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- 2019
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Tidskriftsartikel (refereegranskat)
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| 2. |
- Andersson, Svante, 1962-, et al.
(författare)
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Violent advertising in fashion marketing
- 2004
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Ingår i: Journal of Fashion Marketing and Management. - : Emerald Group Publishing Limited. - 1361-2026 .- 1758-7433. ; 8:1, s. 96-112
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Tidskriftsartikel (refereegranskat)abstract
- In this study, violent advertising is discussed. An empirical study, using picture analysis, is carried out. The intent of the advertisers' message is compared with the interpretation of a male and a female consumer group. It is concluded that the consumers' interpretations not are the ones that the advertisers had intended. The violence was interpreted in a much more negative way than expected. It is also concluded that there are differences in interpretations between men and women. © Emerald Group Publishing Limited.
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| 3. |
- Nilsson, Anna Maria, et al.
(författare)
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Application of an accident approach to the study of acute suicidal episodes through repeated in-depth interviews
- 2023
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Ingår i: Death Studies. - Philadelphia, PA : Informa UK Limited. - 0748-1187 .- 1091-7683. ; 47:1, s. 75-83
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Tidskriftsartikel (refereegranskat)abstract
- We modified an accident analysis model for the study of acute suicidal episodes (ASEs). Our aim was to use this model (SCREAM, Suicidal Cognitions' Reliability and Error Analysis Method) as a lens to understand the worst-ever ASEs of nine patients who took part in repeated in-depth interviews. Guided by the theory of SCREAM including four predetermined categories, nine themes were identified. ASEs were triggered by interactions with the interpersonal and physical environment and spiraled into a state of lost control. Timing and the availability of promoters and barriers in the environment were salient features. Findings may aid person-centered safety planning.
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| 4. |
- Nilsson, Anna Maria, et al.
(författare)
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The Meaning of Mental Imagery in Acute Suicidal Episodes : A Qualitative Exploration of Lived Experiences
- 2023
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Ingår i: Omega. - Thousand Oaks, CA : Sage Publications. - 0030-2228 .- 1541-3764.
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Tidskriftsartikel (refereegranskat)abstract
- Clinical assessment of suicidal ideation focuses on cognitions in the form of verbal thoughts. However, cognitions also take the shape of mental imagery. The aim of this qualitative study was to explore the meaning of mental imagery in acute suicidal episodes (ASEs). Eight persons with severe previous ASEs participated in repeated in-depth interviews and in the semi-structured Suicidal Cognitions Interview. Textual data from both sources underwent content analysis. All participants experienced suicide-related imagery during ASEs. Analysis resulted in two themes. (1) Suicide-approaching imagery: intrusive looming images that contributed to loss of control, flashforwards that clarified the suicidal solution, or desirable but unattainable images. (2) Suicide preventive imagery: death-alienating, life-affirming, or potentially helpful images. The meaning of mental imagery in ASEs is suggested to be understood in relation to the context of the individual ASE. A narrative approach is encouraged, as is an increased clinical focus on mental imagery in general. © The Author(s) 2023.
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| 5. |
- Åkerfeldt, Anna, et al.
(författare)
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"Fridolin backar in i framtiden om digitala läromedel"
- 2021
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Ingår i: Dagens Nyheter. - Stockholm : AB Dagens Nyheter. - 1101-2447. ; , s. 5-5
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Gustav Fridolin presenterade i augusti i år "Läromedelsutredningen – böckernas betydelse och elevernas tillgång till kunskap". Utredningen lyfter fram och belyser flera viktiga områden, till exempel lärarens, rektorns och lärarutbildningarnas ansvar och att säkra rätten till likvärdig tillgång av läromedel. Något som brister idag. Men utredningen ger en förenklad och missvisande bild av digitala läromedel och dess betydelse och roll i skolan. Diskussionen måste nyanseras så att svensk skola kan ge eleverna de kunskaper, förmågor och kompetenser de behöver för att vara delaktiga i ett samhälle som alltmer förutsätter att medborgarna har digitala färdigheter. Den nyanseringen vill vi som forskar inom utbildningsväsendet med fokus på teknikutveckling och digitalisering bidra till.
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| 6. |
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| 7. |
- Hällfors, Maria, et al.
(författare)
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Translocation of an arctic seashore plant reveals signs of maladaptation to altered climatic conditions
- 2020
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Ingår i: PeerJ. - London : PeerJ. - 2167-8359. ; 8
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Tidskriftsartikel (refereegranskat)abstract
- Ongoing anthropogenic climate change alters the local climatic conditions to which species may be adapted. Information on species’ climatic requirements and their intraspecific variation is necessary for predicting the effects of climate change on biodiversity. We used a climatic gradient to test whether populations of two allopatric varieties of an arctic seashore herb (Primula nutans ssp. finmarchica) show adaptation to their local climates and how a future warmer climate may affect them. Our experimental set-up combined a reciprocal translocation within the distribution range of the species with an experiment testing the performance of the sampled populations in warmer climatic conditions south of their range. We monitored survival, size, and flowering over four growing seasons as measures of performance and, thus, proxies of fitness. We found that both varieties performed better in experimental gardens towards the north. Interestingly, highest up in the north, the southern variety outperformed the northern one. Supported by weather data, this suggests that the climatic optima of both varieties have moved at least partly outside their current range. Further warming would make the current environments of both varieties even less suitable. We conclude that Primula nutans ssp. finmarchica is already suffering from adaptational lag due to climate change, and that further warming may increase this maladaptation, especially for the northern variety. The study also highlights that it is not sufficient to run only reciprocal translocation experiments. Climate change is already shifting the optimum conditions for many species and adaptation needs also to be tested outside the current range of the focal taxon in order to include both historic conditions and future conditions. ©2020 Hällfors et al.
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| 8. |
- Isaksson, Anna, 1980-, et al.
(författare)
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Att integrera jämställdhetsperspektiv i en utbildning : G-CoRe som ett pedagogiskt verktyg i högre utbildning
- 2019
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Studier och utredningar visar att lärare ofta upplever det utmanade att jämställdhetsintegrera utbildningars innehåll. Detta återspeglas exempelvis i att perspektivet inte kommer till uttryck i utbildningsplaner och kursplaner eller är otydligt formulerat. Samtidigt är kraven på jämställdhetsintegrering högt ställda i såväl Högskolelagen som i Universitetskanslersämbetets (UKÄ) kvalitetsgranskningar och i lärosätenas egna kvalitetssystem. Här framgår det på olika sätt att jämställdhet ska beaktas och integreras i utbildningarnas innehåll, genomförande och utformning. Men vad innebär det att integrera ett jämställdhetsperspektiv i utbildningars innehåll? Idag finns få metoder som stödjer lärare i detta arbete och behovet av vetenskapligt grundade verktyg är därmed stort. Inom den ämnesdidaktiska forskningen har ett didaktiskt reflektionsverktyg kallat Content Representations (CoRe) utvecklats för att stödja lärare i att planera ett ämnesinnehåll på ett sätt som främjar studenternas lärande. Forskning visar att en CoRe är ett framgångsrikt verktyg för lärare att utveckla sin förmåga att kommunicera ett ämnesinnehåll på ett sätt som skapar goda lärsituationer. I en CoRe får läraren formulera ett antal Big Ideas, viktiga fenomen eller begrepp, inom ett specifikt ämnesområde. Var och en av dessa Big Ideas reflekteras utifrån ett antal frågor, t.ex. vadstudenterna måste lära och varför,samt studenters eventuella svårigheter med att förstå begreppen. Med utgångspunkt i ämnesdidaktisk forskning har vi utvecklat G-CoRe (Gender CoRe) där lärare formulerar Big Ideas och reflekterar över på vilka sätt det kan vara möjligt att jämställdhetsintegrera innehållet. På så sätt blir en G-CoRe ett stöd för lärare att strukturera och reflektera över hur jämställdhet integreras i utbildningens innehåll.
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| 9. |
- Isaksson, Anna, 1980-, et al.
(författare)
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G-CoRe : A pedagogical tool for gender mainstreaming in higher education
- 2020
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Ingår i: Regendering Science. For an Inclusive Research Environment. - 9788854970168 ; , s. 171-172
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Konferensbidrag (refereegranskat)abstract
- Aims of the contributionThe aim of this contribution is to present and further explore a pedagogical tool aiming to enhance gender mainstreaming in teaching and content in higher education.Description of the researchIntroductionPrevious research has demonstrated how teachers often experience gender mainstreaming in higher education (content, design and implementation) as a challenge (Heikkilä and Häyrén Weineståhl, 2009; Lindroth and Bondestam, 2014). In Sweden however, requirements for gender mainstreaming are high both in the Higher Education Act and the evaluations of the quality of higher education undertaken by the Swedish Higher Education Authority. Gender equality and gender mainstreaming are also key quality factors in the universities’ own quality assurance systems.Today, there are few methods that support teachers in their efforts with integrating a gender perspective into the teaching content. Hence, the need for scientifically based tools is widespread. In this study we investigate a pedagogical tool (Gender CoRe) that aim to help teachers integrate gender aspects both in the content and the teaching of that content. The main research question for the study is “How do teachers experience Gender CoRe (G- CoRe) as a way to enhance gender mainstreaming in teaching and content in higher education?Materials and methodsWithin the subject didactic research, a didactic reflection tool called Content Representations (CoRe) has been developed to support teachers in planning and teaching the content in a way that promotes student learning. Research demonstrates that CoRe is an effective tool for teachers to develop their ability to communicate content in a way that provides successful learning situations for students. When using CoRe, the teacher formulates a number of Big Ideas, important phenomena or concepts, within a specific subject area. Each of these Big Ideas is reflected on a number of pedagogical prompts e.g. what students need to learn and why, as well as students' possible difficulties in understanding the concepts (e.g. Nilsson and Karlsson, 2019; Nilsson and Elm, 2017; Hume and Berry, 2010, 2013; Loughran et. al., 2006). Based on this didactic research, researchers at Halmstad University, Sweden, have developed a so-called G-CoRe (Gender CoRe) where teachers are supposed to formulate Big Ideas and reflect on how it may be possible to integrate gender equality into the content.During 2019-2020, five teachers at Halmstad University, Sweden, used the Gender CoRe for planning content where a gender perspective was included. In this presentation we present a case of how one of the five teachers (a teacher within the Construction Engineering programme) experienced the use of G-CoRe to integrate gender aspects, both in the content of and the actual teaching performance; What were perceived as possibilities and challenges with the G-CoRe? How could the G-CoRe be further developed to enable teachers in their work with gender mainstreaming?ResultsIn the data collected on teachers ́ experience of using G-CoRe there were several examples of how the G-CoRe was experienced as valuable as a reflective tool to integrate gender aspects in the content and teaching. In the particular case presented here the teacher in Construction Engineering highlighted the strength of the G-CoRe as it focuses on and describes their abilities and also their challenges in the classroom while working with gender mainstreaming in the classroom. Further, with the help of the G-CoRe, the teachers can reason together and think about what different gender aspects within the content they need to identify and implement within their teaching. It appeared that using a G-CoRe design encouraged collaborative discussion and reflection about integrating gender aspects when teaching certain big ideas linked to a topic. As such, our findings suggest that the G-CoRe has potential to overcome some of the challenges that many teachers experience in their efforts to integrate a gender perspective in their higher education practice.
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| 10. |
- Isaksson, Anna, 1980-, et al.
(författare)
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G-core as an innovative tool to support reflection in a higher education online course
- 2022
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Ingår i: ICERI2022 Proceedings. - Valencia : IATED Academy. - 9788409454761 ; , s. 4466-4473
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Konferensbidrag (refereegranskat)abstract
- Online-learning has been of growing use in higher education to meet needs of more flexible ways of developing knowledge and skills. However, online modules require careful considerations regarding content and opportunities for participants to reflect and interact with the teacher and the course-material. Teachers also need to support students with high quality material, respond to students´ assignments and encourage deep reflection and discussion concerning course content. Online teaching provides opportunities for participants to access course content in a flexible way [1]. This study regards a higher education online course in gender mainstreaming aiming to support university teachers to integrate a gender perspective into the teaching content. Previous research has demonstrated teachers experiencing gender mainstreaming in higher education as a challenge [2], which is why we in this course used a reflective tool (CoRe) developed from science education research [3] to support participants´ reflection on how to integrate gender aspects. The content for teaching is formulated through Big Ideas and reflected in pedagogical prompts e.g., what is to be learnt and why, as well as possible difficulties in understanding the content. In the online module we developed a G-CoRe (Gender CoRe) where participants reflect on how to integrate gender aspects into the teaching content. The participants accessed the online material in a flexible way, enabling creation of their own learning journey. The course lacks discussion forum and/or online interaction with other participants, components often considered crucial for online learning in developing the students’ abilities to discuss and reflect [4]. However, in this course, the G-CoRe was used to promote critical thinking and reflection in other ways. The design of the G-CoRe includes individual thinking and reflection, feedback from at least one colleague and then a revision of the G-CoRe and a recorded oral reflection. Here, we report findings when five university teachers used the G-CoRe in the online course. The result indicates the G-CoRe as a valuable tool to stimulate reflection and student-centered learning in relation to the integration of gender aspects in the content and teaching. Even if the online course did not include “traditional” discussion forums, the G-CoRe design encouraged reflection among participants. As such, our findings suggest that a reflective tool such as G-CoRe has the potential to stimulate student-centered online learning to overcome some of the challenges that many teachers experience in their efforts to integrate a gender perspective in their higher education practice. © Copyright 2022, IATED Academy
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