| 41. |
- Eriksson, Urban, et al.
(författare)
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Who needs 3D when the Universe is flat?
- 2014
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Ingår i: Science Education. - : Wiley. - 0036-8326 .- 1098-237X. ; 98:3, s. 412-442
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Tidskriftsartikel (refereegranskat)abstract
- An overlooked feature in astronomy education is the need for students to learn to extrapolate three-dimensionality and the challenges that this may involve. Discerning critical features in the night sky that are embedded in dimensionality is a long-term learning process. Several articles have addressed the usefulness of three-dimensional (3D) simulations in astronomy education, but they have neither addressed what students discern nor the nature of that discernment. A Web-based questionnaire was designed using links to video clips drawn from a simulation video of travel through our galaxy and beyond. The questionnaire was completed by 137 participants from nine countries across a broad span of astronomy education. The descriptions provided by the participants were analyzed using hermeneutics in combination with a constant comparative approach to formulate six categories of discernment in relation to multidimensionality. These results are used to make the case that the ability to extrapolate three-dimensionality calls for the creation of meaningful motion parallax experiences.
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| 42. |
- Faxén Irving, Gerd, et al.
(författare)
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Geriatrisk nutrition
- 2010
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Bok (övrigt vetenskapligt/konstnärligt)
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| 43. |
- Gillman, Anna, et al.
(författare)
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Oseltamivir-Resistant Influenza A (H1N1) Virus Strain with an H274Y Mutation in Neuraminidase Persists without Drug Pressure in Infected Mallards
- 2015
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Ingår i: Applied and Environmental Microbiology. - : American Society for Microbiology. - 0099-2240 .- 1098-5336. ; 81:7, s. 2378-2383
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Tidskriftsartikel (refereegranskat)abstract
- Influenza A virus (IAV) has its natural reservoir in wild waterfowl, and emerging human IAVs often contain gene segments from avian viruses. The active drug metabolite of oseltamivir (oseltamivir carboxylate [OC]), stockpiled as Tamiflu for influenza pandemic preparedness, is not removed by conventional sewage treatment and has been detected in river water. There, it may exert evolutionary pressure on avian IAV in waterfowl, resulting in the development of resistant viral variants. A resistant avian IAV can circulate among wild birds only if resistance does not restrict viral fitness and if the resistant virus can persist without continuous drug pressure. In this in vivo mallard (Anas platyrhynchos) study, we tested whether an OC-resistant avian IAV (H1N1) strain with an H274Y mutation in the neuraminidase (NA-H274Y) could retain resistance while drug pressure was gradually removed. Successively infected mallards were exposed to decreasing levels of OC, and fecal samples were analyzed for the neuraminidase sequence and phenotypic resistance. No reversion to wild-type virus was observed during the experiment, which included 17 days of viral transmission among 10 ducks exposed to OC concentrations below resistance induction levels. We conclude that resistance in avian IAV that is induced by exposure of the natural host to OC can persist in the absence of the drug. Thus, there is a risk that human-pathogenic IAVs that evolve from IAVs circulating among wild birds may contain resistance mutations. An oseltamivir-resistant pandemic IAV would pose a substantial public health threat. Therefore, our observations underscore the need for prudent oseltamivir use, upgraded sewage treatment, and surveillance for resistant IAVs in wild birds.
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| 44. |
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| 45. |
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| 46. |
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| 47. |
- Granberg, Albina, 1986-, et al.
(författare)
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Knowing how to use and understand recipes: What arithmetical understanding is needed when students with mild intellectual disabilities use recipes in practical cooking lessons in Home Economics?
- 2017
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Ingår i: International Journal of Consumer Studies. - : Wiley. - 1470-6423 .- 1470-6431. ; 41:5, s. 494-500
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Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore what arithmetical understanding is needed when students with mild intellectual disabilities use recipes during practical cooking lessons in Home Economics. The settings were compulsory schools in Sweden attended by students with intellectual disabilities. Sixteen lessons in Home Economics during which cooking took place were observed. In total, 37 students and three teachers participated. All students had a mild intellectual disability. Their ages varied, but most were between 13 and 14 years old. The sociocultural perspective on learning, combined with a literacy framework, was used as a theoretical foundation for the study. Main findings are that students need an arithmetical understanding of (i) how to interpret numbers, (ii) how to interpret and use units, and (iii) how to compute when using recipes. The knowledge and skills needed to be able to use a recipe are featured in the concept recipe literacy, capturing both theoretical, declarative knowledge and the more practical, procedural knowledge. Recipe literacy can be used to theorize the use of recipes when learning to cook, as in Home Economics.
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| 48. |
- Granberg, Albina, 1986-, et al.
(författare)
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Learning how to cook in Home Economics Education : the role of recipes as learning tools
- 2016
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Ingår i: The VII Conference on Childhood Studies: Childhood in everyday life. - : University of Turku. - 9789512956593 - 9789512956609 ; , s. 63-63, s. 63-
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Konferensbidrag (refereegranskat)abstract
- Introduction: The school subject Home Economics is a potential context for children to learn how to cook and to master artefacts in the cooking practice. Recipes, used as leaning tools, are part of the Swedish syllabus of Home Economics and an integral part of today’s cooking culture. Despite being a central artefact during cooking lessons, it is known that children have various difficulties using recipes.Aim: The aim of this study is to investigate what kind of barriers that occur when children with mild intellectual disabilities (ID) use recipes in order to learn how to cook in Home Economics.Methods: With an ethnographic inspired design, sixteen accompanying observations were used at lessons in Home Economics. The observations were carried out in kitchen classroom settings where teaching and learning about cooking took place. The field notes were thematically analyzed. Result: The findings reveal that there were many barriers in the children´s use of recipes. Foremost, attention was drawn to the complex set of knowledge needed to be able to use and understand a recipe in order to learn how to cook. The design and the purport of the recipe has to be comprehended, and in addition, it´s interpretation requires arithmetical knowledge. We therefore suggest that the knowledge needed to make use of a recipe can be conceptualized in the novel concept of recipe literacy.Conclusion: Recipes turned out to be difficult for the children to use and this must be taken in consideration by the teachers. The concept of recipe literacy can be useable when discussing the use of recipes as learning tools in cooking in Home Economics.
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| 49. |
- Granberg, Albina, 1986-, et al.
(författare)
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Teaching and learning cooking skills in Home Economics : What do teachers for students with mild intellectual disabilities consider important to learn?
- 2017
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Ingår i: British Food Journal. - : Emerald Group Publishing Limited. - 0007-070X .- 1758-4108. ; 119:5, s. 1067-1078
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Tidskriftsartikel (refereegranskat)abstract
- Purpose - The purpose of this paper is to explore which elements of cooking skills Home Economics (HE) teachers in schools for students withmild intellectual disability (ID) consider important for their students to learn.Design/methodology/approach - In total, 22 qualitative interviews with HE teachers of students with mild ID were conducted. The transcripts were analyzed thematically using the sociocultural approach on learning and knowledge as a theoretical framework.Findings - The elements of cooking skills that were emphasized included mastering the language of cooking, measuring, following recipes, representing an instrumental and task-centered - knowledge on cooking.Practical implications - The results of this study provide an insight into cooking lessons in HE in schools, not only regarding the focus that teachers give to cooking skills, but also to how cooking skills can be understood on a theoretical level. This has implications for both regular schools and schools for students with mild IDs since the elements that teachers consider important then guide what the students are given to learn. Teachers should be conscious that the planning of lessons should also be based on the students' specific circumstances and context.Originality/value - To the authors' knowledge, this is the first study that provides knowledge about how HE teachers reason regarding which cooking skills they consider important for students to learn. HE is taught to both children and adolescents, and it is important to investigate teachers' perceptions about the subject and how the teaching is organized, including cooking skills.
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| 50. |
- Granberg, Albina, 1986-, et al.
(författare)
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The recipe literacy concept : capturing important aspects of learning how to cook in school
- 2017
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduction In Sweden, the school subject Home Economics (HE) is a potential context for children to learn how to cook and to master artefacts in the cooking practice. The learning process entails a number of events that can be coupled to the children themselves, to the teachers and to various learning tools, like the recipes. Aim The aim of this study is to investigate various aspects of the process that occur when children with mild intellectual disabilities (ID) learn how to cook in the subject of Home Economics. Methods Data was collected using two different methods; firstly, using an ethnographic inspired design, sixteen accompanying observations were implemented at lessons in HE. The observations were carried out in kitchen classroom settings where teaching and learning about cooking took place. The field notes were thematically analyzed. Secondly, in total 22 qualitative interviews with HE teachers of students with mild ID were conducted. The transcripts were analyzed thematically using the sociocultural approach on learning and knowledge as a theoretical framework. Result The findings reveal both that recipes are central artefacts during the cooking lessons and that the students have various difficulties using the recipes. Regarding the teachers, it was found that the skills that they emphasized in relation to learning how to cook included mastering the language of cooking, measuring and following recipes. Conclusion The results provide an insight into cooking lessons in HE in schools, not only regarding the focus that teachers give to cooking skills, but also to how cooking skills can be understood on a theoretical level. Attention was drawn to the complex set of knowledge needed to be able to use and understand a recipe in order to learn how to cook. We therefore suggest that the knowledge needed to make use of a recipe can be conceptualized in the novel concept of recipe literacy.
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