Bab edh-Dhra is the most extensively excavated cemetery from Early Bronze Age, Jordan. Despite thorough study, the social structure and existence of social inequality remain unclear. This was addressed using osteological evidence of physiological stress to compare between family tombs. In societies exhibiting social inequality, individuals of lower status experience higher levels of stress. Evidence of physiological stress (femoral length, LEH, metabolic disorders, periosteal reactions, cribra orbitalia, and porotic hyperostosis) was recorded using standard methods for 250 adults. The artifact counts in this study have been previously published. Differences in the frequency of stress indicators were compared using chi-square tests. The results show no difference in the frequency of stress indicators between tombs and no correlation between artifacts and frequency of stress indicators. This indicates that families at Bab edh-Dhra experienced similar stress levels and low inequality. This may be due to cultural practices, subsistence methods or lack of data.

Ett förändrat klimat ökar risken för fler frekventa skogsbränder, skogsbränder som spås vara mer intensiva än tidigare sett. Det här ger ett behov av att ha en fungerande katastrofhantering när en skogsbrand sker. Krav ställs även på ledande aktörer att besitta den kunskap och erfarenhet som krävs för att kunna hantera en omfattande skogsbrand. Det ställer även krav på att identifiera och bemöta de olika behov som kan uppstå vid en katastrof, samt ge samtliga drabbade samma möjligheter och en jämlik resursfördelning.   Syftet med denna uppsats är att undersöka hur resursfördelningen såg ut mellan personal, samt undersöka hur exponerade boende samt skogsägare informerats och omhändertagits under skogsbranden. Den metod som använts för denna studie är en kvalitativ innehållsanalys med en induktiv ansats, där två rapporter om skogsbranden analyserades. Resultatet visade att det fanns en snedvriden resursfördelning mellan brandmännen och administrativ personal, där brandmännen tilldelades flest resurser. Resultatet visade även att skogsägarna omhändertogs väl och fick särskilda informationsplatser, samtidigt som exponerade boende utsattes för onödiga risker vid evakueringarna som skedde. Boende som inte talade svenska fick i vissa områden tillgång till information och stöd men var bristfälligt i andra områden. / A changing climate increases the risk of more frequent forest fires, forest fires that are predicted to be more intense than previously seen. This creates a need to have a functioning disaster management system when a forest fire occurs. Demands are also placed on leading actors to possess the knowledge and experience required to be able to handle an extensive forest fire. It also requires identifying and responding to the various needs that may arise in the event of a disaster, as well as giving all those affected the same opportunities and an equal distribution of resources.   The purpose of this essay is to investigate how the distribution of resources looked between personnel, as well as investigate how exposed residents and forest owners were informed and taken care of during the forest fire. The method used for this study is a qualitative content analysis with an inductive approach, where two reports about the forest fire were analyzed. The result showed that there was a skewed distribution of resources between the firefighters and administrative staff, where the firefighters were allocated the most resources. The result also showed that the forest owners were well taken care of and given special information points, while exposed residents were exposed to unnecessary risks during the evacuations that took place. Residents who did not speak Swedish had access to information and support in some areas but were inadequate in other areas.

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[pt] A dissertação discute o movimento de ocupação das escolas no Brasil durante os anos de 2015 e 2016 a partir da reflexão de que esse foi um tipo de mobilização em que os jovens das classes populares se apresentaram de forma inédita na cena pública, em um fenômeno que revela sinais contraditórios. De um lado, as ocupações constituem uma demonstração de apreço inédito dos jovens em relação à escola pública, percebida como decisiva para suas vidas; de outro, o fenômeno não deixa de explicitar uma nova forma de desigualdade entre os jovens de classes populares, em um processo que se sobrepõe à desigualdade já existente decorrente do dualismo entre a rede pública e a rede privada. Por mobilizar questões ligadas ao campo da educação e ao projeto de escolarização da juventude brasileira, a ocupação das escolas aparece como resultado de um processo de mudança social que, analisado pela chave da sociologia da educação, revela uma nova forma de ação coletiva e uma interlocução entre instituição, sujeitos e direitos. De modo a contextualizar como se chegou a esse processo de mudança social, considerou-se necessária a problematização da promessa de um projeto de escola republicana, que somente a partir de 1988 se materializa na afirmação da escola pública como central à construção da democracia no país; em seguida, apresenta-se uma revisão bibliográfica que busca salientar como a escola enquanto instituição produz desigualdades internas que redefinem as desigualdades externas à ela, atravessando com isso os projetos de futuro da juventude popular. Com base nessa revisão bibliográfica, que mobiliza um debate sobre as narrativas de jovens de classes populares e sobre a insuficiência de políticas públicas direcionadas à juventude, pode-se avançar em uma reflexão sobre o quanto ainda falta para que a universalização do acesso à escola se dê de fato, e sobre o quanto isso impacta de maneira negativa na trajetória de jovens no Brasil. Por fim, caracteriza-se o movimento de ocupação das escolas em seus diferentes aspectos, e de como ele interpela as bases de autoridade da instituição escolar tal como ela está posta no Brasil. Nesse contexto, as narrativas de jovens, apresentadas em tal revisão bibliográfica nos fornece melhor compreensão da visão que eles têm sobre a escola, sobre seus efeitos, ou mesmo sobre a falta dessa instituição em suas vidas. É nesse sentido que o debate sobre a ocupação das escolas importa para o estudo das Ciências Sociais, pois o fato de haver uma parcela da população juvenil engajada dentro das escolas, reivindicando direitos e mostrando a sua capacidade reflexiva acerca de questões que vão além dos muros da escola, como vimos em 2015/16, é sem dúvida um fenômeno de primeira grandeza para a sociologia da educação, para a sociologia da juventude e para os estudos sobre as novas formas de desigualdade social. / [en] The dissertation discusses the movement of occupation of Brazilian schools during the years of 2015 and 2016 based on the reflection that this was a form of mobilization in which the young of grassroots classes came forward in an unprecedented way in the public scene, upon a phenomenon which reveals contradictory signs. On one hand, the occupations constitute a demonstration of their unprecedented appreciation towards public school, perceived as decisive for their lives; on the other hand, the phenomenon still expresses a new form of social inequality among the young of grassroots classes, in a process that overlaps the inequality already in place as a result of the duality between public and private systems. Because it mobilizes issues connected to the field of education and the project of schooling Brazilian youth, the occupation of schools arises as a result of a process of social change that, considered in the key of sociology of education, reveals a new form of collective action and a dialogue between institution, subjects and rights. In order to contextualize how we have reached this process of social change, it seems necessary to question the promise of a republican school project, which is materialized only since 1988 in the affirmation of the public school as central to the construction of a democracy in the country; thereafter, a bibliographic review is presented in the pursuit of emphasizing how the school as an institution produces internal inequalities that redefine external inequalities to itself, crossing projects of future of grassroots youth. On the basis of this bibliographical review, which mobilizes a debate on narratives of grassroots-classes youngs and on the insufficiency of public policies directed to the youth, we can proceed to a reflection on how much it still lacks for the universalization of access to school actually happens, and on how much that impacts the paths of youngs in Brazil on a negative way. Ultimately, we describe the movement of occupation of schools in its different traits, and how it heckles basis of authority of the educational institution as it is presented in Brazil. In this context, the narratives of the youngs, presented in this bibliographical review, provide us a better comprehension of their vision towards the school, towards its effects, or even on the lack of the institution in their lives. It is in this sense that the debate about the occupation of schools matters to the study of Social Sciences, because the fact of having a fraction of the juvenile population engaged inside the schools, claiming rights and showing their reflective capacity on the questions which cut across the walls of the school, as seen in 2015/2016, is undoubtedly a phenomenon of first rate to sociology of education, to sociology of the youth, and to the studies of new means of social inequality.

[pt] Esta tese de doutorado se propõe a examinar o Campo do Design de moda como espaço simbólico de produção de carências e necessidades, que no âmbito da moda plus size se materializa por meio da ausência de produtos. Nossa hipótese é que as carências e necessidades são produzidas nas estruturas sociais, tendo sua natureza composta por fenômenos de ordem econômica, histórica e simbólica operando em múltiplas camadas. Para que estes se tornem naturais, dependem de um conjunto de elementos que são materializados nas mercadorias como meio de satisfazê-las. Este fenômeno foi observado na interação entre a indústria do vestuário e os agentes de legitimação, que por meio de processos históricos modulam a forma como o sujeito se relaciona com as mercadorias no modo de produção capitalista. O método utilizado partiu de fundamentação teórica para explicar que tal fenômeno ao ser observado no campo da moda plus size traz novo prisma, pesquisa de campo qualitativa, e levantamento bibliográfico. / [en] This doctoral thesis aims to examine the Field of Fashion Design as a symbolic space for the production of needs and needs, which in the context of plus size fashion materialize through the absence of products. Our hypothesis is that needs and needs are produced in social structures, having their nature composed of economic, historical and symbolic phenomena operating in multiple layers. For these to become natural, they depend on a set of elements that are materialized in goods as a means of satisfying them. This phenomenon was observed in the interaction between the clothing industry and legitimation agents, which through historical processes modulate the way in which the subject relates to goods in the capitalist mode of production. The method used was based on theoretical foundations to explain that this phenomenon, when observed in the field of plus size fashion, brings a new perspective, qualitative field research, and bibliographical research.

Die Studie geht der Frage nach, inwieweit Bildungssysteme von Gesellschaften die vorfindlichen Muster intragenerationaler Mobilität prägen und diese sich wiederum auf die Strukturierung sozialen Handelns auswirken. Je nach Grad der Standardisierung, Stratifizierung und horizontaler wie vertikaler Differenzierung von Bildungssystemen werden "credentialistische" und "nichtcredentialistische" Gesellschaften unterschieden. Es wird vermutet, daß in credentialistischen Gesellschaften Bildungstitel die berufliche Allokation wesentlich prägen, was in einem niedrigen Ausmaß intragenerationaler sozialer Mobilität resultiert. Da Bildungstitel in nichtcredentialistischen Ländern nur in geringem Maße als "Screening-Devices" verwendet werden können, ist in solchen Gesellschaften ein höheres Ausmaß intragenerationaler Mobilität zu erwarten. Das Ausmaß intragenerationaler Mobilität in einer Gesellschaft wiederum kann als Indikator des Schließungsgrades beruflicher Positionen aufgefaßt werden. "Geschlossene Positionen" ermöglichen die Generierung "positionaler Renditen", so daß in credentialistischen Gesellschaften stärker als in nichtcredentialistischen Privilegierungen beziehungsweise Benachteiligungen an die Besetzung beruflicher Positionen geknüpft sind. Dementsprechend sind in credentialistischen Gesellschaften ausgeprägtere Formen kollektiven Handeln zu erwarten, die auf die Verteidigung von Privilegien beziehungsweise deren Abbau zielen. Diese Thesen werden an Mobilitäts- und Einstellungsdaten aus sechs Ländern, die auf den Erhebungen des "International Social Justice Project" (1991) basieren, getestet. Es läßt sich zeigen, daß in Westdeutschland und Polen als credentialistischen Ländern sowohl intragenerationale Stabilität wie auch die Strukturierung von Einstellungen stärker ausgeprägt sind als in den weniger credentialistischen Gesellschaften USA und Rußland. Ostdeutschland und Großbritannien nehmen Mittelpositionen ein. / The study investigates how educational systems determine the patterns of intragenerational mobility in different societies as well as the patterns of social action. "Credentialist" and "noncredentialist" societies are distinguished according to the degree of standardization, stratification, vertical and horizontal differentiation of their educational systems. It is assumed that educational titles have a strong impact on occupational allocation in credentialist societies, leading to a low degree of intragenerational social mobility. Since educational titles cannot be used as "screening devices" in noncredentialist countries, intragenerational mobility is expected to be higher in these countries. The extent of intragenerational mobility can be viewed as an indicator of the degree of closure of occupational positions in a given society. In "closed positions", "positional rents" can be generated, thus privileges and disadvantages are more strongly connected with occupational positions in credentialist countries than in noncredentialist. Therefore, collective actions to challenge or to defend privileges are more likely in credentialist societies. These hypotheses are tested for six countries using data of the "International Social Justice Project" (1991). It can be shown that intragenerational mobility as well as the structuration of attitudes are more pronounced in the credentialist countries Poland and West Germany than in the noncredentialist countries USA and Russia. East Germany and the United Kingdom are located between these two groups of societies.

Bildung ist ein Instrument, das zur Bekämpfung von Armut, Ungleichheit und sozialer Ausgrenzung in jeder Gesellschaft eingesetzt werden kann. Für eine nachhaltige und ganzheitliche nationale Entwicklung ist daher eine gerechte Verteilung der Bildungsressourcen unter den Menschen erforderlich. Dies ist jedoch nicht immer ohne Weiteres zu erreichen, insbesondere in Afrika, wo der Kolonialismus in vielen Ländern teilweise zu einer ungleichen Entwicklung unter den Menschen geführt hat. Schon bald nach der Eingliederung der Northern Territories of the Gold Coast (heute Ghana) in die Kolonialherrschaft vernachlässigte die Bildungspolitik der Kolonialisten den nördlichen Teil des Landes. Obwohl es einige Studien zum Kolonialismus in Afrika im Allgemeinen gibt, wurde nur wenig darüber berichtet, welche Rolle er bei der Schaffung eines ungleichen Bildungswesens spielte. Auch die Auswirkungen von aktiven Förderungsmaßnahmen, die zur Überbrückung der Kluft zwischen dem Nord-Süd-Gefälle in Ghana eingeführt wurden. Die wichtigsten Fragen, die diese Studie daher zu beantworten versucht, sind die Folgenden: Was waren die kolonialen Begegnungen mit dem Norden Ghanas, die die Unterentwicklung des Bildungswesens in der Region bewirkten? Wie überbrücken die aktiven Förderungsmaßnahmen bzw. die positive Diskriminierung die Kluft zwischen dem Norden und dem Süden des Landes? Zur Beantwortung der Forschungsfragen wurde in der Studie ein methodengemischter Ansatz verwendet, bei dem Tiefeninterviews, Q-Methoden, Dokumentenanalyse und Beobachtung als Datenerhebungsmethoden Einsatz fanden. Es stellte sich heraus, dass die Kolonialisten eine bewusste Strategie verfolgten, den Norden zu einer Reserve ungelernter Arbeitskräfte zu machen, was erklärt, warum sie dort anfangs nur wenige Schulen bauten. Die Ergebnisse der Studie zeigen darüber hinaus, dass die positive Diskriminierung die Nord-Süd-Lücke nicht wie erwartet schließt. So kommt man zu dem Schluss, dass die Ausbeutung weitesgehend für die Unterentwicklung des Bildungswesens in Nordghana verantwortlich ist. / Education is a tool that can be used to fight poverty, inequality, and social exclusion in every given society. Thus, for a sustainable and holistic national development, there is the need for an equitable distribution of educational resources among the people. This is however hardly achievable, especially in Africa where colonialism has partly brought about unequal development among the people in many countries. Soon after the Northern Territories of the Gold Coast (now Ghana) was incorporated under colonial rule, the educational policy of the colonialists did not favour the northern part of the country. Even though, there have been some studies on the colonialism of Africa in general, little has been done regarding the role it played in (re)producing unequal development of education in Africa. Likewise, the impact of an affirmative action instituted to bridge the gap between the north-south divide in Ghana has not been evaluated. The main questions this study thus seek to answer are: What were the colonial encounters with the north that brought about the underdevelopment of education in the area? How is the affirmative action bridging the gap between the north and the south? To answer the research questions, the study used a mixed-methods approach where in-depth interviews, Q methods, document analysis and observation were adapted as data collection methods. It was revealed that the colonialists adopted a deliberate strategy of making the north an unskilled labour reserve, thus accounting for why they did not build many schools there in the beginning. The findings of the study also show that the effect of the affirmative action has not been able to appreciably contribute to closing the north-south gap as expected. It is concluded that exploitation largely accounted for the underdevelopment of education in northern Ghana.