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Sökning: LAR1:lu > Högskolan i Jönköping > Fritt online

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  • Adanko, Cinna, et al. (författare)
  • LED-belysning och brukaren
  • 2014
  • Rapport (övrigt vetenskapligt)abstract
    • Ljusforskning är om något diversifierad och omfattar teorier och metoder från skilda discipliner som teknik, medicin och samhällsvetenskap. Det finns också en förväntan att erhållna forskningsresultat skall kunna appliceras direkt i verkliga miljöer. I och med introduktionen av LED har många tidigare studier som behandlat glödlampor, lysrör och andra ljuskällor inaktualiserats. Ny kunskap - och ny forskning - krävs.En inventering av aktuell humanrelaterad LED-forskning genomfördes under 2013. Med utgångspunkt i detta material har föreliggande forskningsöversikt sammanställts. Totalt omfattar denna drygt 400 artiklar, som redovisas under följande rubriker: Den biologiska klockan; Flimmer och dimring av LED; Energibesparing: dagsljus och ljusstyrning; Färgåtergivning; Bländning och slutligen; Upplevda ljuskvaliteter.Såväl bakomliggande teoretiska resonemang som det aktuella kunskapsläget redovisas i de olika avsnitten. Efter varje avsnitt ges också referenser till relevanta forskningspublikationer. Samtliga publikationer har försetts med två eller flera svenska nyckelord, som anger publikationens innehåll. Publikationerna har sedan delars in i kategorier enligt avsnitten ovan. Efter varje avsnitt redovisas de publikationer på vilka texten baserar sig, med nyckelord. I ett slutavsnitt redovisas samtliga LED-publikationer i alfabetisk ordning efter författare och med nyckelord.
  • Ahlström, Gerd, et al. (författare)
  • Encounters in close care relations from the perspective of personal assistants working with persons with severe disablility.
  • 2010
  • Ingår i: Health & Social Care in the Community. - 0966-0410. ; 18:2, s. 180-188
  • Tidskriftsartikel (refereegranskat)abstract
    • In Sweden adults with major and sustainable disabilities can be granted publicly financed support in the form of personal assistance after assessment and decision-making in accordance with government rules. The purpose of the present study was to explore more deeply the encounters in close care relations between personal assistants and disabled persons of working age, as well as the prerequisites for and obstacles to the success of such encounters, this from the perspective of the personal assistants. Thirty-two personal assistants (22- to 55-year old) who worked for 32 persons with serious neurological diseases living at home were interviewed. The transcribed unstructured interviews were qualitatively analysed using latent content analysis. The analyses resulted in five main themes: Perceptive awareness, Entering into the other's role, Mutuality, Handling the relationship and Personal difficulties facing the assistant. These themes illustrated that a prerequisite for the encounter's being meaningful is that the assistant should be able to observe and understand the unique needs of the disabled person. The assistant must furthermore be able to put herself/himself into the other person's position. It is also important that the personal chemistry between the assistant and the disabled person should be good. Being able to share feelings and interests with the functionally impaired person provides the assistant with positive emotional confirmation of a good relationship. A distressing dilemma the assistant faces is that of distinguishing between the working relationship and the personal friendship. In this borderline area are found experiences, feelings and events that the assistant may view as negative or even unacceptable. This study contributes to the understanding of the complexity underlying the daily community care of disabled persons with an extensive need for care and assistance.
  • Anderberg, Elsie, et al. (författare)
  • Global learning for sustainable development in higher education
  • 2009
  • Ingår i: International Journal of Sustainability in Higher Education. - 1467-6370. ; 10:4, s. 368-378
  • Tidskriftsartikel (refereegranskat)abstract
    • Purpose – The purpose of this paper is to provide a synopsis of some major trends that have marked discussions on global learning for sustainable development (GLSD) in higher education. The aim is formulated against the background of the complexity represented in GLSD, as well as the fact that sustainable development (SD) is an issue of global interest for universities. Design/methodology/approach – The authors conducted an overview in recent trends in research on GLSD in higher education over the last 20 years, based on the combination of the keyword higher education for Sustainable Development with global learning (GL) and global education. Findings – The overview suggests that only relatively limited steps have been implemented to achieve GLSD, and rhetoric still dominates the discussions. It appears that little empirical research has been undertaken on learning in global settings. Several authors have identified the need for a competence-based curriculum for GLSD. Originality/value – Universities, professionals and students need to take greater responsibility. How knowledge, values and abilities are formed and developed from the global learner's perspective therefore, remains an open and fundamental question. The paper underlines the crucial role that higher education plays in GL for sustainability. Acknowledgements: This paper has been written with financial support from The Swedish Research Council and the International Institute for Industrial Environmental Economics at Lund University, Sweden.
  • Anderberg, Elsie, et al. (författare)
  • Micro processes of learning
  • 2009
  • Ingår i: Higher Education. - 0018-1560. ; 58:5, s. 653-668
  • Tidskriftsartikel (refereegranskat)abstract
    • The article describes qualitative variation in micro processes of learning, focusing the dynamic interplay between conceptions, expressions and meanings of expressions in students' learning in higher education. The intentional-expressive approach employed is an alternative approach to the function of language use in learning processes. In the empirical investigation, a dialogue model was used that both stimulates and documents students' ways of processing meaning. Results were grouped into three descriptive categories: vague, stabilising and developing ways of processing. Educational implications include, firstly, two distinct types of vague constitution of meaning in learning: one connected to fragmentary relationships between expressions and meanings, and another that triggers and creates close relationships and changes in relationships. Secondly, the categories display different unexplored ways of processing, related to deep and surface approaches in students' learning.
  • Anderberg, Elsie, et al. (författare)
  • The epistemological role of language use in learning
  • 2008
  • Ingår i: Educational Research Review. - 1747-938X. ; 3:1, s. 14-29
  • Tidskriftsartikel (refereegranskat)abstract
    • Denna artikel har har blivit nominerad till EARLI publication award. Vinnare utses i Amsterdam den 25 augusti.This article has been nominated to the EARLI publication award. The winner will be announced in Amsterdam on the 25th of August.
  • Andersson, Martin, et al. (författare)
  • The sources of the urban wage premium by worker skills:
  • 2014
  • Ingår i: Papers in Regional Science. - Wiley-Blackwell. - 1056-8190. ; 93:4
  • Tidskriftsartikel (refereegranskat)abstract
    • We estimate the respective importance of spatial sorting and agglomeration economies in explaining the urban wage premium for workers with different sets of skills. Sorting is the main source of the wage premium. Agglomeration economies are in general small, but are larger for workers with skills associated with non-routine job tasks. They also appear to involve human capital accumulation, as evidenced by the change in the wage of workers moving away from denser regions. For workers with routine jobs, agglomeration economies are virtually non-existent. Our results provide further evidence of spatial density bringing about productivity advantages primarily in contexts when problem-solving and interaction with others are important.
  • Argentzell, Elisabeth, et al. (författare)
  • Experience of meaning in everyday occupations among unemployed people with severe mental illness
  • 2012
  • Ingår i: Scandinavian Journal of Occupational Therapy. - 1103-8128. ; 19:1, s. 49-58
  • Tidskriftsartikel (refereegranskat)abstract
    • Background. Knowledge about how people with severe mental illness find meaning in non-work occupations is important in order to develop programmes of meaningful daily occupations for this group. Purpose. To examine the meaning daily occupations may bring to those who are severely mentally ill and unemployed. Methods. Twelve unemployed people with severe mental illness were interviewed regarding their experience of meaning in daily occupations.Findings. Meaning was experienced in a balance between occupations that helped the informants control their mental illness. Themes of meaning were: feeling competent and being socially engaged, having routines and being productive, being creative and seeking knowledge, and taking care of body and mind. Substitutes for paid work were found in occupations such as taking care of the household or being productive at a day centre.Implications. People with severe mental illness should be allowed to play an active role in their rehabilitation process, using the occupational therapist for forming daily routines, creating a balance between work-like and restful occupations, finding occupations that meet one’s skills and training social behaviour. Besides, work-related occupations should be emphasized in the rehabilitation.
  • Avery, Helen, et al. (författare)
  • Det (sam)skapande mötet i högre utbildning
  • 2014
  • Ingår i: Att växa som människa - Om bildningens traditioner och praktiker. - Södertörns Högskola. - 978-91-86069-92-6 ; s. 251-272
  • Bokkapitel (refereegranskat)
  • Avery, Helen, et al. (författare)
  • Teachers’ interpretation of Bildung in practice:
  • 2013
  • Ingår i: Journal of Learning Development in Higher Education. - JLDHE is published by the Association for Learning Development in Higher Education (ALDinHE).. - 1759-667X. ; :5, s. 1-20
  • Tidskriftsartikel (refereegranskat)abstract
    • While higher education is expected to prepare students so they can reflect and act in relation with a changing world, many structural forces instead favour procedural learning. There are fundamental contradictions between the aim of independent thinking and using standardised assessment, as well as between reasoning/speaking as an emancipatory force, and teaching as explanation. Other contradictions exist between holistic and fragmented learning. An important dimension of these contradictions is how we determine who can become a speaker. What are the terms for negotiating meaning? In this article, ways in which university teachers interpret Bildung are investigated through qualitative interviews. Three teachers were asked how they implement their aims in practice. The three cases are presented as an illustration of practices that may enhance in-depth reflection, holistic understanding and personal development. The teachers’ perceptions of student learning and other outcomes of a Bildung approach are discussed. In particular, the article stresses the importance of a space for negotiation and giving students the opportunity to become speakers.
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