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Sökning: LAR1:lu > Högskolan i Jönköping > Fritt online > (2015-2017)

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  • Almgren, Susanne, 1967-, et al. (författare)
  • Commenting, Sharing and Tweeting News : : Measuring Online News Participation
  • 2016
  • Ingår i: Nordicom Review. - The Nordic Information Centre for Media and Communication Research. - 2001-5119. ; 37:2, s. 67-81
  • Tidskriftsartikel (refereegranskat)abstract
    • Social plugins for sharing news through Facebook and Twitter have become increasingly salient features on news sites. Together with the user comment feature, social plugins are the most common way for users to contribute. The wide use of multiple features has opened new areas to comprehensively study users’ participatory practices. However, how do these opportunities to participate vary between the participatory spaces that news sites affiliated with local, national broadsheet and tabloid news constitute? How are these opportunities appropriated by users in terms of participatory practices such as commenting and sharing news through Facebook and Twitter? In addition, what differences are there between news sites in these respects? To answer these questions, a quantitative content analysis has been conducted on 3,444 articles from nine Swedish online newspapers. Local newspapers are more likely to allow users to comment on articles than are national newspapers. Tweeting news is appropriated only on news sites affiliated with evening tabloids and national morning newspapers. Sharing news through Facebook is 20 times more common than tweeting news or commenting. The majority of news items do not attract any user interaction.
  • Almgren, Susanne, 1967-, et al. (författare)
  • ‘Let’s Get Them Involved’ . . . to Some Extent: Analyzing Online News Participation
  • 2015
  • Ingår i: Social Media + Society. - SAGE Publications Inc.. - 2056-3051. ; 1:2, s. 1-11
  • Tidskriftsartikel (refereegranskat)abstract
    • The development of social media applications, such as blogs, Facebook, and Twitter, has offered new participatory opportunities for everyday media users. This article contributes to research by looking into one specific aspect of the increasingly more participatory media ecology—the news comment feature. Drawing on a quantitative content analysis of 1,100 news pieces, as well as spaces for user comments, the article reveals both how this emerging public space is shaped by the media company and, later, appropriated by their participating users. Our analysis reveals, for instance, that the online newspaper prefers to allow users to comment on lightweight news such as sports and entertainment. The users, however, prefer to post comments on news covering changes in proximity space, politics, and health care, while also clearly ignoring the most available news pieces (sport and entertainment). In the concluding section, the discrepancy in preferences is discussed.
  • Areskoug-Josefsson, Kristina, et al. (författare)
  • Health care students' attitudes toward addressing sexual health in their future profession Validity and reliability of a questionnaire
  • 2016
  • Ingår i: International Journal of Sexual Health. - 1931-7611. ; 28:3, s. 243-250
  • Tidskriftsartikel (refereegranskat)abstract
    • Objectives: To test the reliability and validity of the Students' Attitudes Towards Addressing Sexual Health Questionnaire (SA-SH), measuring students' attitudes toward addressing sexual health in their future professions.Method: A cross-sectional online survey (22 items) were distributed to 186 nursing, occupational therapy and physiotherapy students in Sweden, April 2015. Validity and reliability were tested.Results: The construct validity analysis led to three major factors: present feelings of comfortableness, future working environment, and fear of negative influence on future patient relations. The construct validity, internal consistency reliability, and intrarater reliability showed good results.Conclusion: The SA-SH is valid and reliable.
  • Areskoug-Josefsson, Kristina, et al. (författare)
  • Health Care Students’ Attitudes Towards Working with Sexual Health in Their Professional Roles Survey of Students at Nursing, Physiotherapy and Occupational Therapy Programmes
  • 2016
  • Ingår i: Sexuality and disability. - 0146-1044. ; 34:3, s. 289-302
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this study was to explore differences and similarities in health care students’ attitudes towards working with and communicating with patients about sexual health issues in their future professions. The aim was also to explore whether the students’ gender, age and future professions were influencing factors and whether there was a change in attitude depending on educational levels, gender, age and future professions. The study also aimed to explore the potential development of those differences and similarities in attitudes between health care students having achieved different levels of education and training in their future professions. A cross-sectional quantitative study was performed with an online survey distributed to nursing, occupational therapy and physiotherapy students. The students believed that they needed increased sexual health education and increased communication skills about sexual health. Gender and future profession are factors that significantly affect the attitudes of the students towards working with sexual health. Nursing and occupational therapy students have a more positive attitude towards addressing sexual health in their future professions than do physiotherapy students. Further research is needed in this field to improve competence in sexual health for all student groups, particularly physiotherapy students. Further research is also needed to explore the significance of gender regarding education in sexual health and attitudes towards working with sexual health.
  • Avery, Helen, et al. (författare)
  • From policy to practice : : Roma education in Albania and Sweden
  • 2017
  • Ingår i: The Urban Review. - Springer. - 1573-1960. ; 49:3, s. 463-477
  • Tidskriftsartikel (refereegranskat)abstract
    • This paper aims to make a contribution to recentering practice- and practitioner-oriented issues in Roma education studies. Gaps can be observed today between conditions of educational work in practice and the ways education is understood in mainstream academic discussions, compounded by the fact that educational workers in the field have limited access to academic environments. Also, as a subject dealing with minorities, education for Roma and Roma communities tends to occupy a marginal position in academic departments of Education. Inversely, in Roma studies, focus often lies on culture or history, and education is mainly considered through the lens of identity. This means that many important experiences in Roma educational work remain silent, and significant aspects of practices are not sufficiently shared across contexts. In this paper, experiences from education projects in Albania and Sweden are presented and considered against the background of Roma education policies in these countries generally. An analysis is made of the ways these projects directly or indirectly connect to local academic structures. Finally, suggestions are made of potential strategies for developing practice- and practitioner-driven research in this area, to make relevant experiences more accessible across linguistic and national borders.
  • Avery, Helen, et al. (författare)
  • Higher Education as a Socio-Economic Advancement Opportunity for Refugees
  • 2017
  • Konferensbidrag (refereegranskat)abstract
    • This conceptual paper addresses the relationships between higher education policies for refugees and the wider issues of social justice, transition to sustainability, peacebuilding and post-conflict recovery in the Middle East. The paper draws on an overview of current options for refugees to access higher education, as well as research on long term impacts in post conflict contexts. Perspectives adopted in the paper involve theorizing the ways higher education shapes socio-technical systems in the Middle East, and the effects this can have for economic recovery and autonomy. Today, the world is facing the greatest refugee and displacement crisis since the Second World War. The immediate causes of the crisis seem to be armed conflicts and radicalisation of societies. At closer inspection, we can see that this crisis reflects a repeated failure of the international economic and political system in addressing certain major challenges, including social justice and adequate education. While international politics has failed to support stability or prevent political conflicts, growing neoliberalism and ineffective development strategies have instead contributed to social injustice and economic instability at national and international levels. Higher education plays a key role in stabilisation, modernization and de-radicalisation of societies, but has to date only received limited attention in development assistance strategies or in the context of humanitarian aid for refugees. Young refugees and displaced academics are therefore insufficiently equipped to work as catalysts for peacebuilding in their own or host countries. Moreover, they are under severe economic and social pressure to earn money for their family’s survival. Given these circumstances, opening up opportunities for higher education for young refugees (O'Keeffe and Pásztor 2017) not only give them the hope to improve their socioeconomic situation, but will also change their personal status as a “refugee”. Crucially, a well-educated generation is a fundamental condition for successful reconstruction, social recovery and sustainable development in the post conflict future (Emtairah et al. 2016). Attention must be devoted to the form and content of higher education, however, to address challenges, create capacity needed in recovery efforts, and avoid future dependencies (cf. Dryden-Peterson 2016).
  • Avery, Helen, et al. (författare)
  • Higher Education for Refugees: The Case of Syria
  • 2017
  • Ingår i: Policy & Practice: A Development Education Review.
  • Tidskriftsartikel (refereegranskat)abstract
    • The refugee crisis is also a crisis in education. While attention is frequently directed toward primary and secondary school levels, higher education is a strategic issue for refugees, both as individuals and for long term processes of post-conflict recovery and peacebuilding. Education prospects and content are drivers of onwards migration, but also affect economic structures on return.  Higher education has the potential to support sustainable socio-economic development, but impacts will depend on which strategies are adopted and which types of capacity are prioritised. The article examines the issue of access to higher education for Syrian refugees, describing the situation in Lebanon in particular. Foreign interests can fuel sectarianism as well as creating economic structural dependencies. Both existing and possible future options supported by the international community are considered here, and discussed with respect to how they might affect opportunities for democratic and autonomous societal developments. 
  • Avery, Helen, et al. (författare)
  • Perspektiv på arabiska som modersmål i svensk skola
  • 2017
  • Ingår i: Öst är väst och väst är öst. - Portlak. - 978-91-639-3066-9 ; s. 135-162
  • Bokkapitel (övrigt vetenskapligt)abstract
    • Arabiska är ett av de stora språken i modersmålsundervisningenidag, och med tanke på de senaste årens tillströmning av flyktingarfrån Syrien och Irak är det sannolikt att behovet även kommer attöka framöver. Denna studie tittar på modersmålsundervisningenutifrån två kompletterande perspektiv: dels barnens motivering förlärande och de sammanhang de använder arabiska i sina vardagligaliv, dels förutsättningar för undervisning utifrån arabiskans ställning ilärarutbildningarna och hur den grundas forskningsmässigt. Barnensperspektiv på modersmålsundervisningen framkommer i en intervjustudiesom gjordes med elever som hade arabisk modersmålsundervisning,medan behovet av att etablera modersmålets didaktik somett forskningsbaserat fält diskuteras i detta bidrag utifrån en litteraturstudie.
  • Avery, Helen (författare)
  • Taking responsibility for a marginal vocation : : Mother tongue teacher training and the logistics of autonomous higher education in Sweden
  • 2015
  • Konferensbidrag (refereegranskat)abstract
    • Higher education in Sweden has experienced increasing competitive pressure, while adopting paradigms borrowed from market philosophies (Beach, 2013). As in other European ountries, macro steering, incitaments and criteria for endorsing specific programmes operate through aggregated quality indicators, and tend to be more concerned with international ranking (Hazelkorn, 2008) than with meeting domestic needs. Additionally, deep-running tensions exist between what is seen as academic ’excellence’ and vocational relevance (Slantcheva-Durst, 2010). Despite a supposed increase in autonomy, forward looking strategic planning at university level is narrowly constrained (Bleiklie & Michelsen, 2013). While the nation-wide lack of qualified teachers has been amply documented, no concerted efforts are made to remedy the situation. Recruitment difficulties are exasperated by poor working conditions (cf. the situation in Norway, Valenta, 2009). Assuming comprehensive training in the more than 130 languages taught as mother tongue in Sweden would be daunting to manage alone for any single institution. On the other hand, the administrative burden of initiating cooperation across institutions is prohibitive, as well as the cost of managing coordination between a large number of partner institutions – within and outside Sweden. Competition between universities further reduces chances for effective cooperation. The ambition of equivalent standards and symmetrical structures in terms of credit requirements, progression or definition of levels ignores the substantial differences in actual conditions pertaining to different languages, student groups or locations. Finally, in a markets-driven higher education landscape, costly specialisations become dependent on direct targeted external financing. Without private or public sponsorship, the ratio between the number of highly specialised teacher trainers needed to establish credible programmes and the potential number of students per course is not financially viable for the course provider, particularly concerning smaller languages. Sweden has formerly held a vantaged position with respect to life-long learning (Boström, Boudard & Siminou, 2001), allowing continuous and flexible refinement of competences for active professionals. Today, the combined forces of marketisation and the Bologna process appear instead to have created relatively rigid structures that tend to favour a broad massified mid-section of the educational market, but make it difficult to maintain more specialised or rapidly changing disciplines.
  • Björk, Maria, et al. (författare)
  • Like being covered in a wet and dark blanket – Parents' lived experiences of losing a child to cancer
  • 2016
  • Ingår i: European Journal of Oncology Nursing. - Elsevier. - 1462-3889. ; 25, s. 40-45
  • Tidskriftsartikel (refereegranskat)abstract
    • Purpose The aim of this study was to illuminate parents' lived experiences of losing a child to cancer. Method Interviews and a narrative about parents' experiences of losing a child to cancer were gathered from six parents of children whom had participated in a longitudinal study across the child's illness trajectory. The analysis of the data was inspired by van Manen's hermeneutic phenomenological approach. Results One essential theme emerged: Like being covered in a wet and dark blanket, as well as six related themes: Feeling conflicting emotions, Preparing for the moment of death, Continuing parenting after death, Recollecting and sharing memories, Working through the sorrow and New perspectives in life. Conclusion There is a need for good palliative care. If not, there is a risk that the parent will perseverate and blame themselves for not being a good parent during the suffering child's last time in life. Meetings with the parents six months and two years after the child's death might facilitate healing through the grief process.
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