In the last ten years several violent protests have emerged in Sweden´s largest cities. Some of them have developed into real riots, resulting in burned cars and large police operations. These violent events, or ‘urban riots’, are a relatively new phenomenon in Sweden. The aim of this qualitative study is to investigate the structure of the discourse among the Swedish political elite in power. I will observe if the political discourse on disadvantaged areas in Sweden is characterized by continuity or change after urban riots. This study examines four urban riot cases, between 2005 and 2013.    To study how the political discourse is constructed, framing theory elements are combined with elements from discourse analysis. The characteristic features of the two framing dimensions are outlined which gives me a framework to categorize the political discourse. The two dimensions are; diagnostic and prognostic frames. The discourse analytical elements are used in order to systemize who is included in the political discourse by the political elite in power. A discourse analysis is then conducted on the collected empirical material, which consists of newspaper articles and parliamentarian debates from the Swedish parliament.   The results from the analysis suggest that the disadvantaged districts are not salient both before and after the riots among the political elite in power, except for the last case. In this case the riot as such has no observable ‘effect’ on political discourse about disadvantaged districts. The political actors tend to separate riots as events from the disadvantaged districts. The last riot did not change how the government defined the problem in the suburbs and how it should be solved. In all cases the political discourse has a strong divide between the state and the inhabitants in the suburbs. The state acts and residents are acted upon.

Syftet med studien är att undersöka identitetsskapandet hos ungdomar som växer upp i ett så kallat ”särskilt utsatt område” samt att undersöka hur ungdomarna upplever att samhällets kollektiva representationer (kollektivt accepterade utsagor) av det område de växer upp i påverkar deras sociala identitet. Studien genomförs genom narrativa intervjuer med ungdomar som växer upp i stadsdelen Vivalla i Örebro. Ungdomarnas narrativ analyseras med två olika analysmetoder, dessa är tematisk analys och diskursanalys. Studien visar, i likhet med andra studier, att identiteten skapas i samspel med andra och i relation till platsen. Studien visar också att de kollektiva representationerna påverkar ungdomarna i hög grad då ungdomarna ständigt utkrävs moraliskt ansvar för händelserna i området. Det tillhör också vanligheterna att ungdomarna blir föremål för viss grad av symboliskt våld. Detta leder till att de relevantgör en motståndsidentitet för att förändra narrativen om förorten och ”invandrare”. Det symboliska våldet binder dem ännu starkare vid platsen och ökar känslan av samhörighet med andra inom ”orten” samtidigt som klyftorna mellan ”orten” och de andra förstärks. / The aim of this study is to investigate the identity formation of youths who grow up in a so called "socially disadvantaged area". The study also aims to investigate how collective representations (collectively accepted narratives) of the neighbourhood affects the youth’s social identity. This by examining narratives from young people who grow up in the district of Vivalla in Örebro, Sweden. The study shows, like previous studies, that the identity is formed in relation to the neighbourhood. The study also shows that the collective representations affects youths. Where they, from others, are demanded moral responsibility for the events in the area. Their identities also receive forms of symbolic violence when trying to fit in the society. Because of this, the youths tend to form a resistant identity to change the narratives of the suburb and the concept of "immigrants". The symbolic violence and the lack of association with the main city works as a subterfuge to avoid other neighbourhoods.

The overwhelming majority of students entering the Historically Disadvantaged Institutions (HDIs) of Higher Learning in South Africa have not had any exposure to ICTs (computers) when they first start their education. This study examined the level of students’ ICT use and the extent that it was influenced by their cultural and motivational background. It then examined the instances where academic performance could be attributed to ICT use. While the role of technology was clearly found to be of vital importance, its impact on academic performance was manifested only when ICT use is encouraged through academic programs. The mere use of ICTs or the length of student experience with ICTs did not show a demonstrable difference, in most cases, in terms of academic performance. In particular, the use of the Internet,email and online search were found to influence academic performance when encouraged by the academic community. Intrinsic, extrinsic and self-efficacy otivation were tested using the Motivated Strategies for Learning Questionnaire (MSLQ) and were found not to be predictors of academic results as anticipated by the literature. However, strong evidence for self-directed learning in disadvantaged students was found where ICTs are used in pursuit of their academic goals. The study showed that the students despite their lack of ICT background were highly motivated to acquire the required skills and use them when needed. Off campus access was shown to be problematic, and, unless special provisions are made to compensate for this lack of access, disadvantaged students’ full academic potential will remain unrealized. / Thesis (PhD)--University of Pretoria, 2010. / Science, Mathematics and Technology Education / unrestricted

South Africa has been going through a transformation process and mental health is no exception. As this process of transformation unfolds, the psychological service rendering is being redressed following the criticism on the previous mental health care system. Psychological services were only available in the white suburban areas, therefore they were not meeting the needs of the majority of South Africans. In the new political dispensation there is a demand for more psychological services to be made available to the historically disadvantaged communities. There is a need to explore the knowledge about and attitudes towards psychological services by black communities in rural areas. The study is aimed at exploring these aspects, as it is essential in establishing appropriate community-based psychological services rendering. In-depth interviews were carried out on a randomly selected sample of 10 participants from a rural village in Hebron. The study indicated that there was a reasonable knowledge about psychological services. The main sources of knowledge possessed by the people are mainly from the media, studying psychology and having had an exposure to the psychologists previously. The attitude towards psychological services depends on whether the people personally or their loved ones had a positive experience with a psychologist. Educational level was found to be playing a major role, as people with higher level of education had positive attitude towards psychological services. The level of the actual use of psychological services was very low due to lack of such services in the area. The participants expressed the needs for the psychologists to work in collaboration with the communities. There was a need for the psychological services to be made available in the community and that there should be awareness talks regarding these services. The results and implications are discussed and there are suggestions for research. / Dissertation (MA (Clinical Psychology))--University of Pretoria, 2006. / Psychology / unrestricted

This study investigates how socially and economically disadvantaged young people, living in a semi-rural, post-industrial Atlantic Canadian community, experience and perceive social and economic health -- defined as participants' sense of comfort and security that their social and economic needs are, and will continue to be, met in their community. I argue that social and educational policies and practices must reflect the realities of local citizens if they aim to interrupt regional health disparities. A key objective of this research is to expose and challenge gender, class, and regional inequalities through an analysis of young adults' social and economic health experiences and perceptions. Drawing primarily upon Pierre Bourdieu's (1990b; 2001)concepts -- habitus, field, and symbolic domination -- relations between gender, class,and historical circumstances theoretically inform this research. Employing a critical ethnographic methodological framework (Madison, 2005),experiences and perceptions of ten economically disadvantaged youth -- five women and five men, ages 19-30 -- were gathered through focus groups, individual interviews, participant observation, critical dialogue (using media to stimulate dialogue among participants), and an adaptation of photovoice (a technique combining photography and narrative). Results suggest that the social and economic health needs of economically disadvantaged young adults are not being met. They confirm Bourdieu's (1999a)assertion of an interrelationship between physical place and the positioning of agents in social fields. Participants navigate economic, cultural, and social fields, aware of their social positioning as they 'work' the fields in order to secure enough capital to 'get by'. Their struggles are examples of symbolic domination and suggest a significant psycho-social cost to young adults seeking social and economic health through various fields. Analyses of their experiences suggest a disjuncture between gendered identities ascribed to participants through historically-rooted habitus and contemporary social fields. Recommendations call for gender, class, and regional inequalities to be addressed through structural interventions and investment in long term community-based education that is integrated with local economic development initiatives. Furthermore, this research calls attention to how research agendas and procedures can actually reinforce marginalization, making it difficult for the voices of disadvantaged communities to enter into dominant public discourse. / Education, Faculty of / Educational Studies (EDST), Department of / Graduate

The Master's Thesis on "Analysis of the conditions of use of programs for disadvantaged workers at Česká spořitelna, a.s." deals with harmonizing personal and professional life and support of disadvantaged groups of workers in Česká spořitelna (Czech Savings Bank). The aim is to analyze the level of Česká spořitelna staff's awareness of programs aimed at supporting disadvantaged groups of workers. To find out how they are informed of such programs existence, how they perceive the programs, what their opinions are on the programs and how they use the wide variety of activities and support in their daily lives. The theoretical part defines basic terms and characterizes selected programs. The empirical part takes up resolving the actual research, which is carried via questionnaires and individual interviews. A subsequent analysis of the research outcomes is essential in order to draw conclusions and propose appropriate recommendations in the field of diversity management and work-life balance in Česká spořitelna.

The diploma thesis analyses and compares the current situation of social entrepreneurship in Prague and Plzen region. On the basis of an empirical analysis it evaluates the differences in public awareness and public opinion on the concept of social entrepreneurship and analyses benefits of an individual social enterprise for its employees. The main asset of the thesis is the list of individual recommendations which might help to develop social entrepreneurship in the Czech Republic.

The United States is a nation of peoples with highly stratified degrees of healthcare access and coverage, including many individuals with none at all. Exacerbating the problem of widespread health disparities is a persistent shortage of physicians over recent decades. Of most urgency is the need for doctors within already underserved minority communities. Extant research demonstrates that a more racially diverse student body can effectively address the nation's physician shortage and gross health disparities. Yet, the pool of future physicians of color relative to the increasingly racially diverse U.S. population remains incongruent. For medical school admissions committees, this is a formidable challenge, made ever more difficult by legal affronts to affirmative action in postsecondary admissions. Accordingly, the "disadvantaged status" prompt was inserted into the U.S. medical school application as a race-neutral mechanism with potential to help cull a more racially diverse medical student body. This project addresses the interface of minorities with the "disadvantaged status" essay, as there is a relative paucity of literature on the point of entry to medical school, particularly exploring the voices of applicants of color. Utilizing a Critical Race Theory (CRT) framework, this study expands the existing literature involving: (a) the history of minorities in U.S. medical school and the medical community's response to the stark and persistent absence of diversity among medical students and practitioners; (b) affirmative action in higher education and the race-neutral admissions trend; and (c) the enduring construct of "disadvantage" in regard to minorities within the U.S. education system.

The thesis investigates deliberateness in water allocation to historically disadvantaged individuals (HDIs) through a water infrastructure development project, the Great Letaba River Water Development Project (GleWaP) within a context of water allocation reform (WAR). WAR is a programme set to redress past discriminatory laws and practices in the allocation of water in South Africa and seeks to address racial and gender inequalities inherited from past political epochs. The study interrogates the concept of individual water rights for women in a context where the collective is prioritised over the individual. The qualitative study uses data collected from 73 participants using interviews, two focus group discussions and surveys. John Rawls’ theory of distributive justice and Jacques Derrida’s deconstruction theory are applied to interrogate water allocation discourses and processes to understand whether genuine justice can be achieved through water allocation reform. The study is set within the critical social theory paradigm where the interlinkages between power, politics, race and gender are interrogated in search of social justice. Study findings reveal that the intentions of WAR as articulated in the goals are far from achievable with other variables such as land ownership still to be addressed. After several years, WAR remains steeped in theoretical rhetoric while lacking in practicality, as victims of past discriminatory practices still have no access to water resources, while legislation continues to protect and benefit a minority. The study identifies deficit thinking as one of the challenges in the implementation of the reform strategy. It concludes that the water allocation reform strategy does not break away from colonial and apartheid concerns for white beneficiaries as there does not seem to be a deliberate attempt to allocate water to predominantly black historically disadvantaged individuals. The thesis thus recommends measurable outcomes for water allocation reform, development of a vibrant black rural water economy, and the use of expropriation of water as a measure to speed up water reform. / Thesis (PhD)--University of Pretoria, 2020. / Anthropology and Archaeology / PhD / Restricted

Magister Educationis - MEd / Little attention is usually given to the disadvantaged pupils' lack of problem solving skills and thinking skills needed for successful learning of differential calculus. Factors like what makes (disadvantaged) pupils not function (cognitively) very well are usually overlooked. The only factor considered by (some) teachers being only to comment on the impairments that already exists. That is for example labelling students as unintelliqent "foolish" or "dull". In some cases the blame is placed fully on the system (Government and its hidden agenda). While others blame the environment in which the pupils live without finding what impact the situations have on the learners' cognition. There is a need to know where and what causes cognitive impairment in general. This study looks at the domain of differential calculus. This research therefore sets out to find what the causes of cognitive deficiencies are in the learning of differential calculus. To find out some of the causes 67 High School pupils and 40 first year University students completed the questionnaires, 34 pupils wrote the differential calculus test, 10 final year matric teachers ,also contributed some information about some causes of cognitive deficiencies and how they could possibly be remedied. 4 first-year university mathematics students and 7 high school pupils were involved in the thinking - aloud interviews. The interviews were audio-taped and then subjected to a protocol analysis. Special references to this study were made to the works of Feuerstein, Perkins and Sternberg Thus in general the research set out to answer the following questions: 1. Which problems do pupils think they have with regard to learning differential calculus? 2. Which cognitive deficiencies or difficulties do pupils have in the learning of differential calculus? 3. What role do motivation and affective processes and other non-cognitive processes have in the learning of differential calculus? 4. Is there any relationship between the pupils' cognitive deficiencies, motivation and affective processes as well as the problems they think they have with regard to learning differential calculus? 5. What perception do practising teaching have on the above? 6. Is there any change or changes for first year university mathematics students? 7. Which instructional strategies can be used to rectify such deficiencies? 8. What are the implications and recommendations for further study? .... It was found that there are many cases of deficiencies among high' school pupils. These can briefly be summarised as follows: lack of effective institutional processes, poor socio-economic and political climate for blacks, inadequate research (thinking aloud) among the pupils. Finally the list of 28 recommendations and implementation for further study were suggested. These 28 recommendations were further divided into 5 general headings that teachers could experiment with in the classroom and school.