This thesis analyses determinants for structural reforms in the euro area. First, it is theoretically scrutinized how the common monetary policy of the European Central Bank causes a reform bias between small and large countries. Second, it is examined how private market adjustment, structural reforms and their interaction affect the intra-euro area current account balances of euro area countries. Third, it is analysed how an asymmetric foreign asset and liability distribution across the euro area affects single countries need for structural reforms of labour markets. Fourth, the impact of fiscal stabilization policy on structural reform activity will be examined.

The intention of this research was to describe behaviors and characteristics of General Chemistry I peer leaders using a pedagogical reform method referred to as Peer-led Guided Inquiry (PLGI), and to discuss the ways in which these peer leaders created productive whole-class discussions. This reform technique engaged students to work on guided inquiry activities while working cooperatively in small groups, led by undergraduate peer leaders. These sessions were video recorded and transcribed. The data was evaluated using grounded theory methods of analysis. This study examined the dialog between students and peer leaders, paying specific attention to question types and observed patterns of interactions. The research took shape by examining the kinds of questions asked by peer leaders and the purposes these questions served. In addition to looking at questions, different kinds of behaviors displayed by peer leaders during their small group sessions were also observed. A close examination of peer leader questions and behaviors aided in developing an answer to the overall research question regarding what factors are associated with productive whole-class discussions. Five major categories of peer leader behaviors evolved from the data and provided a means to compare and contrast productive whole-class discussions. While no category single-handedly determined if a discussion was good or bad, there was a tendency for peer leaders who exhibited positive traits in at least three of the following categories to have consistently better whole-class discussions: Procedural Practices, Supervisory Qualities, Questioning Techniques, Feedback/Responses, and Interpersonal Skills. Furthermore, each of the major categories is tied directly to Interpersonal, Communication, and Leadership skills and their interactions with each other. This study also addressed applications that each of these categories has on instructional practices and their need in peer leader training. In addition, a scale was developed for rating the relative effectiveness of whole-class discussions in terms of student participation. This study provides a tool for measuring productive whole-class discussions, as well as practical applications for peer leader (or teacher) training.

This research aims to deepen the understanding of drivers of populism by analysing different camps in the debate around land reform, using South Africa as a case. The research is conducted through a critical discourseanalysis (CDA) of two actors that represent different positions in a deeply divided society. To analyse the data for this research, the methodological framework of CDA will be operationalised and tabulated against concepts drawn from the theoretical discussion of populism described in the literature review. The two actors in the analysis are the political party EFF and the civilrights organisation AfriForum. The research found that the drivers of populism connected to land reforms in South Africa are based on the discontent of the black African people who still live in poverty, do not own their own land and are forced to stay in temporary housing on illegally occupied land. On the other hand, the driver behind AfriForum concerns feelings of threat, due to racial violence and their land is at risk of being confiscated by the government. After analysing their discourses between each other, it demonstrates how their actions sustain and create racial tension in post-apartheid South Africa.

В магистерской диссертации раскрываются причины проведения реформ школьного образования в России в 1860-е – 1870-е гг., рассматриваются проекты реформирования предложенные министрами, характеризуются авторы и суть преобразований, раскрывается ход этих преобразований. / The master's thesis disclosed the reasons for the reform of school education in Russia in the 1860s - 1870s., characterized reform projects proposed by ministers, revealed the course of these transformations.

Narrative identity refers to the interconnected web of stories forged by individuals to explain life. These stories are permeated with values and work as resources for the self during role transitions, in a constant flux of construction and revision. By analyzing the accounts of acting *förstelärare this study explores how a professional self is negotiated within a hero’s relational setting, this in order to challenge stereotypes and contradictions in teacher identities. In 2013 the Swedish Government introduced a career reform aimed to attract, and promote the conservation of, high-performing teachers in schools, and thus was the category *förstelärare (’first teacher’) introduced. Drawing on socio-constructive and pragmatic theories of identity, this paper aims to highlight nine individual *first teachers’ representations of experience as a means to consider and reflect upon the complexity of the teaching profession in a late modern society. Ultimately the qualitative analysis identifies the ways *first teachers subconsciously use the hero’s narrative as a tool to discursively negotiate a professional identity.

Diese Dissertation behandelt die Erwerbstätigkeit von Müttern, Fertilität und die Entwicklung von Kindern in Deutschland. In Kapitel zwei evaluieren wir den Effekt der Elterngeldreform von 2007. Zunächst zeigen wir die „child penalty“, den Effekt der Mutterschaft auf die Erwerbstätigkeit. Wir verwenden dann die errechneten „child penalties“ vor und nach der Reform, um zu zeigen, dass die Reform positive Effekte auf die mittelfristige Erwerbstätigkeit hatte. Kapitel drei konzentriert sich auf die sogenannten „Cash-for-Care“-Transferleistungen für Eltern von ein- bis zweijährigen Kindern. Ich zeige eine signifikante Reduzierung der Beschäftigung bei Migrantinnen, wenn die potenziellen Leistungen erhöht werden. Es gibt positive Auswirkungen auf die Fertilität. Keine signifikanten Effekte finde ich für die Entwicklung der Kinder. In Kapitel vier untersuchen wir den Effekt der deutschen Ganztagsgrundschulen auf die Schulkinder. Unsere Ergebnisse zeigen positive Auswirkungen auf die Schulleistungen. Wir stellen auch signifikante positive Peer-Effekte der Ganztagsprogramme fest. Allerdings finden wir nicht, dass diese Programme zur Verringerung der Ungleichheit im Schulsystem beitragen. Kapitel fünf behandelt die Untererfassung von Teilzeit in den administrativen Arbeitsmarktdaten, welche bis 2011 vorkam. Wir entwickeln eine Korrekturmethode für fehlerhalft als Vollzeit registrierte Teilzeitbeschäftigungsverhältnisse. Die Korrektur hat Auswirkungen auf die Entwicklung der Lohnungleichheit, aber auch die Müttererwerbstätigkeit. Zusammenfassend befasst sich meine Dissertation mit dem Zeitraum von der Geburt bis zur Grundschule und untersucht Effekte auf Mütter und Kinder. Darüber hinaus wird die fehlerhafte Erfassung von Teilzeitbeschäftigungen in den administrativen Arbeitsmarktdaten adressiert. Die Arbeit zielt darauf ab, wertvolle Erkenntnisse über die Auswirkungen von Transferleistungen und die Gestaltung von Grundschulprogrammen auf Familien in Deutschland zu liefern. / This dissertation examines various aspects related to maternal employment, fertility and the skill development of children in Germany. In chapter two, we develop an estimation method for the causal effect of the 2007 parental benefits reform in Germany. Therefore, we first estimate the "child penalty'' on employment outcomes, then we use the estimated child penalties before and after reform implementation to assess reform effects. We find that the reform had positive effects on medium-run employment. Chapter three focuses on the so-called "cash-for-care''-transfers for parents of children aged one to two. I find a significant reduction of employment for migrant mothers if the potential benefit amount is increased. There are positive effects on fertility for the average of the population. However, I do not find significant effects on the skill development of children. In chapter four, we study the expansions of German all-day schools and their impact on children's outcomes. Our findings reveal evidence of positive impacts on children's achievements. We also show significant positive peer effects from classmates attending all-day programs. However, we do not find significant evidence that these programs significantly contribute to decreasing inequality in the German school system. Chapter five addresses an important aspect in the administrative labor market data. By developing a correction for misreported part-time employment spells which happened in the years prior 2011. The corrected data have implications for studying wage inequality, but also for studying maternal employment as the part-time share is very high among mothers of young children. In summary, this dissertation studies the period from birth to primary school. It covers topics such as maternal employment, fertility and skill development. Additionally, it addresses the data problem of misreported part-time spells in the administrative labor market data and presents a correction methodology.

This paper focuses on the use of English epicene pronouns in discourse which most individuals are exposed to on an everyday basis. Gender-based linguistic reforms have been implemented since the beginning of the 1970s, to achieve a more non-sexist language. In the present study Corpus linguistics has been applied to investigate the use of personal pronoun he and the personal pronoun singular they in relationship with these linguistic reforms. The present study uses data from both written and spoken English between the 1930s and 2019. The data is collected from corpora COHA and COCA to diachronically study patterns of the use of generic he and singular they when used as anaphoric reference to an antecedent of unknown gender. To narrow the searches in corpora, indefinite compound pronouns are used in collocation with the epicene pronouns as linguistic features. Systematic sampling and mapping of the data lay the ground for the analysis that determines if patterns in the language can be related to the gender-based linguistic reforms. The evidence from the data collected for the present study shows that there are changes in use of male biased pronouns before and after the gender-based linguistic reforms. From the data conducted for the present study the evidence shows trends in the figures that the neutralization strategy can be related to the changes, to some extent. The diachronic development is discussed in connection with reforms, guidelines and previous conducted studies in more detail and suggestion on further studies are presented.

The aim of this study was to critically analyse the bill (2021/22:162) which lay the foundation for the upcoming changes to the Swedish Education Act. Applying Carol Bacchi's framework “What’s the problem represented to be?”, this study aimed to answer how problems and solutions were presented in relation to the school's assignment towards students with intellectual disabilities (ID). In addition, identifying what silences could be discovered in the bill. Dyson and Millward's forms of inclusion constituted the study's theoretical framework. The analysed areas were limited to strengthening student health, guaranteeing early support efforts, and replacing and eliminating certain outdated concepts. The results show that none of the government's proposals met the criteria for strong inclusion, but contained both inclusive and exclusionary elements. Although the bill presented an ambition to strengthen the education for students with ID, results showed that this ambition did not include all students. Depending on which proposal the government presented, students with ID were attributed different characteristics to justify the government's proposal. This study also shows that the presented solutions were applicable within the existing school system and deriving from individual shortcomings. Further problematization of overall obstacles for students with ID was thus missing.

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In the following research I strive to focus on the various aspects that influence the‘empowerment’ issue of rural Indian women. I refer to two governmental reforms inparticular - the historic ‘Women’s Reservation Bill’ (WRB) which insists on a onethird participation of women at the lower tier of political structure in India called thePanchayats and the controversial ‘Two Child Norm’ (TCN) which restricts politicalparticipation of both men and women Panchayat candidates if the couple chooses tohave more that two children (Buch, 2005).I spread my research over a variety of social actors relevant to this issue and useKabeer’s (1999) three-dimensional model of dissecting empowerment that analyzesthe term at an intrinsic level. It is revealed through this research and analysis that inspite of the government’s efforts through the WRB reform of providing resources tothe rural women toward economic and social empowerment through politicalparticipation, the power terrains of caste, culture and religion withhold their agency.On the other hand, the tainted TCN stipulation, which in some cases has proveddetrimental to women, has also shown signs of being helpful in determining theintrinsic aspect of empowerment like gaining a voice in terms of reproductive rights.Such findings however bring into focus the government’s lack of commitment andforesight in designing such reforms and hence this research helps us locate the sites ofdevelopment to make the term ‘empowerment’ more meaningful.