| 1. |
- Al-Saqaf, Walid, Associate Professor, 1973-, et al.
(författare)
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Analysing Twitter Discourse on Extreme Events and Climate Change Using Quantitative Research Methods and Applying Theoretical Interpretations
- 2022
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Ingår i: SAGE Research Methods Cases. - London : Sage Publications. - 9781529601107
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Annan publikation (refereegranskat)abstract
- This method case study describes how we extracted and analyzed data from Twitter as part of a research project to investigate how users connected climate change to extreme weather events during 2008–2017. The paper describes how the open-source tool, Mecodify, was used as a fundamental part of the method to download data from Twitter and identify key insights through tables, graphs and machine-readable files. The paper goes into detail to describe the steps that were taken from the building the search query to analyzing, aggregating, and visualizing the data used to describe the findings. Although Mecodify facilitated the process significantly, the paper highlights some of the challenges that were confronted during different research stages and how they were overcome. The aim is to provide social media researchers with some useful insights for their own research.
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| 2. |
- Al-Saqaf, Walid, 1973-, et al.
(författare)
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How Do Social Media Users Link Different Types of Extreme Events to Climate Change? : A Study of Twitter During 2008–2017
- 2019
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Ingår i: Journal of Extreme Events. - Singapore : World Scientific. - 2345-7376 .- 2382-6339. ; 06:02
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Tidskriftsartikel (refereegranskat)abstract
- This study examines how three types of extreme events (heat waves, droughts, floods) are mentioned together with climate change on social media. English-language Twitter use during 2008–2017 is analyzed, based on 1,127,996 tweets (including retweets). Frequencies and spikes of activity are compared and theoretically interpreted as reflecting complex relations between the extreme event factor (the occurrence of an extreme event); the media ecology factor (climate-change oriented statements/actions in the overall media landscape) and the digital action factor (activities on Twitter). Flooding was found to be by far the most tweeted of the three in connection to climate change, followed by droughts and heat waves. It also led when comparing spikes of activity. The dominance of floods is highly prevalent from 2014 onwards, triggered by flooding events (extreme event factor), the climate science controversy in US politics (media ecology factor) and the viral power of celebrities’ tweets (digital action factor).
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| 3. |
- Alnervik, Karin, 1958-, et al.
(författare)
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Barn och vårdnadshavares minnen av deltagande i pedagogisk dokumentation
- 2018
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Ingår i: Nordisk Barnehageforskning. - : OsloMet – storbyuniversitetet. - 1890-9167. ; 17:1
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Tidskriftsartikel (refereegranskat)abstract
- Syftet med artikeln är att bidra till kunskapandet om pedagogisk dokumentation med specifikt fokus på dokumentationens betydelse ur ett demokratiperspektiv. Trots många studier kring pedagogisk dokumentation finns det få studier som explicit utgår ifrån barn och vårdnadshavares perspektiv. I artikeln analyseras barns och vårdnadshavares samtal utifrån minnesbilder, vilka framträder i fokusgruppssamtal, från förskoletiden i relation till pedagogiskt dokumentationsarbete. Resultatet visar att den pedagogiska dokumentationspraktiken bidrog till skapandet av en praktikgemenskap på förskolan vilket i sin tur möjliggjorde en demokratisk undervisning.
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| 4. |
- Anderstaf, Susanna, 1964-, et al.
(författare)
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‘Sometimes we have to clash’ : how preschool teachers in Sweden engage with dilemmas arising from cultural diversity and value differences
- 2021
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Ingår i: Intercultural Education. - : Taylor & Francis. - 1467-5986 .- 1469-8439. ; 32:3, s. 296-310
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Tidskriftsartikel (refereegranskat)abstract
- The research presented in this paper explores how preschool teachers in Sweden negotiate tensions stemming from perceived cultural dilemmas among themselves, the children they work with, and the children´s parents or guardians. The aim in characterising this process of negotiation is to expand knowledge about how to adapt pedagogically to the increasing diversity of the preschool sector in Sweden. The study is based on focus group interviews with preschool teachers who work in schools where nearly 70% of the children are newly arrived immigrants or have parents or guardians who were born in a country other than Sweden. The interview data were subjected to a thematic analysis. Three themes emerged: Circumventing conflicts by keeping preschool peaceful; Culture as a barrier and opportunity for dealing with dilemmas; and engaging with conflicts as a means of developing the preschool profession. The themes are discussed in relation to Gert Biesta’s concepts of the rational community and the community of those who have nothing in common.
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| 5. |
- Anderstaf, Susanna, 1964-, et al.
(författare)
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"Sometimes we have to clash" : How Swedish preschool teachers' engage with cultural value differences
- 2017
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Ingår i: 27th EECERA Annual Conference. ; , s. 171-171
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Konferensbidrag (refereegranskat)abstract
- Research aims: This study aims to contribute knowledge about how preschool teachers engage with tensions stemming from cultural value differences among teachers, caregivers, and children.Relationship to previous research works: Motivating this work is current socio-cultural circumstances in Sweden in which preschool teachers are negotiating divergent curricular demands that simultaneously promote cultural diversity and a common tradition. Consequently, teachers are experiencing an increased burden to address societal expectations concerning cultural diversity without appropriate communicative and conceptual tools (Björk Willén et. al, 2013; Lunneblad, 2006).Theoretical and conceptual framework: We draw on Biesta’s (2006) – via Lingis (1994) - conception of the rational community (RC) and the community-without-community (CwC) as an interpretive framework.Paradigm, methodology and methods: Project data was gathered through a series of focus group interviews with teachers in two preschools in Sweden, using stimulus materials designed to elicit discussion about value conflicts and cultural diversity.Ethical Considerations: Informed consent was obtained from all study participants.Main finding or discussion: Teacher engagement with questions of culture and values were organized around discussions of actual and imagined disagreements between teachers and caregivers about activities with preschool children. Analysis through the lens of RC and CwC revealed that teachers on the one hand, reinforced societal values and avoided conflict through invocation of the language of the rational community; on the other hand, from a CWC perspective, they developed insights about the value of conflict as means of gaining insight into the perspectives and cultures of the caregivers, as well as about their professional development.Implications, practice or policy: Project findings have implications for the development of pedagogical and policy tools related intercultural processes in preschool education practice and research.
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| 6. |
- Ardila-Ardila, A., et al.
(författare)
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HUMANS: una batería neuropsicologica para la evaluación de pacientes infectados con VIH-1 : [Humans: a neuropsychological battery for evaluating HIV-1 infected patients]
- 2003
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Ingår i: Revista de Neurocirugía. - 1514-3716. ; 36:8, s. 756-762
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Forskningsöversikt (refereegranskat)abstract
- Objective. To develop a neuropsychological test battery in Spanish for the cognitive evaluation of HIV-1 infected patients. Development. Departing from the suggestions presented by the work group of the National Institute of Mental Health (USA), a neuropsychological assessment battery was developed. It was named HUMANS (HIV/University of Miami Annotated Neuropsychological test battery in Spanish). This battery includes the following domains: 1) attention and speed of processing information, 2) memory, 3) executive function, 4) language, 5) visuospacial/visuoconstructive abilities, and 6) motor abilities. Administration takes about 3-4 hours. The English parallel version of this battery has been successfully used in English for over a decade with HIV-1 infected patients. In the paper the development and adaptation to Spanish language of the HUMANS neuropsychology section is presented Conclusions. HUMANS neuropsychological test battery fulfill the recommendations presented by the workgroup of the National Institute of Mental Health for evaluating HIV-1 infected patients. Studies regarding validity and reliability are still required.
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| 7. |
- Barkhuus, Louise, et al.
(författare)
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Social Infrastructures as Barriers and Foundation for Informal Learning : Technology Integration in an Urban After-School Center
- 2012
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Ingår i: Computer Supported Cooperative Work. - : Springer. - 0925-9724 .- 1573-7551. ; 21:1, s. 81-103
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Tidskriftsartikel (refereegranskat)abstract
- In this paper we explore the relationship between social learning environments and the technological ecologies that practitioners, learners, and researchers develop to sustain them. Through an examination of ethnographic research conducted at an urban after- school learning program we show how social, technological and power infrastructures influence learning and interaction in this setting. Adopting a holistic approach we examine how technologies are integrated into activities in this program to support the learning of the after-school youth. We emphasize both positive and negative infrastructures that contribute to the learning environment and discuss how identifying these infrastructures are one of the first steps towards understanding and informing technology design in informal learning settings.
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| 8. |
- Barkhuus, Louise, et al.
(författare)
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Technologies and social learning in an urban after-school center
- 2011
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Ingår i: Proceedings of the 2011 ACM annual conference on Human Factors in Computing Systems Extended Abstracts. - New York : Association for Computing Machinery (ACM). - 9781450302685 ; , s. 273-282
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Konferensbidrag (refereegranskat)abstract
- In this paper we explore this relationship between social learning environments and the technological ecologies that practitioners, learners, and researchers develop to sustain them. Through an examination of ethnographic research conducted at an urban after-school learning program we gain insight into social, technological and power infrastructures that influence learning and interaction in this setting. Adopting a holistic approach we examine how technologies are integrated into activities in this program to support the learning of the after-school youth. We emphasize both positive and negative infrastructures that contribute to the learning environment and discuss how identifying these infrastructures are one of the first steps towards understanding and informing technology design in informal learning settings.
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| 9. |
- Baumer, Sonja, et al.
(författare)
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Promoting narrative competence through adult-child joint pretense : Lessons from the Scandinavian educational practice of playworld
- 2005
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Ingår i: Cognitive development. - : Elsevier BV. - 0885-2014 .- 1879-226X. ; 20:4, s. 576-590
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Tidskriftsartikel (refereegranskat)abstract
- This paper examines the effects of the playworld educational practice on the development of narrative competence in 5- to 7-year-old children. The playworld educational practice is derived from play pedagogy and the theory of narrative learning, both developed and implemented in Scandinavia. The playworld practice consists of joint adult-child pretense based in a work of children's literature, discussion, free play, and visual art production. When compared to children under a control intervention (conventional school practices without pretend play), children who participated in the playworld practice show significant improvements in narrative length, coherence, and comprehension, although not in linguistic complexity. These findings provide further evidence concerning the role of pretense in the narrative development of young children.
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| 10. |
- Berglez, Peter, 1973-, et al.
(författare)
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Extreme weather and climate change : social media results, 2008–2017
- 2020
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Ingår i: Environmental Hazards. - London : Taylor & Francis. - 1747-7891 .- 1878-0059. ; 20:4, s. 382-399
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Tidskriftsartikel (refereegranskat)abstract
- The link between extreme weather and climate change is being highlighted in ever more countries. Increased public understanding of this issue is essential for policymaking, both in terms of climate change mitigation and adaptation. As social media are becoming central to the exchange of information in society, the purpose is to analyze what generates intensified attention to the connection between extreme weather and climate change in digital communication. This is done by examining periods of intensified co-occurrence of mentions of extreme weather and climate change on English-language Twitter (N = 948,993). Our quantitative analysis suggests that during the period 2008–2017 the years 2010, 2011 and 2017 exhibit a considerable increase in ‘causality discourse’, i.e. tweets that articulate the topic of climate change + extreme weather, in comparison with earlier years. These periods of significant growth are interpreted as involving dynamic relationships between three factors, namely mediated highlighting of previous or ongoing extreme-weather events (extreme-event factor); connection of extreme weather to climate change by traditional media or other intermediaries (media-driven science communication factor); and actions of individual users (digital-action factor). Through a qualitative discourse analysis, how these factors jointly generate increasing attention to ‘causality discourse’ is more closely explored for the case of 2017.
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