Arbetsmarknadsintegration är ett samhällsproblem som påverkar både individen själv och även samhället. Syftet med denna studie har varit att undersöka upplevelser på den svenska arbetsmarknaden för högutbildade nyanlända som kom till Sverige år 2015. Studien har utgått från att belysa utmaningar och förutsättningar som högutbildade nyanlända har upplevt på väg in till arbetsmarknaden. Studien grundar sig i en kvalitativ metod där det empiriska materialet har samlats in via semistrukturerade intervjuer med tio respondenter. Respondenterna är högutbildade nyanlända som kom till Sverige 2015 och är etablerade på arbetsmarknaden. Empirin har analyserats i en tematisk analys med hjälp av humankapitalteori och sociala nätverksteori. Studiens resultat visar att upplevelser är individuella och därför finns likheter och skillnader mellan dem. De utmaningar som uttrycks av respondenterna är brist på sociala nätverk, värdelösa insatser av arbetsförmedlingen, etnisk diskriminering och nedvärdering av utländska utbildningar och erfarenheter. Förutsättningarna som underlättade högutbildade nyanländas arbetsmarknadsintegration uttrycks vara tillgång till sociala nätverk, arbetsmarknadsinsatser, språkkunskaper och erhållande av en ny svensk utbildning. Det framkommer i resultatdelen att språkkunskaper och diskriminering inte upplevs på samma sätt i alla sektorer av arbetsmarknaden, utan kan ses som sektorspecifika.

According to several studies, it is difficult for highly educated immigrants to find a job that match their education. A large number of them are forced to work in low-skilled jobs to cope with their daily lives. In this study, I will examine highly educated immigrants experience of their situation in the Swedish labor market. The study aims to examine the obstacles and opportunities that highly educated immigrants face in the labor market. The study is based on internal opinions where personal experiences and reflections of different participants were analyzed. The focus of the study is how six educated immigrants describe their situation in the Swedish labor market. This paperaims to increase knowledge about highly educated immigrants' conditions, expectations, obstacles and opportunities in the Swedish labor market. The results of the interviews with the participants were analyzed using key concepts from the two sociologists Erving Goffman and Pierre Bourdieu. The results show that the lack of a valuable social network, loss of symbolic and cultural capital that the participants had in their home country, plus the various demands from the employer, which is a major focus on the Swedish language, makes it difficult for academic immigrants to find a qualified job. respond to their education. / Enligt flera studier är det svårt för högutbildade invandrare att hitta ett jobb som möter deras utbildning. Ett stort antal högutbildade invandrare tvingas arbeta i lågkvalificerade jobb för att klara av sitt dagliga liv. I den här studie kommer jag att undersöka högutbildade invandrares upplevelser av sin situation på den svenska arbetsmarknaden. Studien syftar till att undersöka de hinder och möjligheter som högutbildade invandrare står inför på arbetsmarknaden. Studien bygger på interna åsikter där personliga erfarenheter och reflektioner av olika deltagare analyseras. Studiens fokus ligger på hur sex högutbildade invandrare beskriver sin situation på den svenska arbetsmarknaden. Syftet är att fördjupa förståelsen kring faktorer som påverkar högutbildade invandrares inträde och integration på den svenska arbetsmarknaden. Resultaten av intervjuerna med deltagarna analyserades med hjälp av centrala begrepp från de två sociologerna Erving Goffman och Pierre Bourdieu. Mitt resultat visar att bristen på ett värdefullt socialt nätverk, förlust av symboliskt och kulturellt kapital som deltagarna hade i hemlandet, plus de olika kraven från arbetsgivaren som ligger stor fokus på det svenska språket gör det svårt för högutbildade invandrare att hitta ett kvalificerat jobb som bemöter deras utbildning.

Foreign-trained healthcare professionals consist of a sizable and important portion of the United States healthcare workforce (Chen et al., 2013; Farkas, 2003; Lowell, 2012). Foreign-trained healthcare workers often encounter various challenges in acclimating and integrating into the American society and workforce. Even though foreign-trained occupational therapists are considered essential, and their difficulties in adjusting are well-recognized, there are very limited bridging and training programs designated solely for this population that incorporate a comprehensive approach and meets their unique needs. Therefore, this doctoral project aimed to understand the barriers to integrating into the local workforce and proposed ways for supporting these highly- educated and experienced professionals in their new country. The resulting solution is A Bright Future Ahead, an online educational and vocational program designed for new foreign occupational therapists. The program’s content and structure are based on existing programs for adjacent health professionals while customizing the program’s layout and content to target occupational therapists. A Bright Future Ahead suggests a multi-layered solution that requires an enormous investment in the program’s development and implementation; however, this program can be expanded in the future to other professions that share similar professional credentialing processes and experience akin barriers.

This study aimed to investigate how newly graduated social workers, in the social services' income support, experience their work in the first time after graduation, and what factors affect their experiences. This is based on requirements-, control and the support model. Data collection took place through six semi-structured interviews with newly graduated social workers who work on the social services' income support. Collected data were analyzed with thematic analysis. The results showed that newly graduated social workers experience feelings of insecurity, unpreparedness, and stress. The results also showed that quantitative workload is high, but support plays an important role in ensuring that newly graduated social workers thrive in the workplace. / Denna studie syftar till att undersöka hur nyutexaminerade socionomer inom socialtjänstens försörjningsstöd upplever sitt arbete den första tiden efter examen, samt vilka faktorer som påverkar deras upplevelser. Detta utifrån krav-, kontroll- och stödmodellen. Datainsamling skedde genom sex semi-strukturerade intervjuer med nyutexaminerade socionomer som jobbar på socialtjänstens försörjningsstöd. Insamlade data analyserades med tematisk analys. Resultaten visade att nyutexaminerade socionomer upplever känsla av osäkerhet, oförberedd och stress. Resultaten visade också att kvantitativ arbetsbelastning är hög, men stöd har en viktigaste roll för att nyutexaminerade socionomer trivs på arbetsplats.

吳玉山提出「後極權資本主義發展國家」的概念來形容為何中國在維持高速經濟發展的同時，依然保有對國家機器的控制與公民社會的滲透，他認為中國大陸發展趨勢乃是揉合了蘇東和東亞模式，經改上的亮眼表現雖然帶來政治參與的壓力，但中共卻能夠有效轉化這些壓力，回應外界挑戰並且持續執政、鞏固一黨領導。隨著中國大陸擴展國際視野，具有留學背景的菁英也逐漸在高層政治中嶄露頭角，然而海歸菁英由於曾經接觸西方民主思潮，因此成為政治甄用對象中最有可能產生價值矛盾的族群。依循這樣的思路，本文試圖從政治菁英甄補（political recruitment）的面向，解釋中共如何在推動經濟成長的同時延續國家統治的絕對優勢。本文發現海歸派在政治領域中發揮諮詢的功能並扮演執行的角色，主要集中在學術單位與政府職能部門。在仕途發展方面，除了在原生系統升遷之外，海歸官員於不同升遷渠道間的水平流動，以「政府機關往人大政協」的晉升為主。我們認為造成這種現象的原因，乃是中共致力於推動現代化建設，但另一方面又擔心西方民主思想滲透動搖共產黨領導的結果。 / The party control over state apparatuses and civil society has remained strong during China’s rapid economic rise. The approach China has taken after economic reform has been an amalgamation of the Soviet/Eastern European and East Asian models, which is the Post-Totalitarian Capitalist Developmental State, provided by Yu-Shan Wu. Foreign-educated returnees have already emerged in China’s political arena as a distinguished political elite group, as characterized by the skills for external communication and technical knowledge that they posses. Furthermore, for the foreign-educated political elite, the experience of oversea studies also may cause tension between the one-party dictatorship thinking and the western democratic ideals in their mind. We attempt to explain how the CCP simultaneously promotes economic growth and maintains political domination from the dimension of political recruitment. There are two main findings in this paper: First, most of the returnees work in academic units and professional departments in government. They play the role of consultants or executives during decision making processes. Second, for career paths the most obvious political mobility of the foreign-educated elites among recruitment channels is the “Government toward NPC and CPPCC”. To conclude, this reveals that the Chinese leaders are determined on preventing the penetration of western democratic ideals on one hand, and accelerating the modernization of China on the other.

Made available in DSpace on 2016-04-28T19:34:17Z (GMT). No. of bitstreams: 1 Marina Aparecida dos Santos.pdf: 275506 bytes, checksum: 25374a6a3212a752cde3a8f7086f5f7a (MD5) Previous issue date: 2007-11-23 / This study demonstrates how educated speakers of NURC Project always maintain their face by using the self-correction. This academic work is grounded on the Analysis of Conversation theories and focuses Correction and Face Protection System which highlights the linguistic politeness. The face protection, which is characterized by clearness, hesitation, grammatical correction and repetition emphasizing the argument, was examined in 42 (forty two) examples that were selected in the inquiries of NURC Project. Part of the history of the Project is described as well as Goffman and Brown and Levinson s theories, with the purpose to clarify the contents of these and other studies that have been developed in academic area, regarding to this issue. Supported by these theories, a quantitative analysis of data collection in the 42 selected inquiries was done. The conclusion is that the educated speaker seems to be more worried with this linguistic performance in society. Thus, the speaker usually protects his face, especially when uses the self-correction / Com este estudo temos a intenção de demonstrar como o falante culto do Projeto NURC/SP preserva sua face com o uso da autocorreção auto-iniciada. Com base nas teorias da Análise da Conversação, enfocando o Sistema de Correção, da Preservação da Face ressaltando a polidez lingüística, analisamos 42 (quarenta e dois) exemplos que foram selecionados nos inquéritos do Projeto NURC/SP, com base em quatro fatores encontrados, que caracterizam a preservação da face, ou seja, a clareza, a hesitação, a adequação gramatical e a repetição como ênfase de argumentação. Para isso buscamos parte da história do Projeto, descrevemos as teorias de E. Goffman, P. Brown e S. Levinson, assim como os vários estudos já efetuados por outros autores nesse campo. Selecionamos os inquéritos e nesses os exemplos, e procedemos à análise dos mesmos, sempre com base nas teorias já mencionadas, chegando à análise quantitativa dos dados colhidos nos exemplos. Concluímos que o falante culto parece ser o mais preocupado com o desempenho lingüístico em sociedade e por isso preserva sua face, principalmente quando faz uso da autocorreção

Made available in DSpace on 2016-04-25T20:20:49Z (GMT). No. of bitstreams: 1 Egle Betania Portela Wanzeler.pdf: 2623240 bytes, checksum: b02cd6fd011e12625261ece785818eb0 (MD5) Previous issue date: 2012-10-04 / Fundação de Amparo à Pesquisa do Estado do Amazonas / This work refers to a reflexive analysis over an indigenous teacher‟s education experience, in which it was established an educational praxis inspired in the complexity and transdisciplinarity operators. It consists of the construction process of a matrix towards an epistemological and methodological exploration implied in these operators. Methodologically, this work was developed through ethnographic research. The research tried to establish pertinent dialogues between two cognitive operators: sensible thought and scientific thought, inherent to the educational context. The empiric field of this research was the educational experience itself that was developed in the Estágio Supervisionado (Supervised Internship) and Prática da Pesquisa Pedagógica (Pedagogic Research) disciplines. Furthermore, this work tried to institute bounds between the mythical and cosmological universe of the individuals in the research and insert them in the experience as constituents of education and learning. At last, it comprises a research inspired by the experience on what has been sensed and lived, nurtured by sensibilities, imaginaries, intuitions, wisdoms, ethics and aesthetics / Este trabalho refere-se a uma análise reflexiva acerca de uma experiência de formação de professores indígenas, por meio da qual se procurou estabelecer uma prática de formação inspirada nos operadores da complexidade e da transdisciplinaridade. Trata-se do processo de construção de uma matriz de exploração epistemológica e metodológica implicada nesses operadores. Metodologicamente, este trabalho foi desenvolvido por meio da pesquisa etnográfica. A pesquisa buscou estabelecer diálogos pertinentes entre dois operadores cognitivos: pensamento sensível e pensamento científico, inerentes ao contexto da formação. O campo empírico da pesquisa foi a própria experiência de formação que se desenvolveu nas disciplinas Estágio Supervisionado e Prática da Pesquisa Pedagógica. Além disso, o trabalho procurou estabelecer vínculos entre o universo mítico e cosmológico dos sujeitos da pesquisa e inseri-los na experiência como conteúdos de ensino e de aprendizagem. Enfim, trata-se de uma pesquisa inspirada pela experiência do sentido e do vivido, a qual se procurou nutrir de sensibilidades, imaginários, intuições, sabedorias, ética e estética

Made available in DSpace on 2016-04-26T14:53:46Z (GMT). No. of bitstreams: 1 Egle Betania Portela Wanzeler.pdf: 2623240 bytes, checksum: b02cd6fd011e12625261ece785818eb0 (MD5) Previous issue date: 2012-10-04 / Fundação de Amparo à Pesquisa do Estado do Amazonas / This work refers to a reflexive analysis over an indigenous teacher‟s education experience, in which it was established an educational praxis inspired in the complexity and transdisciplinarity operators. It consists of the construction process of a matrix towards an epistemological and methodological exploration implied in these operators. Methodologically, this work was developed through ethnographic research. The research tried to establish pertinent dialogues between two cognitive operators: sensible thought and scientific thought, inherent to the educational context. The empiric field of this research was the educational experience itself that was developed in the Estágio Supervisionado (Supervised Internship) and Prática da Pesquisa Pedagógica (Pedagogic Research) disciplines. Furthermore, this work tried to institute bounds between the mythical and cosmological universe of the individuals in the research and insert them in the experience as constituents of education and learning. At last, it comprises a research inspired by the experience on what has been sensed and lived, nurtured by sensibilities, imaginaries, intuitions, wisdoms, ethics and aesthetics / Este trabalho refere-se a uma análise reflexiva acerca de uma experiência de formação de professores indígenas, por meio da qual se procurou estabelecer uma prática de formação inspirada nos operadores da complexidade e da transdisciplinaridade. Trata-se do processo de construção de uma matriz de exploração epistemológica e metodológica implicada nesses operadores. Metodologicamente, este trabalho foi desenvolvido por meio da pesquisa etnográfica. A pesquisa buscou estabelecer diálogos pertinentes entre dois operadores cognitivos: pensamento sensível e pensamento científico, inerentes ao contexto da formação. O campo empírico da pesquisa foi a própria experiência de formação que se desenvolveu nas disciplinas Estágio Supervisionado e Prática da Pesquisa Pedagógica. Além disso, o trabalho procurou estabelecer vínculos entre o universo mítico e cosmológico dos sujeitos da pesquisa e inseri-los na experiência como conteúdos de ensino e de aprendizagem. Enfim, trata-se de uma pesquisa inspirada pela experiência do sentido e do vivido, a qual se procurou nutrir de sensibilidades, imaginários, intuições, sabedorias, ética e estética

Made available in DSpace on 2014-07-29T16:27:53Z (GMT). No. of bitstreams: 1 AllexDissertacao02082012WEB.pdf: 3719508 bytes, checksum: 5ebd7cf8ae0675316ac3bcb8b80892f7 (MD5) Previous issue date: 2012-06-01 / This paper proposes an investigative reflection and (mis)reading helical tangle of lines that seeks, in the discourses and images of dadá and the avant-garde film movement dogma95 elements for performing an artistic intervention in the Rodoviaria Plano Piloto in Brasília (DF). The focus of the text is aimed at the questions that underlie the notion of looking educated in the (mis)direction of visual culture, as epistemological basis in order to ask about the different meanings articulated by the individuals who pass in the environment of the intervention in the field. By this route, the lines of escape and overflow interpretations by those subjects who admit a multiplicity of perspectives shaped, inventive and deviants, before the cultural transgressions in insurgency movements above. The research had the (dis)methodological guid Merz in the Hand, which has theoretical and historical descriptions of the movements in question, and the bases for practices with structured interviews, structured scripts of questions by e-mail, photographs, film and artifacts produced in the field. This multiplicity of assemblages unraveled reflections on the myriad of meanings from the looks of interpretations conformed to art images and connections between the subjective and cultural space-times, as well as the practices of subject positions that constitute deviant. / Este texto investigativo propõe uma reflexão e (des)leitura helicoidal, emaranhado de linhas que busca, nos discursos e nas imagens da vanguarda dadá e do movimento cinematográfico dogma95, elementos para a realização de uma intervenção artística na Rodoviária do Plano Piloto, em Brasília (DF). O foco do texto está voltado para as questões que perpassam a noção de olhar educado nos (des)caminhos da cultura visual, como base epistemológica, a fim de perguntar sobre os diferentes significados articulados pelos sujeitos que transitam no ambiente da intervenção, em campo. Por esta rota, as linhas fogem e transbordam das interpretações desses sujeitos que admitem uma multiplicidade de olhares conformados, inventivos e desviantes, perante as transgressões culturais nas insurgências dos movimentos acima. A pesquisa teve como (des)norteamento metodológico o Merz na Mão, que conta com bases teóricas e descrições históricas entre os movimentos em questão, e parte para bases práticas com entrevistas semiestruturadas, estruturadas, roteiros de perguntas por correio eletrônico, fotografias, filmagem e artefatos produzidos em campo. Essa multiplicidade de agenciamentos deslindou reflexões acerca das miríades de significados entre os olhares de interpretações conformadas para as imagens da arte e entre as conexões subjetivas e culturais dos espaços-tempos, bem como das práticas de sujeitos que configuram posturas desviantes .

Onward migration is an understudied process whereby people leave their country of origin, settle in a second country for a period of time, and then migrate on to a third country. This dissertation explores the transnational trajectories of one specific group of onward migrants. These are highly educated people who moved from Iran to Sweden as refugees following the Iranian Revolution in 1979. Then, after settling in Sweden for a period of time they subsequently moved on to London, England. Melissa Kelly explores how people live their lives across places. Using life history interviews conducted with individual onward migrants, Kelly draws out and contex-tualizes the individual and shared experiences of these migrants in specific space-time contexts, and highlights the meaning of both settlement and mobility in their lives. In doing so, she explores the circumstances that underlie the onward migration phenomenon, drawing attention to different geographical levels of scale, and linking social, economic and cultural perspectives. The main argument of the dissertation is that while place continues to be of sig-nificance, a broader understanding of migrant integration processes is required. Onward migration disrupts the categories usually used to comprehend the integration of migrants in narrowly defined nation state contexts, and encourages a more nuanced understanding of how we conceptualize both migration and settlement.