. Finally, what was evaluated in the pedagogic practice, i.e. factual learning, did not promote student influence. The thesis demonstrates how pedagogic practice was gendered and classed, which had consequences for how students could influence and how students were prepared to influence in the future. Since the Social Science programme mostly attracts students from a middle-class background and the Vehicle programme those with a working-class background, the content in the programmes contributed to reproducing hierarchical social relations. The content for the Vehicle students proved to be simplified, personal and context dependent, whereas the content of the Social Science programme was more advanced, general and context independent, knowledge which, in argumentation for influence, is usually highly valued. In previous research, working class masculinities have often been associated with opposition towards study-oriented   subjects.   However, the current  study indicates that there is an interest in studying Swedish, English and maths. The students argued that it was necessary for future employment, and that the Vehicle industry is now asking for this kind of knowledge.

This study examines the relationship between pupils' choice of orientation on high school and their socio-economic backgrounds. It also examines the student’s intentions of further studies and their socio-economic backgrounds. The factors of the social background, or social status, in this examination is the parents educational level and their occupation. The result is based on a survey answered by 81 students from four different study orientations on high school, two with a theoretical orientation and two with a practical orientation. The answers from the survey was compiled and analysed and the conclusion of the study is that students with parents that have a higher socioeconomic status are overrepresented in the theoretical orientations, whom also is more interested in higher education, while students that studies on a practical orientation have parents with a lower socioeconomic status. This study as well as others shows that students are affected by their socioeconomic background, both in terms of study results and in aspirations to further studies. The earlier research also shows that one important factor of student’s successes in school is based on the families reading habits. The knowledge based on studies like this  can be used by school staff and leaders to better understand, help and guide students with low socioeconomic status to better results and higher degrees of education.

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Submitted by PPG Ci?ncias Sociais (csociais-pg@pucrs.br) on 2018-05-08T14:02:45Z No. of bitstreams: 1 Alison_Ribeiro_Centeno_Dis.pdf: 1666560 bytes, checksum: f12e346bb75768cf66ae072aca247600 (MD5) / Approved for entry into archive by Caroline Xavier (caroline.xavier@pucrs.br) on 2018-05-15T17:53:24Z (GMT) No. of bitstreams: 1 Alison_Ribeiro_Centeno_Dis.pdf: 1666560 bytes, checksum: f12e346bb75768cf66ae072aca247600 (MD5) / Made available in DSpace on 2018-05-15T17:55:52Z (GMT). No. of bitstreams: 1 Alison_Ribeiro_Centeno_Dis.pdf: 1666560 bytes, checksum: f12e346bb75768cf66ae072aca247600 (MD5) Previous issue date: 2018-03-20 / Coordena??o de Aperfei?oamento de Pessoal de N?vel Superior - CAPES / Studying the social background, the political careers and political pathways of Federal Senators from Brazil who were chosen as party leaders and supra-party blocs' leaders between 1999 and 2006, this examination points out that during the 51st and 52nd Congresses the group of leaders concentrated and exacerbated the main qualities of the Senate's components. Using a theoretical framework that values institutional political experience and social capital as sources of maintenance of the political elite that composes the political institutions, studies focused on Brazil's bicameral Congress were synthesized in data and conclusions that corroborated for the understanding of the Brazilian political institutions dominated by a cohesive elite, with low circularity and high socioeconomic resources that projects them to the highest positions on Legislative. Questioning the possible dissonance between parties leaders and parties members in the Federal Senate, there was a 'leader profile' that overcame the intrinsic differences of parties on the political spectrum, where Senators that have graduated in engineering overcame the numerical dominance of law graduates in Brazil's Federal Senate, which as one half of the country's Congress is marked by long-serving career politicians, with parties leaders being even more experienced Senators, mainly with political careers built by Legislative mandates. / Atrav?s de um estudo acerca do social background, das carreiras e trajet?rias pol?ticas de Senadores que foram al?ados aos postos de l?deres de partidos e blocos suprapartid?rios do Senado Federal entre 1999 e 2006, este trabalho evidencia que, no que tange ?s 51? e 52? Legislaturas, o col?gio de l?deres concentrou e exacerbou as principais caracter?sticas dos componentes da Casa. Valendo-se de um arcabou?o te?rico que valoriza a experi?ncia pol?tica e o capital social como fontes de manuten??o da elite que comp?e os meios institucionais, retomou-se estudos de caso focados no Congresso Nacional, sintetizados em dados e afirma??es que corroboraram para a compreens?o da pol?tica institucional brasileira dominada por uma elite coesa, de baixa circularidade e de elevados recursos socioecon?micos que os projetam para os cargos mais elevados do Legislativo. Tendo questionado a poss?vel disson?ncia entre os Senadores l?deres e liderados, encontrou-se um perfil de l?der que supera as diferen?as intr?nsecas das legendas na escala ideol?gica, onde os Senadores engenheiros se sobrepuseram a domin?ncia dos bachar?is em Direito na Casa da Federa??o, que como institui??o legislativa marcada pelos pol?ticos de carreiras longevas, tinha no col?gio de l?deres, Senadores ainda mais experientes, principalmente com carreiras pol?ticas constru?das por mandatos no Legislativo.