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This paper explores learning trajectories in becoming ‘rural women’ in Sweden, by using a biographical and socially-situated learning perspective. The data is based on in-depth biographical interviews with three young women who moved between rural and urban areas, and finally decided to return to a rural area. The findings show three learning phases: the mythical, the questioning and the self-positioning phase. Furthermore, the paper identifies four types of learning spaces of urban and rural areas: an imagined, a career-related, a cultural-emotional and a biographical learning space. The paper offers valuable insights about everyday life learning and identity development in young adulthood, and how stereotypes of rural areas negatively impact on young adults’ views of themselves and their life choices.

This paper explores learning trajectories in becoming ‘rural women’ in Sweden, by using a biographical and socially-situated learning perspective. The data is based on in-depth biographical interviews with three young women who moved between rural and urban areas, and finally decided to return to a rural area. The findings show three learning phases: the mythical, the questioning and the self-positioning phase. Furthermore, the paper identifies four types of learning spaces of urban and rural areas: an imagined, a career-related, a cultural-emotional and a biographical learning space. The paper offers valuable insights about everyday life learning and identity development in young adulthood, and how stereotypes of rural areas negatively impact on young adults’ views of themselves and their life choices.

This paper explores learning trajectories in becoming ‘rural women’ in Sweden, by using a biographical and socially-situated learning perspective. The data is based on in-depth biographical interviews with three young women who moved between rural and urban areas, and finally decided to return to a rural area. The findings show three learning phases: the mythical, the questioning and the self-positioning phase. Furthermore, the paper identifies four types of learning spaces of urban and rural areas: an imagined, a career-related, a cultural-emotional and a biographical learning space. The paper offers valuable insights about everyday life learning and identity development in young adulthood, and how stereotypes of rural areas negatively impact on young adults’ views of themselves and their life choices.

This paper explores learning trajectories in becoming ‘rural women’ in Sweden, by using a biographical and socially-situated learning perspective. The data is based on in-depth biographical interviews with three young women who moved between rural and urban areas, and finally decided to return to a rural area. The findings show three learning phases: the mythical, the questioning and the self-positioning phase. Furthermore, the paper identifies four types of learning spaces of urban and rural areas: an imagined, a career-related, a cultural-emotional and a biographical learning space. The paper offers valuable insights about everyday life learning and identity development in young adulthood, and how stereotypes of rural areas negatively impact on young adults’ views of themselves and their life choices.

This paper explores learning trajectories in becoming ‘rural women’ in Sweden, by using a biographical and socially-situated learning perspective. The data is based on in-depth biographical interviews with three young women who moved between rural and urban areas, and finally decided to return to a rural area. The findings show three learning phases: the mythical, the questioning and the self-positioning phase. Furthermore, the paper identifies four types of learning spaces of urban and rural areas: an imagined, a career-related, a cultural-emotional and a biographical learning space. The paper offers valuable insights about everyday life learning and identity development in young adulthood, and how stereotypes of rural areas negatively impact on young adults’ views of themselves and their life choices.

This paper explores learning trajectories in becoming ‘rural women’ in Sweden, by using a biographical and socially-situated learning perspective. The data is based on in-depth biographical interviews with three young women who moved between rural and urban areas, and finally decided to return to a rural area. The findings show three learning phases: the mythical, the questioning and the self-positioning phase. Furthermore, the paper identifies four types of learning spaces of urban and rural areas: an imagined, a career-related, a cultural-emotional and a biographical learning space. The paper offers valuable insights about everyday life learning and identity development in young adulthood, and how stereotypes of rural areas negatively impact on young adults’ views of themselves and their life choices.

The aim is to investigate and map the relationship between self-perceived work stress and self-rated activity balance in everyday life among young female nurses. The quantitative survey is made on 30 young female nurses aged 22-35, working in hospitals in south- and central Sweden. The questionnaire consists of estimation questions about the activity balance in everyday life and the experience of stress at work. The questionnaire consists of Occupational Balance Questionnaire (OBQ) and the Karolinska Exhaustion Disorder Scale (KEDS) and seven demographic questions that are presented in tables and charts. The results show a positive correlation between OBQ and KEDS. As an occupational therapist has good knowledge about how to influence the activity balance in everyday life, preventive measures can be applied.

Eating disorders and low self-esteem among young women is a growing concern in today’s society. Due to this growing concern, this subject has been given a lot of attention both in media and through academic research during recent years. One area that has been highly criticized and examined is the idealized ideals often presented in media and advertisement today. These ideals can, according to literature, harm young women due to social comparison with these idealized images. According to previous research, this social comparison can have a negative effect on both self-esteem and body satisfaction. Research also show that continued exposure to such ideals can lead to internalization of thin and beauty ideals, which in turn is proven to be a strong predictor for these images negative affect on self-esteem and body satisfaction. Because of these findings and the critique of these ideals in media, this is an important subject to study both because of the ethical concerns with continuing to reinforce these ideals in advertisement, and from a society’s perspective in order to learn who might need extra protection in order to not be harmed by these ideals. Therefore, this study will firstly examine if we can see a negative effect on high school student’s self-esteem and body satisfaction, after being exposed to idealized images (in our case thin-models). Our study will also examine, in a second part, if we can see, depending on the lifestyle of the students, if some girls are more vulnerable than others to the exposure of idealized images. The second part of the study will contribute with information of which young women that need extra protection and attention to not develop low self-esteem due to the pressure of living up to the ideals. The method of our study is mostly of a deductive nature since this is an extensively researched topic, where pre-established methods and theories can be found. However, as the second part of the study has not been previous research this pa

The aim is to investigate and map the relationship between self-perceived work stress and self-rated activity balance in everyday life among young female nurses. The quantitative survey is made on 30 young female nurses aged 22-35, working in hospitals in south- and central Sweden. The questionnaire consists of estimation questions about the activity balance in everyday life and the experience of stress at work. The questionnaire consists of Occupational Balance Questionnaire (OBQ) and the Karolinska Exhaustion Disorder Scale (KEDS) and seven demographic questions that are presented in tables and charts. The results show a positive correlation between OBQ and KEDS. As an occupational therapist has good knowledge about how to influence the activity balance in everyday life, preventive measures can be applied.

Eating disorders and low self-esteem among young women is a growing concern in today’s society. Due to this growing concern, this subject has been given a lot of attention both in media and through academic research during recent years. One area that has been highly criticized and examined is the idealized ideals often presented in media and advertisement today. These ideals can, according to literature, harm young women due to social comparison with these idealized images. According to previous research, this social comparison can have a negative effect on both self-esteem and body satisfaction. Research also show that continued exposure to such ideals can lead to internalization of thin and beauty ideals, which in turn is proven to be a strong predictor for these images negative affect on self-esteem and body satisfaction. Because of these findings and the critique of these ideals in media, this is an important subject to study both because of the ethical concerns with continuing to reinforce these ideals in advertisement, and from a society’s perspective in order to learn who might need extra protection in order to not be harmed by these ideals. Therefore, this study will firstly examine if we can see a negative effect on high school student’s self-esteem and body satisfaction, after being exposed to idealized images (in our case thin-models). Our study will also examine, in a second part, if we can see, depending on the lifestyle of the students, if some girls are more vulnerable than others to the exposure of idealized images. The second part of the study will contribute with information of which young women that need extra protection and attention to not develop low self-esteem due to the pressure of living up to the ideals. The method of our study is mostly of a deductive nature since this is an extensively researched topic, where pre-established methods and theories can be found. However, as the second part of the study has not been previous research this pa

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