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ABSTRACT POST-DIVORCE EXPERIENCE OF HIGHLY EDUCATED AND PROFESSIONAL WOMEN Kavas, Serap Ph.D., Department of Sociology Supervisor: Assoc. Prof. Ayse Gunduz Hosgor July 2010, 327 pages Based on life-story interviews with women this dissertation analyzes post divorce experience of highly-educated and professional women. Economic, social, psychological well-being of divorced women / specifically, how they manage to adapt to their new lives after legal dissolution were examined. As is shown in our research while divorce caused various difficulties including financial, social and parenting problems, it, on ther other hand provided relief, for the participants. The participants developed wide range of survival strategies in the face of difficulties and challenges they experience which attested to their agency during and after the divorce process. To the study, while an urbanite, educated and professional woman&rsquo / s termination of a failing relationship itself can be considered as liberation on her part, it will be an overstatement to say that women are enjoying their independence and start anew, just as men do. In this connection, this study searched for insights into the question: How does act of divorce affect these women with respect to their empowerment? Feminist theory is used over the duration of this study. The study scrutinized on the emergent themes such as societal attitudes, single parenting, remarriage, intergenerational and intra-family transmission of divorce, financial consequence, and women&rsquo / s varying coping strategies as well as many other common themes emerged. Studying post-divorce experience of women, which is an unexplored area in Turkish context, employing qualitative method and dwelling on grounded theory approach as an inductive way of data analysis, this study intends to be a considerable contribution to the literature.

This thesis explores the mobility intentions of refugees in Hofors. The aim is to apply the theoretical framework of the life course perspective and social network theory; evaluating their suitability in approaching the topic of refugees’ mobility intentions in the Swedish countryside. The research questions ask how the life courses, social networks, and the specific locality influences their mobility intentions. The empirical research is based on biographical interviews and participatory mapping with refugee migrants residing in Hofors and an expert interview with a municipal employee. The findings illuminate: the role and dominance of different life domains at different timings (e.g. importance of the work domain in the initial stages of integration), the function of social networks as a resource of information, and the social context offered by Hofors (facilitating certain resources) – indicating the central importance of this conjunction, between the needs of trajectories within certain life domains and the ability of the locality to satisfy these needs, in influencing the mobility intentions. The research is situated in the field of international migration to the Swedish countryside, focusing on how rural municipalities can retain more refugees, by addressing the issue from the perspective of refugee migrants.

Syftet med studien är att förstå hur två gymnasieelever i läs- och skrivsvårigheter, på olika yrkesprogram, upplever sin undervisning i kursen Engelska 5. Följande frågeställningar har valts för att nå studiens syfte: Hur upplever eleverna att deras läs- och skrivsvårigheter påverkat deras studieresultat i kursen Engelska 5? Hur upplever eleverna att studieresultaten i kursen Engelska 5 påverkat den akademiska självbilden? Hur upplever eleverna olika bedömningspraktiker i engelskundervisningen? Studien har en kvalitativ ansats med livsberättelseintervju som metod. Den teoretiska utgångspunkten i studien är fenomenologi och Amedo Giorgis femstegsmodell har tillämpats för att analysera studiens data. I resultatet framkommer att eleverna upplever att deras läs- och skrivsvårigheter har påverkat både studieresultatet i kursen Engelska 5 och den akademiska självbilden negativt. De upplever att undervisningens upplägg, med stora undervisningsgrupper, begränsat lärarstöd och inga stödinsatser, är bidragande orsaker till att de inte lyckats nå kunskapskraven i kursen Engelska 5. Eleverna upplever att den muntliga feedbacken från läraren är mest effektiv för kunskapsinhämtandet samt att strategin kamratbedömning upplevs som negativ på grund av nya gruppkonstellationer varje läsår i kursen Engelska 5. Båda elever anser att de kommer ut i ett yrke efter gymnasiestudierna oavsett om de lyckas nå kunskapskraven i kursen Engelska 5 eller ej. / The purpose of the study is to understand how two students in upper secondary school, with reading- and writing difficulties, experience their education in the course English 5. To clarify and deepen the aim of the study three questions have been used: Do the students experience that their reading- and writing difficulties have affected their academic results? In what way do the students experience that their academic results have affected their academic self-concept? How do the students experience different types of assessment? The study has a qualitative approach with life stories as a method and the theoretical frame of the study is phenomenology. Amedo Giorgi's five steps model has been used to analyze the data of the study. The results show that the students experience that their reading- and writing difficulties have affected both their academic results and their academic self-concept negatively. They experience that the structure of their lessons, with big classes, limited teacher support and no special educational support, affect their possibility to accomplish the knowledge requirements. The students experience that the oral feedback from the teacher is the most important thing to accomplish knowledge. The strategy peer review is experienced as negative due to new classes every semester in the course English 5. Both students are convinced that they will be employable after their studies regardless if they have accomplished the knowledge requirements in the course English 5 or not.

In the western world, Islam has been interpreted based on stereotypes of muslims. The stereotype image leads to the fact that many Muslims in Sweden today are forced to face Islamophobia and preconceptions about Islam's meaning. To enhance the image of Islam, lived religion as field of research is useful as it opens the opportunity to study people's lived experiences of religious traditions beyond religious institutions and doctrines. The field can show how religious traditions are expressed in people's everyday lives by lifting the voices of individuals which are not otherwise noted. Lived Islam is thus an area that highlights Muslims' living experiences of Islam in their daily lives. In this essay, lived Islam is studied as it may occur among individuals who define themselves as women and Muslims in Karlstad, Sweden. The aim is to enhance the image of Islam and raise female experiences of Islam. This will broaden the already existing research spectra that usually takes an androcentric perspective. The women's experiences are investigated through life stories interviews. Based on a material perspective on religion, the paper examines how Islam is manifested and expressed through material practices, objects, and different phenomena in the women’s everyday life. The result shows that Islam is described as a framework of how life is interpreted and expected to be lived. Islam is expressed in form of material practices like for example regular prayers, but also as an approach to the outside world. Lived Islam in Karlstad, as it can be expressed among individuals who define themselves as women and Muslims can be said to mean a perspective that encompasses all content in life. The Muslim women in the paper are positive about their life’s in Karlstad, but some elements can also complicate everyday life, such as meetings with preconceptions about Islam and the Muslim woman.

This thesis examines life stories of three chosen preschool directresses. Based on life story interviews it brings and partially compares their life stories, picks out the critical incidents and characteristic features of their lives, gives insight into individual phases of their director's role and document their reflection of the role itself. The in - depth interviews focus on complex understanding of individual's life. The directresses are examined based on both their professional development and personal experiences. This thesis documents own interpretations of life stories; it is a source of self-reflection for the examined directresses. It also serves as an inspiration source for directors newly in the office. It is formally divided into two parts: the theoretical one gives an overview of life-story interview as a methodological approach applied. Furthermore, it is also devoted to the director as an individual being defined mainly in the Czech School Law. It also represents the existing results of both teachers' and directors' life stories research. The research part represents an analysis of life story interviews with three chosen preschool directresses in connection to the research questions.