| 11. |
- Ohlin, Maria, 1987
(författare)
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How to Make Bicycling Safer - Identification and Prevention of Serious Injuries among Bicyclists
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall aim of this thesis was to guide current and future safety improvements that address serious injuries among bicyclists. The thesis is compiled by four studies, of which the first two aimed to identify injuries leading to loss of health from a biopsychosocial perspective, and the two following studies aimed to understand how these injuries occur and how they can be prevented. Study I investigated health-related quality of life (HRQoL), based on the EQ-5D questionnaire, while Study II investigated sickness absence (SA), following a bicycle crash. On a general level, the injuries associated with problems in HRQoL and long-term SA included mainly fractures of the hip and upper leg, fractures of the lower leg and ankle, fractures of the upper arm, fractures and sprains of the shoulder, traumatic brain injuries, and fractures and strains to the spine. Study III found that the majority (68%) of such injuries occurred in single bicycle crashes, and further 17% in collisions with motor vehicles. In Study IV it was shown that the current Swedish safety performance indicators related to cycling could address up to 22% of crashes involving injuries associated with problems in HRQoL and long term SA. In addition to the current safety performance indicators, the following five actions should be the focus of more rapid implementation: autonomous emergency braking with cyclist detection on passenger cars, extended maintenance to include all urban roads used for cycling, improved design of curbstones, and to separate cyclists from both motor vehicles and pedestrians. Overall, this thesis highlights that additional interventions targeting single bicycle crashes need to be prioritised by road authorities in order to prevent health loss among bicyclists.
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| 12. |
- Samuelsson, Katarina, 1972
(författare)
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Teachers' work in times of restructuring: On contextual influences for collegiality and professionality.
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The research in this thesis is situated in the intersection of teachers’ work and contexts of education. It departs from an interest in contextual influences on teachers’ work and professionality under restructuring. It is to be understood as a criticism of a widespread focus, sometimes met in research and in policy, on teachers as individuals and a simplification of teachers’ work. It also departs from a questioning of representations: who has the right to problematize teachers’ work and on what basis? I explore how teachers deal as agents with changes in governance in an era of educational restructuring in order to gain knowledge about influences on teachers’ work and professionality. More specifically, the analyses show how teachers’ work is enabled or constrained by external models of governance. The thesis consists of three sub-studies, involving responses to governance, in terms of organizational structures and expectations in different contexts of education. Theory of institutional logics provides me with a contextually sensitive profession theory that deals with influences on governing work. The intention is that by studying teacher responses to educational governance in different contexts of education through theories of institutional logics the emergent characteristics of teachers’ work and professionality under restructuring can be identified and commented on. I align with research on contemporary education policy and the teaching profession and explore influences on teachers’ work under restructuring with contradictory professional expectations. Thus, in the three articles, the focus is not on the governing or educational system as such but on contextual influences on responses to organizational structures and expectations. There is rather a broad conceptual framing of governing in regard to educational restructuring in terms of marketization, privatization, governing by results and new public management.
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| 13. |
- Wicke, Kurt
(författare)
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Läroböcker, demokrati och medborgarskap. Konstruktioner i läroböcker i samhällskunskap för gymnasiet
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Swedish citizenship education is charged with a double mission: socialization and education of democratic citizens. This means that textbooks exist in a field of tension between conveying content as true knowledge and offering it as a perspective amongst others. Critical discourse analysis (CDA) is employed in order to analyse how textbooks navigate between these poles. Thus, the thesis explores how ten textbooks in social science in upper secondary school construct citizenship and democracy as systems of knowledge and beliefs, relationships and subject positions, with special attention given to the question of how they regulate pupils’ civic activities. The analysis of ten textbooks showed that democracy is constructed as liberal, representative government, and that textbooks describe contemporary Swedish government as a truly democratic, rational and effective form of government. Consequentially, citizens are predominantly described as voters, as opposed to politicians. The relationship between voters and politicians was constructed as a relation of trust and a trade-off where voters exchange votes for political decisions in their favor. The relationship between text and readers is partially characterized by subordination, and partially by persuasion. The common denominator is the necessity to reproduce contemporary political structures by means of practicing citizenship - that is, voting – and by identification with existing formal political structures as democratic and superior. Thus, the overall conclusion is that textbooks enact a certain conflict between means and ends. While the end is the reproduction of liberal democracy and liberal, individual citizenship, pupils are requested to transform themselves into supporters of contemporary Swedish democracy, positioning them as not-yet-citizens and not-yet political subjects
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