| 1. |
- Moberg, Christina, et al.
(författare)
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De unga gör helt rätt när de stämmer staten
- 2022
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Ingår i: Aftonbladet. - 1103-9000.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- 1 620 forskare och lärare i forskarvärlden: Vi ställer oss bakom Auroras klimatkrav
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| 2. |
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| 3. |
- Häggström, Margaretha, 1962, et al.
(författare)
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Att undervisa i hållbar utveckling - Relationellt perspektiv
- 2022
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Hur kan lärare arbeta med hållbar utveckling i en tid då globala kriser och klimatförändringar väcker både rädsla och oro? Och hur kan elever samtidigt känna hopp inför sin framtid och sitt vuxna liv? Dessa frågor är utgångspunkt för det utvecklings- och forskningsprojekt som utgör basen i denna bok. Du får följa med i berättelser som lärare och elever skapat tillsammans för att utveckla kunskap om social, ekologisk och ekonomisk hållbarhet. Boken redogör för de pedagogiska utgångspunkterna, men ger också rikligt med praktiska exempel på metoder och former för undervisning i och genom demokratiska och relationella förhållningssätt. Du får konkreta tips på hur du kan integrera hållbar utveckling i undervisningen. Såväl kritiska aspekter som lärdomar och möjligheter lyfts fram. I centrum står eleven och läraren utifrån det relationspedagogiska perspektivet. Att undervisa i hållbar utveckling: Relationellt perspektiv vänder sig till lärarstudenter och verksamma lärare i årskurs F-6. Bokens syfte är att inspirera, stödja och utgöra diskussionsunderlag i skolans arbete med miljöperspektivet och hållbar utveckling.
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| 4. |
- Forslund, Anders, et al.
(författare)
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Flykting- och anhöriginvandrades etablering på den svenska arbetsmarknaden, IFAU Rapport 2017:14
- 2017
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Vi beskriver arbetsmarknadsetablering och integration i Sverige på kort och lång sikt för invandrare från länder utanför västvärlden. Analysen omfattar huvudsakligen flykting- och anhöriginvandring under perioden 1990–2014. Mönstren för första kontakter med och etablering på arbetsmarknaden varierar med konjunkturläget, ursprungsland och med andra bakgrundsfaktorer. Men det huvudsakliga budskapet är att inträdesprocessen är långsam och att sysselsättning och inkomster av arbete även på lång sikt är lägre för invandrade relativt genomsnittet i arbetskraften i stort. Mönstren är på sikt påtagligt stabila för personer som kommit under olika tidsperioder och förutsättningar. Antalet jobb före det ”första riktiga” arbetsmarknadsinträdet är begränsat, och den första arbetsgivarkontakten är för många en väg till en mer stabil anställning. De första jobben återfinns jämförelsevis ofta i små låglöneföretag, som över tid koncentrerats mer till tjänstesektorn. Vi diskuterar också tänkbara effekter av olika politiska reformer och insatser.
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| 5. |
- Liljeström, Monica, et al.
(författare)
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How will they react if we make them talk? : Students’ experiences from learner-created video tasks in online university education in Sweden
- 2017
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Ingår i: ICICTE 2017 Proceedings. - Rhodes, Greece : ICICTE 2017. - 9780993288982 ; , s. 318-328, s. 318-328
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Konferensbidrag (refereegranskat)abstract
- In focus in this paper are students’ views on their experiences of an educational design with oral assessment tasks supported by video technology in online university education in Sweden. Questions targeted how the students perceived the impact of oral tasks on their learning. The data were gathered through questionnaires, qualitative interviews and students’ self-reflection documents. Results indicate most students appreciated the oral assessments, and their descriptions of this learning experience indicate that the studied video-based task-design may enhance online students’ learning experiences.
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| 6. |
- Lindqvist Bagge, Ann-Sophie, et al.
(författare)
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Mental health, stress, and well-being measured before (2019) and during (2020) COVID-19 : a Swedish socioeconomic population-based study
- 2023
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Ingår i: Psychology and Health. - : Taylor & Francis Group. - 0887-0446 .- 1476-8321.
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Tidskriftsartikel (refereegranskat)abstract
- Objectives: Compare mental health, stress, and well-being in the Swedish population as measured before and during the COVID-19 pandemic. Methods: Repeated cross-sectional design using data measured before (Jan-2019; n = 2791) and during (Oct/Nov-2020; n = 2926) COVID-19 pandemic in Swedish population-representative cohorts. Following constructs were measured: anxiety (Beck Anxiety Inventory), depression (Beck Depression Inventory-II), stress (Perceived Stress Scale-10 items), health-related quality of life (HRQOL[Functional Assessment of Cancer Therapy-General Population]) and self-rated health (SRH) was assessed with a single-item question. Results: When adjusting for age, sex, education, and income there were significantly higher levels of anxiety (M = 9.15 vs. 8.48, p < 0.01) and depression (M = 3.64 vs. 3.30, p = 0.03), lower levels of stress (M = 14.06 vs. 14.91, p < 0.001), but worsened HRQOL (M = 76.40 vs. 77.92, p < 0.01) and SRH (M = 6.91 vs. 7.20, p < 0.001), observed in 2020 compared to 2019. For the negative effects seen in anxiety, depression, HRQOL, and SRH, higher income and education had a protective effect. The decrease in stress was also correlated with higher income. Conclusions: The COVID-19 pandemic led to a small but significant worsening in mental health and well-being in the general Swedish population, where higher socioeconomic status seemed to have a protective effect.
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| 7. |
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| 8. |
- Olofsson, Anders D., et al.
(författare)
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Pedagogical digital competence for police teachers in relation to distance-based police education
- 2017
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Ingår i: INTED2017 Proceedings. - : The International Academy of Technology, Education and Development. - 9788461784912 ; , s. 4219-4227
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Konferensbidrag (refereegranskat)abstract
- Introduction: In the last ten years higher education in Sweden has undergone major changes related to two specific parallel processes. First a process of digitalization, secondly an academisation process of what has previously been regarded as mainly vocational programmes for professions being delivered by other institutions than the universities. Examples of these are police education (Sjöberg, 2016) and fire-fighter training (Holmgren, 2015). The competence of the educators responsible for such programmes as well as the particular educational context for providing the courses are being re-defined. Central in this paper is the concept of Pedagogical Digital Competence (PDC) (Hall & From, 2013). PDC relates to the ability of teachers to plan and conduct, and continuously evaluate and revise, Information and Communication Technology (ICT)-supported training, based on theory, current research and proven experience in practice. PDC includes both practical (know-how) and conceptual (know-why) knowledge. During fall 2016, intensive organizational preparations as well as training of police teachers took place at the university in question with the purpose of being able to teach police students at a distance in spring of 2017. Important here was a course intended to develop the police educators´ PDC in order to make the move to a distance context and the ability to design distance courses. The course included learning theories and digital tools as well as in-practice training to increase the police teachers’ knowledge and skills in the tools and implement them in their teaching in practice. The attention in this paper is directed towards the PDC needed to be developed by police teachers in the context of the newly re-designed distance-based Swedish police education.Aim: The aim of this paper is to present a study of the police teachers self-rated abilities according to the model of PDC before and after a professional development course in ICT in education.Data and research design: Data consists of 21 police teachers who before and after the course made a self-evaluation of their PDC. The survey used consisted of three background questions and 28 statements with likert-scale answers. The statements corresponded to the police teachers’ self-evaluated knowledge in the domains of the so called Technological Pedagogical Content Knowledge (TPACK) model as it was developed by Mishra & Koehler (2006, 2008). The paper also uses data from the course evaluations.Context: The plan for the PDC course was based on course development parallel with the police teachers gaining knowledge in new digital tools. During the course different digital tools were used to provide the teachers with ideas and they had the opportunity to work hands on with digital tools. Each course meeting included guest lectures providing good examples and best practice regarding the use of digital tools in the teaching practice. All in all the course consisted of five meetings.Conclusions: Tentative conclusions from the data shows that following the TPACK model the teachers on average was strongest on their content knowledge (CK) followed by their pedagogical knowledge (PK). On average they were weakest on the four knowledge domains related to technology. After they had finished the course their knowledge in these domains had moved and changed so that they now were stronger than before.
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| 9. |
- Samuelsson, Bo, 1942, et al.
(författare)
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From Here to Sustainability – Is the Lisbon/Göteborg agenda delivering?
- 2004
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Executive Summary The European Councils held in Lisbon (2000) and in Göteborg (2001) gave the Union a new direction by establishing a long term strategy with sustainable development as the overarching objective. Sustainable development means, in this context, goals for economic, social and environmental policy, which are both mutually consistent and capable of delivering enhanced economic growth. To assure progress towards an agreed range of targets, the open method of coordination (OMC) has been adopted as the process for the implementation of the strategy. The strategy for sustainable development is a long-term one and, although the deadline originally set for the Lisbon agenda was 2010, it is clear that sustainable development has a much longer time-horizon and also that there is a global dimension to sustainable development, not just an EU one. In the run up to the mid-term review of the Lisbon strategy, this report by the European Panel for Sustainable Development, EPSD, offers an assessment of the EU approach to sustainable development. The report is based on official documents, research reports and background reports prepared by researchers from different disciplines. It concentrates on the EU-15 Member States, because the ten new members that acceded to the EU in May 2004 have not (yet!) been subject to the same commitments in relation to sustainable development. However, in future work by the EPSD, it is anticipated that the coverage will be extended to embrace all 25 Member States. The report starts with a discussion on the political process, followed by an examination of the economic, social and environmental dimensions of the strategy, of the potential of new technologies, and of the results delivered by the Member States. The final chapters include discussions on impact assessment and the global dimension of sustainable development. The focus of the report is on: − The integration of the three dimensions of sustai nable development and the policies that affect them into one coherent strategy − The implementation of the strategy through the open method of co-ordination The main messages of the report are that it is vital to: • Maintain the original commitment to sustainable development as the overarching objective of the Lisbon strategy and improve the co-ordination between the three pillars of the strategy: the economic, social and environmental dimensions [...]
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| 10. |
- Carlander, Anders, 1979, et al.
(författare)
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The ever gap: The relationship between self-rated health and socio-economic inequalities in Sweden between 1999 and 2021
- 2023
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Ingår i: Social Sciences & Humanities Open. - 2590-2911. ; 8:1
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Tidskriftsartikel (refereegranskat)abstract
- Health inequality linked to socioeconomic status (SES) has increased in many parts of the world. Since economic inequality also has been reported to be on the rise, it is pivotal to investigate how socioeconomic inequality affects health disparities annually. The present study is based on a yearly repeated cross-sectional probability sample of Swedish citizens (N = 141 619) collected between 1999 and 2021. We show that the relative level of SES has increased significantly in Sweden. In addition, the level of economic inequality has also increased. Based on self-rated health (SRH), we report a clear disparity between low and high SES and subjective social class (SSS), where higher SES and SSS are associated with better SRH. We observe a stronger association between SRH and reported present SSS (i.e., subjective social class aimed at capturing current situation) than between SRH and reported childhood SSS (i.e., subjective social class focusing on the situation when growing up). We show that the annual marginal effect of SES is not increasing but instead contributes with a stable annual contribution on SRH. Interestingly, the annual effect of education on SRH was substantially attenuated when adjusting for income, whereas the effect of income on SRH was only moderately different when adjusting for education. Potential mechanisms and remedies are discussed.
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