| 1. |
- Airey, John, 1963-, et al.
(författare)
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On the Disciplinary Affordances of Semiotic Resources
- 2014
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Ingår i: Book of Abstracts. ; , s. 54-55, s. 54-55
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Konferensbidrag (refereegranskat)abstract
- In the late 70’s Gibson (1979) introduced the concept of affordance. Initially framed around the needs of an organism in its environment, over the years the term has been appropriated and debated at length by a number of researchers in various fields. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when they are perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al. (2001) have claimed that different modes have different specialized affordances. Then, building on this idea, Airey and Linder (2009) suggested that there is a critical constellation of modes that students need to achieve fluency in before they can experience a concept in an appropriate disciplinary manner. Later, Airey (2009) nuanced this claim, shifting the focus from the modes themselves to a critical constellation of semiotic resources, thus acknowledging that different semiotic resources within a mode often have different affordances (e.g. two or more diagrams may form the critical constellation).In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical tool for use in education. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the discernment of one individual, it refers to the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by those functions that the resource is expected to fulfil by the disciplinary community. Disciplinary affordances have thus been negotiated and developed within the discipline over time. As such, the question of whether these affordances are inherent or discerned becomes moot. Rather, from an educational perspective the issue is whether the meaning that a semiotic resource affords to an individual matches the disciplinary affordance assigned by the community. The power of the term for educational work is that learning can now be framed as coming to discern the disciplinary affordances of semiotic resources.In this paper we will briefly discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings.
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| 2. |
- Airey, John, 1963-, et al.
(författare)
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What do you see here? : Using an analysis of the Hertzsprung-Russell diagram in astronomy to create a survey of disciplinary discernment.
- 2014
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Ingår i: The first Conference of the International Association for Cognitive Semiotics, Lund, Sweden, 25-27 Sept 2014. ; , s. 52-53
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Konferensbidrag (refereegranskat)abstract
- Becoming part of a discipline involves learning to interpret and use a range of disciplinary-specific semiotic resources (Airey, 2009). These resources have been developed and assigned particular specialist meanings over time. Nowhere is this truer than in the sciences, where it is the norm that disciplinary-specific representations have been introduced and then refined by a number of different actors in order to reconcile them with subsequent empirical and theoretical advances. As a consequence, many of the semiotic resources used in the sciences today still retain some (potentially confusing) traces of their historical roots. However, it has been repeatedly shown that university lecturers underestimate the challenges such disciplinary specific semiotic resources may present to undergraduates (Northedge, 2002; Tobias, 1986).In this paper we analyse one such disciplinary-specific semiotic resource from the field of Astronomy—the Hertzsprung-Russell diagram. First, we audit the potential of this semiotic resource to provide access to disciplinary knowledge—what Fredlund et al (2012) have termed its disciplinary affordances. Our analysis includes consideration of the use of scales, labels, symbols, sizes and colour. We show how, for historical reasons, the use of these aspects in the resource may differ from what might be expected by a newcomer to the discipline. Using the results of our analysis we then created an online questionnaire to probe what is discerned (Eriksson, Linder, Airey, & Redfors, in press) with respect to each of these aspects by astronomers and physicists ranging from first year undergraduates to university professors.Our findings suggest that some of the issues we highlight in our analysis may, in fact, be contributors to the alternative conceptions of undergraduate students and we therefore propose that lecturers pay particular attention to the disambiguation of these features for their students.
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| 3. |
- Bengtsson, Daniel, et al.
(författare)
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Does influenza A virus infection affect movement behaviour during stopover in its wild reservoir host?
- 2016
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Ingår i: The Royal Society. - : The Royal Society. - 2054-5703. ; 3:2
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Tidskriftsartikel (refereegranskat)abstract
- The last decade has seen a surge in research on avian influenza A viruses (IAVs), in part fuelled by the emergence, spread and potential zoonotic importance of highly pathogenic virus subtypes. The mallard (Anas platyrhynchos) is the most numerous and widespread dabbling duck in the world, and one of the most important natural hosts for studying IAV transmission dynamics. In order to predict the likelihood of IAV transmission between individual ducks and to other hosts, as well as between geographical regions, it is important to understand how IAV infection affects the host. In this study, we analysed the movements of 40 mallards equipped with GPS transmitters and three-dimensional accelerometers, of which 20 were naturally infected with low pathogenic avian influenza virus (LPAIV), at a major stopover site in the Northwest European flyway. Movements differed substantially between day and night, as well as between mallards returning to the capture site and those feeding in natural habitats. However, movement patterns did not differ between LPAIV infected and uninfected birds. Hence, LPAIV infection probably does not affect mallard movements during stopover, with high possibility of virus spread along the migration route as a consequence.
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| 4. |
- Bengtsson, Daniel, et al.
(författare)
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Movements, Home-Range Size and Habitat Selection of Mallards during Autumn Migration
- 2014
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 9:6
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Tidskriftsartikel (refereegranskat)abstract
- The mallard (Anas platyrhynchos) is a focal species in game management, epidemiology and ornithology, but comparably little research has focused on the ecology of the migration seasons. We studied habitat use, time-budgets, home-range sizes, habitat selection, and movements based on spatial data collected with GPS devices attached to wild mallards trapped at an autumn stopover site in the Northwest European flyway. Sixteen individuals (13 males, 3 females) were followed for 15-38 days in October to December 2010. Forty-nine percent (SD = 8.4%) of the ducks' total time, and 85% of the day-time (SD = 28.3%), was spent at sheltered reefs and bays on the coast. Two ducks used ponds, rather than coast, as day-roosts instead. Mallards spent most of the night (76% of total time, SD = 15.8%) on wetlands, mainly on alvar steppe, or in various flooded areas (e.g. coastal meadows). Crop fields with maize were also selectively utilized. Movements between roosting and foraging areas mainly took place at dawn and dusk, and the home-ranges observed in our study are among the largest ever documented for mallards (mean = 6,859 ha; SD = 5,872 ha). This study provides insights into relatively unknown aspects of mallard ecology. The fact that autumn-staging migratory mallards have a well-developed diel activity pattern tightly linked to the use of specific habitats has implications for wetland management, hunting and conservation, as well as for the epidemiology of diseases shared between wildlife and domestic animals.
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| 5. |
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| 6. |
- Blomqvist, Maria, et al.
(författare)
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Chlamydophila psittaci in birds of prey, Sweden
- 2012
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Ingår i: Infection Ecology & Epidemiology. - : Informa UK Limited. - 2000-8686. ; 2
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Tidskriftsartikel (refereegranskat)abstract
- Background: Chlamydia psittaci is an intracellular bacterium primarily causing respiratory diseases in birds but may also be transmitted to other animals, including humans. The prevalence of the pathogen in wild birds in Sweden is largely unknown.Methods: DNA was extracted from cloacae swabs and screened for C. psittaci by using a 23S rRNA gene PCR assay. Partial 16S rRNA and ompA gene fragments were sequence determined and phylogenies were analysed by the neighbour-joining method.Results and conclusion: The C. psittaci prevalence was 1.3% in 319 Peregrine Falcons and White-tailed Sea Eagles, vulnerable top-predators in Sweden. 16S rRNA and ompA gene analysis showed that novel Chlamydia species, as well as novel C. psittaci strains, are to be found among wild birds.
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| 7. |
- Collin, Sven-Olof Yrjö, et al.
(författare)
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Governance strategy and costs : board compensation in Sweden
- 2017
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Ingår i: Journal of Management and Governance. - : Springer. - 1385-3457 .- 1572-963X. ; 21:3, s. 685-713
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Tidskriftsartikel (refereegranskat)abstract
- Shareholders are not identical, but differ in their objectives and actions. One difference is the level of delegation of the principal functions to the board, which we suggest can be observed through the level of directors’ compensation. We analyze the difference in board compensation through the concept of governance strategy and suggest two distinct categories of shareholder strategies: the company governance strategy and the financial governance strategy. These strategies create different distributions of governance costs, which we separate into principal costs and agency costs. We claim that the financial governance strategy adopts a higher level of delegation, which implies that the principal costs are assumed by the corporation and that agency costs are higher. This in turn can explain the higher compensation for the directors of the board compared to compensation under the company governance strategy. We test our hypothesis using a three-year panel of Swedish listed corporations and find that shareholders pursuing a financial governance strategy are associated with higher levels of board compensation. These findings suggest the existence of differences in governance strategies, reflected in governance costs through board compensation, among different types of shareholders in a corporation.
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| 8. |
- Eriksson, Urban, et al.
(författare)
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Introducing the anatomy of disciplinary discernment : an example from astronomy
- 2014
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Ingår i: European Journal of Science and Mathematics Education. - : Eastern Mediterranean University. - 2301-251X. ; 2:3, s. 167-182
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Tidskriftsartikel (refereegranskat)abstract
- Education is increasingly being framed by a competence mindset; the value of knowledge lies much more in competence performativity and innovation than in simply knowing. Reaching such competency in areas such as astronomy and physics has long been known to be challenging. The movement from everyday conceptions of the world around us to a disciplinary interpretation is fraught with pitfalls and problems. Thus, what underpins the characteristics of the disciplinary trajectory to competence becomes an important educational consideration. In this article we report on a study involving what students and lecturers discern from the same disciplinary semiotic resource. We use this to propose an Anatomy of Disciplinary Discernment (ADD), a hierarchy of what is focused on and how it is interpreted in an appropriate, disciplinary manner, as an overarching fundamental aspect of disciplinary learning. Students and lecturers in astronomy and physics were asked to describe what they could discern from a video simulation of travel through our Galaxy and beyond. In all, 137 people from nine countries participated. The descriptions were analysed using a hermeneutic interpretive study approach. The analysis resulted in the formulation of five qualitatively different categories of discernment; the ADD, reflecting a view of participants’ competence levels. The ADD reveals four increasing levels of disciplinary discernment: Identification, Explanation, Appreciation, and Evaluation. This facilitates the identification of a clear relationship between educational level and the level of disciplinary discernment. The analytical outcomes of the study suggest how teachers of science, after using the ADD to assess the students disciplinary knowledge, may attain new insights into how to create more effective learning environments by explicitly crafting their teaching to support the crossing of boundaries in the ADD model.
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| 9. |
- Eriksson, Urban, et al.
(författare)
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Tell me what you see : Differences in what is discerned when professors and students view the same disciplinary semiotic resource
- 2014
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Ingår i: The 5th international 360° conference: Encompassing the Multimodality of Knowledge, May 8-10 2014, Aarhus.
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Konferensbidrag (refereegranskat)abstract
- Traditionally, astronomy and physics have been viewed as difficult subjects to master. The movement from everyday conceptions of the world around us to a disciplinary interpretation is fraught with pitfalls and problems. What characterises a disciplinary insider’s discernment of phenomena in astronomy and how does it compare to the views of newcomers to the field? In this paper we report on a study into what students and professors discern (cf. Eriksson et al, in press) from the same disciplinary semiotic resource and use this to propose an Anatomy of Disciplinary Discernment (ADD) as an overarching characterization of disciplinary learning.Students and professors in astronomy and physics were asked to describe what they could discern from a simulation video of travel through our Galaxy and beyond (Tully, 2012). In all, 137 people from nine countries participated. The descriptions were analysed using a hermeneutic, constant comparison approach (Seebohm, 2004; Strauss, 1987). Analysis culminated in the formulation of five hierarchically arranged, qualitatively different categories of discernment. This ADD modelling of the data consists of one non-disciplinary category and four levels of disciplinary discernment: Identification, Explanation, Appreciation, and Evaluation. Our analysis demonstrates a clear relationship between educational level and the level of disciplinary discernment.The analytic outcomes of the study suggest that teachers may create more effective learning environments by explicitly crafting their teaching to support the discernment of various aspects of disciplinary semiotic resources in order to facilitate the crossing of boundaries in the ADD model.
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| 10. |
- Eriksson, Urban, et al.
(författare)
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Watching the sky : new realizations, new meanings, and surprizing aspects in university level astronomy
- 2011
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Ingår i: E-Book Proceedings of the ESERA 2011 Conference. - Lyon, France : European Science Education Research Association. - 9789963700448 ; , s. 57-63, s. 57-63
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Konferensbidrag (refereegranskat)abstract
- Learning astronomy is challenging at all levels due to the highly specialized form of communication used to share knowledge. When taking astronomy courses at different levels at university, learners are exposed to a variety of representations that are intended to help them learn about the structure and complexity of the Universe. However, not much is known about the reflective awareness that these representations evoke. Using a simulation video that provides a vivid virtual journey through our Milky Way galaxy, the nature of this awareness is captured and categorised for an array of learners (benchmark by results obtained for experts). The results illustrate how the number and nature of new things grounded in dimensionality, scale, time and perspective reflective awareness can too easily be taken for granted by both teachers and learners.
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