| 1. |
- Tieva, Åse, et al.
(författare)
-
Effect on energy and macronutrient intake with partial replacement of external food supply by in-house cooking at a nursing home for older people in Sweden
- 2015
-
Ingår i: International Journal of Consumer Studies. - : Wiley. - 1470-6423 .- 1470-6431. ; 39:4, s. 369-379
-
Tidskriftsartikel (refereegranskat)abstract
- An increased awareness of the importance of nutrition for older people's health and quality of life has underpinned projects and quality improvements for the meal situation in care establishments. The present study took place in a nursing home in a village outside an average-sized town situated in mid-Sweden. Care staff had initiated a change from external catered meals to purchase the food and cook the main meals themselves. The intention was to increase flexibility in accommodating the requests and needs of the elderly and, in doing so, to achieve increased professional pride and satisfaction. To ensure that no negative effects resulted for the residents in the nursing home, outcomes were evaluated through the present intervention study. The objective was to investigate whether and, if so, how their energy and nutrient intake and weight were affected. At the start, only one main hot meal was exchanged for home cooking to avoid work load problems as no increased costs were allowed and no extra staff were to be recruited. The study population consisted of 21 residents, aged 69-97 years. Weight, energy and nutrient intake were recorded before and during the intervention by 3-day food records validated by Goldberg's cutoff method. The same 3 days of the weekSunday to Tuesdayand the same menus were used for both measurement periods. At group level, the energy intake corresponded to the estimated energy requirements, both at baseline and at follow-up, although the intervention resulted in a significantly higher energy intake from the meals cooked in the ward kitchens. Two-thirds of the residents (n=13) slightly increased in weight from baseline to follow-up, while two participants (with body mass index 27.5 kg/m(2) and 33.5 kg/m(2), respectively) lost 5.0 kg and 6.9 kg, respectively. The total protein intake was insufficient both at baseline and follow-up and only met the participants' needs to 8122% and 83 +/- 26%, respectively. In conclusion, the intervention resulted in no adverse consequences for participants in terms of energy and nutrient intake. Most participants were weight stable or had small increases in weight, and the greatest weight gain was observed in the lighter clients. The low protein intake at both time points causes concern and suggests the need for further nutritional interventions to optimize older people's protein intake.
|
|
| 2. |
- Persson, Helena, 1967-, et al.
(författare)
-
Ämnesintegrerad undervisning i naturvetenskap : Vad är det?
- 2009
-
Ingår i: NorDiNa. - Oslo, Norge : Naturfagsenteret. - 1504-4556 .- 1894-1257. ; 5:1, s. 47-60
-
Tidskriftsartikel (refereegranskat)abstract
- Biology, chemistry and physics might be taught as separate subjects, but sometimes they are taught as combined with one another or with other subjects. Nationally and internationally the concept integrated science teaching lacks a uniform definition. To find out more about how practicing teachers define and perform integrated teaching, interviews were undertaken with five teachers, teaching science in school year 7 to 9 (age 13-16) in the Swedish compulsory school. Two ways of integrating science teaching were found; one combining the science subjects and one combining the science subjects with other school subjects. Results showed differences in the ways of teaching integrated science, in the interpretation of what the teachers meant by science integrating teaching and which obstacles and possibilities they saw. Visions about working with integrated science in the future and how these visions correspond to teacher’s reality is also discussed.
|
|
| 3. |
|
|
| 4. |
- Nyberg, Lars, et al.
(författare)
-
Age-related and genetic modulation of frontal cortex efficiency
- 2014
-
Ingår i: Journal of cognitive neuroscience. - : MIT Press. - 0898-929X .- 1530-8898. ; 26:4, s. 746-754
-
Tidskriftsartikel (refereegranskat)abstract
- The dorsolateral pFC (DLPFC) is a key region for working memory. It has been proposed that the DLPFC is dynamically recruited depending on task demands. By this view, high DLPFC recruitment for low-demanding tasks along with weak DLPFC upregulation at higher task demands reflects low efficiency. Here, the fMRI BOLD signal during working memory maintenance and manipulation was examined in relation to aging and catechol-O-methyltransferase (COMT) Val(158)Met status in a large representative sample (n = 287). The efficiency hypothesis predicts a weaker DLPFC response during manipulation, along with a stronger response during maintenance for older adults and COMT Val carriers compared with younger adults and COMT Met carriers. Consistent with the hypothesis, younger adults and met carriers showed maximal DLPFC BOLD response during manipulation, whereas older adults and val carriers displayed elevated DLPFC responses during the less demanding maintenance condition. The observed inverted relations support a link between dopamine and DLPFC efficiency.
|
|
| 5. |
|
|
| 6. |
- Persson, Anders, 1974-
(författare)
-
Kolonisatör eller turist? : Frågor och arbetsuppgifter i svenska historieläromedel under en tid av kunskapsideologisk förhandling
- 2019
-
Ingår i: Nordic Journal of Educational History. - Umeå : Umeå University Library. - 2001-7766 .- 2001-9076. ; 6:2, s. 45-72
-
Tidskriftsartikel (refereegranskat)abstract
- Coloniser or tourist? Questions and exercises in Swedish history textbooks, 1927-2015The history of History as a Swedish school subject has usually been based on two sources: curriculum plans and textbook narratives. Drawing upon more than 900 exercises that occur in 72 history textbooks published 1927-2015, this article primarily examines which different approaches to history that have been prearranged to the pupils during the second half of the last century. It is shown that a great majority of the exercises, throughout the whole period of time, prescribes a simple reproduction of unchallenged truths. It is also argued that both disciplinarian assignments and aesthetic tasks, seem to appear at least as often before, as after, the 1970s. Subsequently, especially in the 1990s, the exercises occasionally ask for the individual student's own opinions - without demanding them to consider any historical circumstances. Accordingly it is argued that while the former category of exercises most often enjoin the distanced view of the uninvolved tourist, the latter rather instructs the pupil to embrace the coloniser's self-centred perspective of the past.
|
|
| 7. |
- Persson, Anders, 1974-
(författare)
-
Lärartillvaro och historieundervisning : innebörder av ett nytt uppdrag i de mätbara resultatens tid
- 2017
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Swedish compulsory school has recently been subjected to a number of political reforms. Between 2011 and 2014, for example, earlier grades, more national tests and a new curriculum plan (Lgr 11) were to be implemented. This thesis aims to examine those changes as they were experienced by teachers who teach history in Swedish upper primary schools. The theoretical framework is in-spired by existential philosophy, primarily as formulated in the works of Martin Heidegger and Hanna Arendt. In this way, the study highlights the teachers’ lived experience by making use of the concepts yearning, appearance, acting and mood.The study comprises of 36 interviews with 26 informants. The interviews were carried out and transcribed during 2014. The questions focus on both the existential being of the teachers’ lives as well as the ideological function of the history subject. This highly renders in the issue of how lived experiences of a specific school reform corresponded to the teachers’ own perception of a mean-ingful history education. Both the yearnings that were expressed by the participants and their de-scriptions of what they have experienced, have been related to the overall educational ideological functions stated by Gert Biesta (socialisation, subjectification and qualification) and Jonas Aspelin (existentialisation).Although the teachers’ narratives were greatly varied in some aspects, their interpretations of the new assignment seemed to be quite homogenous. Most of the teachers portrayed a situation characterised by performativity. Measurable knowledge and more frequent documentation seemed to be prioritised. Some of them stressed that they experienced less autonomy. In terms of history, the new curriculum was associated with more content knowledge, cognitive skills and procedural abilities. From the teachers’ perspective, pure qualification, rather than subjectification and social-isation, characterised the new curriculum.Still, the teachers’ feelings towards the curricular changes showed a great deal of divergence. Some of them embraced most of the new aspects. They claimed that clearly formulated require-ments in the history curricula provided them with security. They declared that their history teaching to some extent became more professional. In line with such beliefs, some teachers asserted that the strengthened focus on analytical skills improved their teaching. Particularly those who ex-pressed that they preferred such analytic procedural approaches described their experience in terms of confirmation and approval. Others appeared to struggle with the changes. While a few teachers even tried to resist the curricular changes, some found themselves forced to endure what appeared to be a totally new situation. They expressed disbelief, frustration and pain. Notably it was those most devoted to the existentialisational function of history teaching that usually seemed to express such alienation. As argued, they appeared to long for a lost possibility to engage their pupils, to bring history alive and to make meaning of the past.
|
|
| 8. |
|
|
| 9. |
- Åström Elmersjö, Henrik, 1978-, et al.
(författare)
-
Controversial issues and the nature of history : teachers’ views on controversial historical issues in Swedish lower secondary school
- 2023
-
Ingår i: History Education Research Journal (HERJ). - London : UCL Press. - 2631-9713. ; 20:1
-
Tidskriftsartikel (refereegranskat)abstract
- Controversial issues are often regarded as abundant in history education. Most topics can be regarded as controversial in one way or another. The purpose of this article is to analyse the way history teachers in Swedish lower secondary schools relate controversial issues to a particular view of the nature of the subject of history. By analysing statements from six teacher interviews which centred on the risks and opportunities associated with teaching about controversial issues, the authors were able to see a clear relation between views on controversial issues and views on the nature of history as such. The teachers’ reactions to the introduction of controversial issues, whether introduced by the teacher or by the students, was in many cases directly related to a specific view of the subject itself and its epistemological nature.
|
|
