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- Holgersson, Stellan, 1964, et al.
(författare)
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Biotite dissolution kinetics at pH 4 and 6.5 under anaerobic conditions and the release of dissolved Fe(II)
- 2024
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Ingår i: Chemical Geology. - : Elsevier. - 0009-2541 .- 1872-6836. ; 662
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Tidskriftsartikel (refereegranskat)abstract
- Dissolution of biotite, the main Fe-bearing mineral in granitic bedrock, is of particular importance for the remediation of reducing conditions after the ingress of oxygen, such as after mining activities or the construction of deep repositories for toxic waste. This study investigated the leaching of biotite of size fraction 0.053–0.075 mm under anaerobic conditions at room temperature and pH 4 and 6.5 for a maximum of 160 days. The changes in the concentrations of the major elements in the leaching solutions were monitored. In addition, Fe(II) was analysed separately. pH-independent rate coefficients kH+ were 4.8∙10−10, 6.9∙10−10, 6.3∙10−11, and 1.0∙10−12 mol1-n m−2 s-1, for Fe, Fe(II), Mn, and Si, respectively. The corresponding proton reaction orders nH+ were 0.61, 0.63, 0.33, and 0.09, respectively. The corresponding parameters for Al were not evaluated because of a suspected gibbsite precipitation at pH 6.5. The dissolution of biotite was found to be incongruent (non-stoichiometric) with respect to both the dissolving elements and the pH value. At pH 4, the dissolution was dominated by the octahedral layer element Fe, whereas at pH 6.5, the dissolution of the tetrahedral element Si dominated. There was no evidence of secondary phase formation, and the biotite leaching rates were consistent with those reported in previous studies conducted under aerobic conditions. In addition, the Fe(III)/Fetot ratio of biotite remained essentially unchanged before and after the experiment. This indicates that the anaerobic conditions alone have little effect on the rate and nature of biotite dissolution, although they may influence vermiculite formation. Therefore, biotite dissolution rates previously obtained under aerobic conditions may also be valid under anaerobic conditions.
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| 2. |
- Isgren Karlsson, Andreas, 1982-
(författare)
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Digital technology and environmental sustainability in physical education and physical education teacher education : The enactment of societal movements in educational contexts
- 2024
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores perceptions and implementation of Digital Technology (DT) and Environmental Sustainability (ES) in Physical Education (PE) and Physical Education Teacher Education (PETE) in Sweden. The aim is to explore how DT and ES are perceived, recontextualised, and enacted within PE and PETE. Research indicates increasing interest in integrating DT and ES in PE and PETE, highlighting benefits and challenges. The use of DT requires PE teachers to be skilled, yet many PETE students feel unprepared due to insufficient practice and mentorship. Research on ES, though limited, suggests potential development avenues, with outdoor education being a key platform and challenges with integration into PE and PETE. PETE curricula often lack explicit sustainability links, despite its recognised importance. A mixed-methods approach, including questionnaires, observations, and interviews, was used to investigate attitudes and perceptions of PE teachers, PETE students, and PETE educators. Bernstein's theory of the pedagogic device was employed to understand how knowledge is recontextualised from universities to schools. Findings indicate varied perceptions of DT and ES among PE teachers. DT is often seen as a specific content area, while ES is viewed more holistically, leading to ambiguity and less concrete implementation. Enthusiasm for DT integration exists, but there is a lack of preparedness and practical guidance for PETE students and PETE educators. ES faces challenges in clarity and practical application, with outdoor education identified as a key area for integration into PE and PETE. However, ES implementation is limited by a lack of explicit guidelines and the overshadowing of theoretical content. The thesis highlights the need for clearer guidelines and a structured approach to integrating DT and ES in PE and PETE. Regulative and instructional discourses shape the pedagogical discourse, influencing content selection and perception. Results suggest balancing central directives with educator autonomy to adapt content meaningfully.
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| 3. |
- Karlsson Rosenblad, Andreas, Fil. dr, docent, 1973-, et al.
(författare)
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Health literacy and its association with mental and spiritual well-being among women experiencing homelessness
- 2024
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Ingår i: Health Promotion International. - : Oxford University Press. - 0957-4824 .- 1460-2245. ; 39:2
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Tidskriftsartikel (refereegranskat)abstract
- Low health literacy (HL) has been linked to low self-rated health, reduced efficacy of behaviour change, and challenges in preventing, treating, or managing health conditions. People experiencing homelessness are at risk of poor HL; however, few studies have investigated HL in relation to mental and spiritual well-being among people experiencing homelessness in general, or women experiencing homelessness specifically. This cross-sectional study of 46 women experiencing homelessness in Stockholm, Sweden, recruited during the period October 2019–December 2020, aimed to examine how HL was associated with mental and spiritual well-being among women experiencing homelessness. Participants answered questions about socio-demographic characteristics (age, length of homelessness, education) and digital technology (mobile phone/the Internet) use, in addition to Swedish language versions of three questionnaires administered through structured, face-to-face interviews: the Communicative and Critical Health Literacy Scale, the General Health Questionnaire 12 and the Functional Assessment of Chronic Illness Therapy-Spiritual Well-Being. Data were analysed using linear regression, which revealed statistically significant associations between HL and mental well-being (p = .009), and between HL and spiritual well-being (p = .022). However, neither socio-demographic characteristics nor digital technology use were significantly associated with HL. In conclusion, promoting HL may improve mental and spiritual well-being in this vulnerable population. An advisory board of women with lived experiences of homelessness (n = 5) supported the interpretation of the findings and emphasised the need to consider HL in relation to basic needs such as ‘housing first’. Moreover, health information and services should be accessible to people with different degrees of HL.
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| 5. |
- Blixt, Ingrid, 1968-, et al.
(författare)
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Breastfeeding training improved healthcare professional's self-efficacy to provide evidence-based breastfeeding support : A pre-post intervention study
- 2023
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Ingår i: Midwifery. - : Elsevier. - 0266-6138 .- 1532-3099. ; 125
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: To describe healthcare professional's (HCP's) perceived self-efficacy in their ability to provide breastfeeding support before and after a breastfeeding training program.DESIGN: Pre-post intervention study.SETTING: Antenatal care and child healthcare (CHC) centres in Sweden during 2020.PARTICIPANTS: An intervention group consisting of 39 HCPs (midwives 51.3%, child healthcare nurses 46.2%) completing a questionnaire at baseline and after intervention, and a control group of 34 HCPs (midwives 61.8%, child healthcare nurses 38.2%) completing a questionnaire at baseline.INTERVENTION: A breastfeeding training program in line with the Ten Steps to Successful Breastfeeding and WHO recommendations about breastfeeding.MEASUREMENTS AND FINDINGS: The 11-item Breastfeeding Support Confidence Scale (BSCS) measures HCP's self-efficacy regarding providing breastfeeding support in line with Ten Steps to Successful Breastfeeding and WHO recommendations. The intervention group experienced a significantly increased self-efficacy from pre-intervention to post-intervention for 8 of the 11 BSCS items, with the overall BSCS index score increasing from 36.87 to 39.56 points (p = 0.001). The index score in the intervention group at follow-up was significantly higher than the corresponding score in the control group at baseline (p = 0.025). The intervention group had significantly higher scores at follow-up than the control group at baseline on the questions: "I'm sure that I can help mothers continue to breastfeed even if the infant doesn't follow the growth curve" (p = 0.026) and "I'm sure that I can help mothers continue to breastfeed when the breastfeeding is painful" (p = 0.048).KEY CONCLUSIONS: The breastfeeding training program improved HCP' self-efficacy to provide evidence-based support to breastfeeding mothers.IMPLICATIONS FOR PRACTICE: This training program is well suited to implement in clinical practice and follows the Ten Steps to Successful Breastfeeding.TRIAL REGISTRATION: ACTRN12623000648628.
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| 7. |
- Holtstam, Dan, 1963-, et al.
(författare)
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Fluorbritholite-(Nd), Ca2Nd3(SiO4)3F, a new and key mineral for neodymium sequestration in REE skarns
- 2023
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Ingår i: Mineralogical magazine. - 0026-461X .- 1471-8022. ; 87:5, s. 731-737
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Tidskriftsartikel (refereegranskat)abstract
- Fluorbritholite-(Nd), ideally Ca2Nd3(SiO4)3F, is an approved mineral (IMA 2023-001) and constitutes a new member of the britholite group of the apatite supergroup. It occurs in skarn from the Malmkärra iron mine, Norberg, Västmanland (one of the Bastnäs-type deposits in Sweden), associated with calcite, dolomite, magnetite, lizardite, talc, fluorite, baryte, scheelite, gadolinite-(Nd) and other REE minerals. Fluorbritholite-(Nd) forms anhedral and small grains, rarely up to 250 µm across. They are brownish pink, transparent with a vitreous to greasy luster. The mineral is brittle, with an uneven or subconchoidal fracture, and lacks a cleavage. In thin section, the mineral is nonpleochroic, uniaxial (-). Dcalc = 4.92(1) g·cm-3 and ncalc = 1.795. The empirical chemical formula from electron microprobe (WDS) point analyses is (Ca1.62Nd0.97Ce0.83Y0.52Sm0.30Gd0.23Pr0.17La0.16Dy0.11Er0.03Tb0.03Ho0.01Yb0.01)Σ4.99(Si2.92P0.08As0.01)Σ3.01O12.00[O0.48F0.26(OH)0.14Cl0.10Br0.02]Σ1.00. The crystal structure of fluorbritholite-(Nd) was refined from single-crystal X-ray diffraction data to R1= 0.043 for 704 unique reflections. It belongs to the hexagonal system, space group P63/m, with unit cell parameters a = 9.5994(3), c = 6.9892(4) Å, V = 557.76(5) Å3 for Z = 2. Fluorbritholite-(Nd) and other britholite-group minerals are a major sink for neodymium in REE-bearing skarns of Bastnäs type.
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| 9. |
- Isgren Karlsson, Andreas, 1982-
(författare)
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Environmental sustainability's role in physical education and physical education teacher education
- 2023
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Konferensbidrag (refereegranskat)abstract
- ContributionOur society is influencing schools and education in different ways and the school subject physical education is no exception (Welch et al., 2021). In the past decades has environmental sustainability appeared as an important part that influences most sectors in our society. Environmental sustainability is nothing new to education, environmental education builds on work and thoughts from known philosophers such as Jean-Jacques Rousseau, John Dewey, and Maria Montessori, who have integrated environmental issues with school and education. More lately have organization’s such as UN´s and UNESCO contributed to made environmental sustainability obligatory in schools within European Union (Faville et al., 2014). How physical education is progressing towards environmental sustainability and what curriculums in physical education that include environmental sustainability might look like, have only started to be investigated (Dingle & Mallen, 2021). There is a lack of research with regards to environmental sustainability in pedagogy, especially within the school subject physical education and physical education teacher education (PETE) (Taylor et al., 2016, 2019; Welch et al., 2021; Dingle & Mallen, 2020).Environmental sustainability is often included in general school curriculums and in the overarching educational statements for many different school subjects. However, this is rarely expressed in the curriculum for the subject of physical education. Based on a study of the Swedish educational context, therefore, we have investigated the impact formulations regarding environmental sustainability in general school curriculums can have for the implementation of teaching practice in physical education. More specifically, the purpose was to analyse the relationship between the representation of environmental sustainability in Swedish school policy documents and Swedish physical education teachers’ perceptions of the relevance of implementing environmental sustainability in a physical education context.Data taken from a questionnaire conducted with 143 Swedish physical education teachers has been analysed. The quantitative and qualitative analysis we carried out on this data followed a version of a mixed method approach called the explanatory sequential approach (Creswell, 2003). And by using Bernstein’s (2000) concept of classification, the data was discussed in relation to how environmental sustainability is formulated and included in the Swedish school system, particularly in the physical education context. This will enable us to contribute to the discussion of how physical education teachers enact the requirements of governing school documents concerning environmental sustainability.The result of this study shows that environmental sustainability has the potential to gain a stronger classification in physical education in the future. Of the different educational stakeholders who are involved in the process of reproducing knowledge in one way or another (Bertram, 2020), such as physical education teachers, policy writers, textbook writers, teacher educators, producers of research, and politicians, some have more power and interpretive precedence than others and are therefore more able to influence what environmental sustainability becomes when it is enacted in physical education.Can we expect environmental sustainability to be taught in physical education if it does not exist in the students' PETE studies? Research shows that teacher education in environmental sustainability is often given in general courses or in independent courses without a direct connection to physical education (Isgren Karlsson & Backman, in press). PETE can therefore be seen as gatekeepers for what is being done and what should be done in physical education.MethodThis study is part of a larger research project that aims to explore physical education teachers’ perceptions and attitudes towards digital tools and environmental sustainability (see Isgren Karlsson, et al., 2022). The data collection included the distribution of a questionnaire to a conference for physical education teachers in Stockholm in October 2019, which resulted in 73 participants, and two weeks later an online group for Swedish physical education teachers, which resulted in 78 participants. This study analysed 143 questionnaires in total. Participants, all being physical education teachers, demonstrated a wide range of professional experience and teaching level with a large part having more than 10 years of teaching experience. To achieve the aim of our physical education study, we adopted a version of a mixed methods approach called exploratory sequential design which includes both quantitative and qualitative analysis. In this approach, qualitative and quantitative materials are combined and integrated in order to strengthen and give nuance to the analysis (Creswell, 2013). The purpose of this approach was to gain a more in-depth understanding of environmental sustainability in school physical education (Creswell, 2013). The quantitative analyses were performed in IBM SPSS version 26 and Microsoft Excel using frequency analyses, cross tabulations, means comparisons and one-way independent analysis of variance (ANOVA) with post-hoc tests of Games-Howell (to manage the different sample sizes). The thematic content analysis of the qualitative data (answers from open questions in the questionnaire) was designed to promote an understanding of the participants’ statements about what environmental sustainability is and why it is relevant (or not). It was also intended to enable us to analyse the factors that seem to regulate teachers’ perceptions and attitudes towards environmental sustainability. For this analysis we used the six-phase model defined by Smith and Sparkes (2019) of familiarisation, coding, theme development, refinement, naming and editing. More detailed information about the method underlying this study can be found in Isgren Karlsson et al. (2022). In the forthcoming study about environmental sustainability in PETE, observations of lessons at PETE have been made, also an analysis of governing documents has been carried out. The analysis will help us to see where and why environmental sustainability is considered important (or not) in PETE and physical education.Expected OutcomesThe limited extent of the teaching in Swedish physical education around environmental sustainability, which is well illustrated in our study and also emphasised in the international research (Welch et al., 2021), reflects the undeveloped potential of environmental sustainability as a component of physical education. Inspired by Bernstein’s (1975) concept of classification we have tried to illustrate this relationship between the references to environmental sustainability in school policy documents and the extent to which sustainability is implemented in different subjects. In subjects such as geography, natural sciences and biology, environmental sustainability is explicitly mentioned as a content area in the curriculum (Molin, 2006; Sund, 2008). Its clear presentation in these policy documents means that teachers probably conceive it as a stronger mandatory task than those teaching in physical education. In both the general curriculum, and the subject specific curriculums for geography, biology and the natural sciences, environmental sustainability has a stronger classification compared to physical education (Molin, 2006; SNAE, 2001; Sund, 2008), where the classification is relatively weak (Ekberg, 2021; Lundvall & Meckbach, 2008). Environmental sustainability is not stated in a clear way in the physical education curriculum and a majority of the physical education teachers do not include it in their teaching. Our results raise questions about whether or not policy documents (either general and subject specific) are the best way to support and encourage environmental sustainability so that it is reflected in everyday teaching practice. The forthcoming study about PETE and environmental sustainability can contribute to a discussion about physical education teacher education's role in the field and its significance for what becomes of the education in or about environmental sustainability in physical education.References Bernstein, B. (1975). Class, Codes and Control (Vol. 3). London: Routledge & Kegan Paul. Bernstein, B. (2000). Pedagogy, symbolic control & identity: Theory, research, critique (2nd ed.). New York: Rowman & Littlefield. Bertram, C. (2020). Remaking history: The pedagogic device and shifting discourses in the South African school history curriculum. Yesterday and Today, 23, 1–29. Creswell, J. (2013). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (4th ed.). Oaks, CA: Sage. Dingle, G., & Mallen, C. (2020). Sport and environmental sustainability. Research and strategic management. Taylor and Francis. Ekberg, J-E. (2021). Knowledge in the school subject of physical education: a Bernsteinian perspective, Physical Education and Sport Pedagogy. Fauville, G., Lantz-Andersson, A., & Säljö, R. (2014). ICT tools in environmental education: Reviewing two newcomers to schools. Environmental Education Research, 20(2), 248–283. Isgren Karlsson, A., Alatalo, T., Nyberg, G., & Backman, E. (2022): Exploring physical education teachers’ perceptions and attitudes towards digital technology in outdoor education, Journal of Adventure Education and Outdoor Learning Lundvall, S., & Meckbach, J. (2008). Mind the gap: Physical education and health and the frame factor theory as a tool for analysing educational settings. Physical Education and Sport Pedagogy, 13(4), 36–345. Molin, L. (2006). Rum, frirum och moral. En studie av skolgeografins innehållsval. (Space, Curriculum space and Morality. About school geography, content and teachers´ choice). [Doctoral dissertation, Uppsala University] Geografiska regionstudier 69. 233 pp. Uppsal
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| 10. |
- Isgren Karlsson, Andreas, 1982-, et al.
(författare)
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Exploring physical education teachers’ perceptions and attitudes towards digital technology in outdoor education
- 2023
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Ingår i: Journal of Adventure Education and Outdoor Learning. - : Informa UK Limited. - 1472-9679 .- 1754-0402. ; 23:4, s. 510-524
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Tidskriftsartikel (refereegranskat)abstract
- In the Swedish educational system, there has been a recent push for digital technology in different school subjects. This paper investigates what regulates Swedish physical education teachers’ perceptions of digital technology in outdoor education. The results is reflected in a number of rules that govern Swedish physical education teachers’ perceptions and use of digital technology in outdoor education. Findings suggest that teachers’ views on the relevance of digital technology in outdoor education depends partly on curriculum formulations, but of significant importance are also other factors such as: the addressed knowledge area, grade level, choice of digital device, needs of students, and teachers’ ideological beliefs. These rules are discussed in relation to the construction of outdoor education as knowledge area within physical education and in relation to the ways in which Swedish physical education teachers relate to curriculum changes.
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