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Que sont devenus les enfants des bidonvilles et cités de transit de l’après-guerre en France ? Alliant entretiens, observations, archives et statistiques, la thèse reconstitue les expériences et les trajectoires d’individus d’origines algérienne, marocaine et portugaise ayant grandi dans les bidonvilles et cités de Nanterre et de Champigny-sur-Marne, en Île-de-France. Elle rend compte de leur vécu dans ces formes d’habitat précaires, ségrégées et stigmatisées qui ont duré de nombreuses années en insistant sur la diversité des expériences résidentielles et donc de leurs effets socialisateurs. De fait, les anciens enfants des bidonvilles et cités ont connu des trajectoires variées et n’interprètent pas cet épisode de la même façon. Quatre profils sont analysés : le reproduction des inégalités, les petites promotions locales, la reproduction de l’isolement et les ascensions sociales individuelles. La divergence de ces parcours tient à deux ensembles de facteurs. D’une part, ces familles ont été des cibles privilégiées des politiques nationales et municipales de l’habitat et de l’immigration. En catégorisant et en traitant différemment les bidonvilles et cités de transit selon l’origine de leurs habitants et leur localisation, ces politiques publiques ont eu des effets de court, moyen et long terme très importants. D’autre part, les trajectoires de ces descendants d’immigrés ont été forgées par les ressources et les dispositions antérieures à la migration de leurs parents ainsi que par les contextes relationnels dans lesquels ils ont évolué dans les bidonvilles et les cités de transit. / What has become of children living in slums in Post-War France? Drawing from an investigation based on interviews, observations, archive work and statistics, I analyze in this dissertation the experiences and trajectories of individuals of Algerian, Moroccan and Portuguese descent who grew up in slums in Nanterre and Champigny-sur-Marne slums (Île-de-France region). I explain what it may have meant to live all these years in such a deprived, segregated and stigmatized form of housing and I insist on the diversity of residential experiences and of socialization effects. Indeed, previous slum children have known various trajectories and they don’t interpret this episode in the same way. Four profiles are analyzed: the reproduction of inequalities, the moderate mobilities, the reproduction of isolation, the upward trajectories. Two series of factor explain these differences. First, these families have first been targeted by national and local policies of housing and migration. By categorizing and treating differently slums depending on their inhabitants’ origins and on their location, these public policies have had very important short, mean and long time effects. Second, the trajectories have also been formed by their parents’ pre-migration resources and dispositions and by the relational contexts they evolved in while being in slums.

The ultimate objective of this study was to establish whether female celebrities portray the beauty ideal and have influence over young females today. The literature review presents an analysis of feminism, beauty ideals, self-­‐ objectification, and the influence of media and celebrities, in an attempt to establish whether celebrity images are of a ‘self-­‐made’ hypersexual nature and whether these images influence young females’ self-­‐concept and role in society. The literature was further triangulated with a combination of primary and secondary data. Images of females within the famous Kardashian/Jenner family were studied in an attempt to understand how female celebrities portray themselves today. Furthermore, a focus group was conducted in an attempt to understand whether female youths are to some extent influenced by female celebrities. Through the research conducted it was evident that female role stereotypes still prevail in contemporary media. Furthermore, two themes prevailed throughout the study, which was that women can use their bodies for profit and as a means of power, and the conflicting nature of femininity versus feminism today. / Dissertation (MBA)--University of Pretoria, 2013. / zkgibs2014 / Gordon Institute of Business Science (GIBS) / MBA / Unrestricted

Syftet med studien är att beskriva vilka uppfattningar som finns hos ensamkommande asylsökande ungdomar genom att intervjua sex ungdomar från Afghanistan och Iran om vad integrationsprocessen innebär för dem. Då jag har en förförståelse om ämnet så har jag valt att använda mig av hermeneutisk ansats och beskriva ungdomarnas uppfattning. Detta är en kvalitativ forskning med intervju som datainsamlingsmetod. Jag har intervjuat sex ensamkommande ungdomar mellan 16–18 år, med rötterna i Afghanistan. Många afghaner har flytt från Afghanistan till Iran och därmed kommer de från någon av dessa länder men de är alla födda i Afghanistan. Ungdomarna har bott i Sverige längre än ett år och har en pågående integrationsprocess. De som har deltagit i studien har bott i Sverige mellan 18 och 30 månader. Jag har gjort en kvalitativ innehållsanalys där en underliggande kategori har kunnat kopplas till desvar som respondenterna har gett. Detta är en pedagogiskt kopplat studie där socialpedagogik har berörts i beskrivningen av de ensamkommande ungdomarnas uppfattning som berör integrationsprocessen. Det som studien har resulterat i är att det finns mycket i integrationsprocessen som uppfattas positivt av ungdomarna men en del hinder kan göra processen svårare. Exempel på positiva delar av processen är den trygghet som finns i Sverige och det fina bemötande av ungdomarna, som uppfattas respekt. De svårigheter som kan uppstå är att deras väntan i asylprocessen blir långdraget och sänker motivationsnivån hos ungdomarna. Trots alla upp och nedgångar för ungdomarna har samtliga sex ungdomar hopp om framtiden och är beredda att kämpa för att få jobb, boende och utbildning som sedan ska leda till en bra integration. / <p>Godkännande datum: 2017-06-02</p>

Cette thèse porte sur une problématique en éducation, soit l’exploration des pratiques de littératie familiales chez des élèves hispanophones scolarisés en première année en Outaouais. Pour ce faire, des concepts tels que la langue de scolarisation, la littératie, la littératie familiale et la socialisation à l'écrit sont abordés. Notre intérêt et la justification du choix de notre sujet résident, d'une part, et selon notre connaissance, en la paucité des recherches qui portent sur l'apprentissage du français de scolarisation chez des élèves hispanophones de première année. D'autre part, il semblerait qu'au Québec, et notamment en Outaouais, les hispanophones sont plus fragiles quant à la réussite scolaire, car leurs connaissances et leur compréhension de langue de scolarisation, à savoir le français, ne sont pas suffisamment solides (Mc Andrew, 2009). Ainsi cherchons-nous à documenter les pratiques de littératie familiales d'élèves hispanophones pour mieux saisir leur socialisation, et, par le fait même, comprendre les difficultés potentielles qu'ils rencontrent relativement au français de scolarisation. Plus précisément, cette thèse vise à décrire les connaissances initiales des élèves au regard du principe alphabétique (ex. linéarité, orientation, etc.) et du code alphabétique (ex. connaissance des lettres, des syllabes et des phonèmes) relatifs au français langue de scolarisation et à explorer les pratiques de littératie familiales. Selon nous, une meilleure connaissance du rapport à l'écrit d'élèves hispanophones de première année, niveau charnière dans l’apprentissage du lire-écrire, nous permettrait de proposer des pistes didactiques et pédagogiques afin d'améliorer leur appréhension de la langue de scolarisation.

Informed by a sociological approach, this thesis provides an account of the theoretical and empirical context of pharmacy students' undergraduate careers, beginning with the decision to enter higher education and ending with the final undergraduate year of a pharmacy student's education. The main aim of the published work and of the academic field that it contributes to is to advance understanding of why young people choose to study pharmacy (and thus choose pharmacy as a career), and career aspirations and influences over the course of their pharmacy school career. By establishing what influences and shapes pharmacy students' choices this thesis also provides an account of the degree to which career preferences are limited initially by awareness of opportunities, by socialisation and habitus, and how these are related to undergraduate career success.The thesis reports findings from studies using a range of methods including focus groups, surveys, and secondary analysis of pharmacy student data from a number of sources. Subjects investigated by the work are British undergraduate MPharm students and graduates. Numbers applying to study pharmacy, numbers accepted, and numbers entering the MPharm are compared and the relative risk of attrition from the MPharm, are also examined. Findings reported here are relevant to undergraduate pharmacy education policy-makers, heads of pharmacy schools, pharmacist employers, the General Pharmaceutical Council (GPhC) and to those responsible for pharmacy workforce planning.While the primary aim of the thesis is to improve understanding of (undergraduate) pharmacy careers through the application of a number of sociological theories and perspectives, the thesis also considers the ways that findings can usefully inform pharmacy education and policy agendas.

Background: Following the MPharm degree, the pre-registration training year is a critical time where the values, attitudes and behaviours of qualified pharmacists are inculcated. Given the paucity of research, a programme of work was undertaken to explore the process of professional socialisation and development of professionalism in trainees during the pre-registration year. Method: The programme of work, the first of its kind in pharmacy, explored the process of professional socialisation and development of professionalism in trainees prospectively during the 2011/12 pre-registration year. A purposive sample of 20 pre-registration trainee-tutor pairs - 14 from community and 6 from hospital pharmacy – were recruited across North West England. Semi-structured interviews and behavioural professionalism questionnaires were used longitudinally in four rounds of data collection during the training year and with newly qualified pharmacists (NQPs; formerly trainees). A cross-sectional survey was administered to 1706 trainees towards the end of the training year to examine areas explored in the longitudinal study, including behavioural professionalism, supervision and ‘patient mattering’. Interviews were analysed thematically using template and framework analyses, and the critical incident technique. Quantitative data was analysed using descriptive and multivariate analyses. Results: Findings demonstrated that many of trainees’ attitudes and values appeared to be fostered during their upbringing and were further shaped by the MPharm degree, laying out professional expectations for pharmacists. At the beginning of training, sector differences were apparent with more formalised inductions in place in hospital than community pharmacies, particularly independents. Previous pharmacy work experience, which all 20 trainees had undertaken during MPharm studies, facilitated the transition into training. Early on in the year, as trainees familiarised themselves with the organisation and working processes they were often supported by pharmacy technicians and other support staff and trainees worked effectively and in a professional manner with them throughout training. The application of clinical knowledge acquired from the MPharm degree was challenging, as recognised by trainees and tutors. With continued practice experience and increased responsibility and patient contact, abilities in applying clinical knowledge and communicating with patients improved, as did trainees’ confidence. Longitudinal ratings of behavioural professionalism increased significantly during training, as assessed by trainees and their tutors, and this was confirmed in the analysis of a representative sample of 347 trainees that were surveyed (response rate = 24.2%). Survey findings showed how elements of behavioural professionalism such as communication skills were more prone to development compared to, for example, appearance and interpersonal skills. Perceptions of supervision received during the training year were generally positive. The pre-registration tutor was a key source of support, as well as role model, throughout the year, particularly in community pharmacy. Hospital tutors had a more distant relationship with their trainees and relied on other pharmacists to supervise their trainees. Tutors were often considered to have the largest impact on the development of professionalism in trainees, particularly in community. When considering aspects of their supervision, hospital trainees rated their tutors significantly higher than those in community in ‘articulation’ and ‘exploration’, relating to asking trainees for rationale of actions and encouraging them to pursue learning goals, respectively. Differences between training sites, such as the pharmacy services being delivered and patient mix, were found as were trainees’ beliefs that they mattered to patients: community trainees believed they mattered more (e.g. were more helpful) to their patients than hospital trainees. Conclusions: The multiple methods employed in this programme of work revealed experiences trainees faced and contributing factors associated with their professional socialisation and development of professionalism. The findings led to recommendations for pharmacy education and training including: integrating university-based and work-based learning more closely, ensuring consistency in training experiences in different settings and sectors, improving training and support for staff involved in training and setting explicit standards relating to elements of professionalism. These are considered in the context of anticipated changes to the MPharm into a more integrated 5-year degree programme.

L'objectif de cette thèse est d'analyser les transformations du politique dans la société chilienne, en partant des individus qui composent le mouvement étudiant de 2011, leurs expériences de vie et leurs organisations. Pour cela, quatre grandes dimensions sont analysées : les établissements d'enseignement, la transition de l’université républicaine à l’université des masses ; dès manifestations étudiantes des années quatre-vingt-dix jusqu'à l'explosion de 2011 ; les organisations politiques qui sont générés au sein des universités et leurs formes d'organisation ; et enfin l'individu. Dans cette dernière phase, nous nous concentrons principalement sur les leaders étudiants en observant leurs trajectoires et leurs socialisations politiques. La méthodologie utilisée est essentiellement qualitative, mais elle considère aussi des outils quantitatifs. Les instruments utilisés sont principalement des histoires de vie et des interviews, celles-ci ont été réalisées avec les dirigeants universitaires qui ont participé à des organisations au cours des dernières manifestations de 2006 et 2011, mais les dirigeants des années quatre-vingt-dix et quatre-vingt ont également été interrogés en tant qu’informateurs clés. Les résultats de cette thèse rendent compte d'une part, des mobilisations récentes et de la façon dont émergent des nouveaux types de dirigeants politiques, des formes de participation et d’une organisation plus horizontale et flexible, bien que de nombreuses organisations traditionnelles persistent. Les trajectoires politiques des leaders étudiants ne sont plus les mêmes et nous pouvons observer l'émergence de nouvelles formes de socialisation politique, où les cultures urbaines et les espaces universitaires jouent un rôle prédominant. Enfin, nous pouvons voir que le caractère individuel des récentes mobilisations imprègne le mouvement dans ses diverses dimensions : de la manière dont ils sont organisés à la façon dont la manifestation est générée. / This thesis aims to analyze the transformations the political field in the Chilean society. It is based on the individuals who made up the student movement of 2011, their experiences and their organizations. Considering this purpose, four major dimensions are analyzed: university institutions, starting from a republican university to a mass university; student mobilizations, from the 1990’s to the outbreak of 2011; the political organizations that are generated within the universities and their forms of organization; and finally, the individuals themselves. In this last phase we focus mainly on the student leaders, we intend to understand their trajectories and the way they socialize politically. The methodology used is mainly qualitative, however, we also considered quantitative tools. The instruments used are mainly life stories and in-depth interviews. These were conducted with university leaders who participated in organizations during the recent mobilizations of 2006 and 2011. However, we also interviewed leaders of the 1990’s and 1980’s, and other key informants. The results of this thesis show, on the one hand, new types of political leadership and, more horizontal and flexible forms of participation and organization that emerge from the recent mobilizations. Nevertheless, many traditional organizations remain. The political trajectories of student leaders are no longer the same as before and we could observe the emergence of new forms of political socialization, where urban cultures and university spaces played a predominant role. Finally, it is possible to observe that the individualistic character of the recent mobilizations permeates the different dimensions of the movement: starting from the way in which it is organized to the way in which the protest is generated. / El objetivo de esta tesis es analizar las transformaciones de lo político en la sociedad chilena, a partir de los individuos que conforman el movimiento estudiantil de 2011, de sus experiencias vividas y sus organizaciones. Para lo cual, se analizan cuatro grandes dimensiones: las instituciones universitarias, que transitan desde una universidad republicana hasta una universidad de masas; las movilizaciones estudiantiles a partir de la década de los noventa hasta el estallido del 2011; las organizaciones políticas que se generan en el seno de las universidades y sus formas de organización; y por último el individuo. En esta última fase nos centramos principalmente en los líderes estudiantiles, para conocer sus trayectorias y la manera como se socializan políticamente. La metodología utilizada es principalmente cualitativa, aunque también se consideran herramientas de carácter cuantitativo. Los instrumentos utilizados son principalmente historias de vida y entrevistas en profundidad, y se realizaron a dirigentes universitarios que participaron en organizaciones durante las recientes movilizaciones del 2006 y del 2011, aunque también se entrevistaron líderes de la década de los noventa y los ochenta, y a informantes claves. Los resultados de esta tesis dan cuenta por una parte, que a partir de las recientes movilizaciones y de ciertos elementos emergentes, surgen nuevos tipos de liderazgos políticos y formas de participación y de organización más horizontales y flexibles, aunque muchas organizaciones tradicionales persisten. Las trayectorias políticas de los dirigentes estudiantiles ya no son las mismas de antaño y podemos observar la emergencia de nuevas formas de socialización política, donde las culturas urbanas y los espacios universitarios tienen un rol predominante. Finalmente, es posible observar que el carácter individual de las recientes movilizaciones permea el movimiento en sus distintas dimensiones: desde la manera en cómo se organizan hasta cómo se genera la protesta.

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Syfte med föreliggande studie är att bidra med ny kunskap om muntliga framställningar beträffande socialisation i skolkontexten gällande gymnasieelever med substansbruk. Analysen av det empiriska materialet bygger på socialkonstruktionism med ett kunskapssociologiskt perspektiv som utgår ifrån Peter L. Berger och Thomas Luckmanns bok “Kunskapssociologi: Hur individen uppfattar och formar sin sociala verklighet”. Studien har en kvalitativ ansats med utgångspunkt i den hermeneutiska vetenskapstraditionen och ett fenomenologiskt inspirerat förhållningssätt i intervjuerna som utgör det empiriska materialet. Resultatet visar att ungdomar med substansmissbruk efterfrågar stöd i skolan för att lärande ska bli meningsfullt. De ger också en bild av att deras syn på socialisation i skolkontexten inte alltid stämmer överens med skolans. Slutsatser i studien är att förväntningar som finns på lärarrollen bland ungdomarna gör att skolan måste kunna svara på sociala, känslomässiga och akademiska behov för en lyckad skolgång. Ett bemötande där ungdomen känner sig lyssnad på och får vara delaktig i undervisningens upplägg och metoder för lärande har en avgörande roll för ungdomars identitetsskapande i skolkontexten.