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Sökning: WFRF:(Rask Mikael)

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1.
  • Azour, Farivar, et al. (författare)
  • Invasion rate and population characteristics of the round goby Neogobius melanostomus: effects of density and invasion history
  • 2015
  • Ingår i: Aquatic Biology. - : Inter-Research Science Center. - 1864-7782 .- 1864-7790. ; 24:1, s. 41-52
  • Tidskriftsartikel (refereegranskat)abstract
    • Round goby Neogobius melanostomus is currently one of the most wide-ranging invasive fish species in Europe and North America. The present study demonstrates how the distribution of round goby has expanded from 2008 to 2013 at a rate of about 30 km yr(-1) along the Danish coastline in the western Baltic Sea. Further analyses showed that fish from an established high-density round goby population were slow-growing and displayed poorer condition (weight at age and hepatosomatic index) compared to fish sampled from recently invaded locations (i.e. at the forefront of the distribution range). The established population revealed a broad age distribution and a 1:1 gender ratio, while fish from a recently invaded site were primarily of intermediate ages with a male-biased gender ratio. Otolith analyses suggested that the oldest individuals from the recently invaded area experienced superior growth conditions only in the most recent years, suggesting immigration into the area as adults. Our results suggest that intraspecific competition for food may cause continued dispersal of the species and that population demographics likely relate to invasion history.
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2.
  • Backåberg, Sofia, 1979-, et al. (författare)
  • Experiences of using a video-based learning model during a long-term process of movement awareness and learning – a hermeneutical study
  • 2021
  • Ingår i: European Journal of Physiotherapy. - : Taylor & Francis. - 2167-9169 .- 2167-9177. ; 23:1, s. 41-47
  • Tidskriftsartikel (refereegranskat)abstract
    • Aim: To explore the long-term learning process in movement awareness development supported by a video-based learning model.Participants: Eleven undergraduate nursing students.Method: The students participated in learning sessions comprising video modelling, video feedback and reflective enquiry with a focus on inter-personal interaction. Each student participated in three individual video sessions during a four-month period. Three individual interviews were carried out, the last one 12–18 months after the final session. Visual, verbal and written material were collected from the video sessions, individual interviews and diaries, and interpreted within a hermeneutical approach.Results: The learning process was described in three themes: motivation for change, exploring alternative perspectives and movement changes through challenges.Conclusions: The video-based learning model implies a challenging experience on a personal level that supports motivation and a deep approach to learning. It adds a powerful base for reflection, which encourages student-centred active learning. The facilitator’s reflective approach is essential to allow the student to explore her/his own movement, in contrast to delivering instructions. The learning model may be valuable in the physiotherapist’s clinical work in facilitating patients’ movement awareness in the process of movement improvements.
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3.
  • Backåberg, Sofia, 1979-, et al. (författare)
  • Impact of musculoskeletal symptoms on general physical activity during nursing education.
  • 2014
  • Ingår i: Nurse Education in Practice. - : Elsevier BV. - 1471-5953 .- 1873-5223. ; 14:4, s. 385-390
  • Tidskriftsartikel (refereegranskat)abstract
    • Nursing education should prepare students for a lifelong professional career including managing clinical physical demands. Musculoskeletal symptoms, such as bodily pain, have been reported among nurses and nursing students but less is known about the impact of symptoms in daily activities. The aim was to explore the prevalence of self-reported musculoskeletal symptoms and their impact on general physical activity among nursing students. This cross-sectional study was based on a questionnaire to all undergraduate nursing students at one university. The prevalence of symptoms and physical impact during past 3 and 12 months was calculated for each study year. Odds ratio was analysed with logistic regression. Of 348 students 224 responded, 84% women, mean age 24.6 years (range 20-46). Of those 143 (64%) reporting symptoms during the past 12 months, 91 (64%) reported impact on physical activities. Most commonly reported were everyday activities such as transportations and prolonged sitting. The odds ratio for reporting symptoms was 1.8 for year 2 (95% CI: 0.9-3.5), and 4.7 for year 3 (95% CI: 2.1-10.7). The prevalence of musculoskeletal symptoms was high among nursing students and higher the final study year and not only resulted in discomfort but had an impact on the students' general physical activities.
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4.
  • Backåberg, Sofia, 1979-, et al. (författare)
  • Is that really my movement? : Students’ experiences of a video-supported interactive learning model for movement awareness
  • 2015
  • Ingår i: International Journal of Qualitative Studies on Health and Well-being. - : CoAction Publishing. - 1748-2623 .- 1748-2631. ; 10
  • Tidskriftsartikel (refereegranskat)abstract
    • Health care staff and students have a great risk of developing musculoskeletal symptoms. One cause of this is heavy load-related work activities such as manual handling, in which the quality of individual work technique may play a major role. Preventive interventions and well-defined educational strategies to support movement awareness and long-lasting movement changes need to be developed. The aim of the present study was to explore nursing students’ experiences of a newly developed interactive learning model for movement awareness. The learning model, which is based on a life-world perspective with focus on inter-personal interaction, has been used with eleven undergraduate students from the second and final year. Each student participated in three individual video-sessions with a facilitator. Two individual interviews were carried out with each student during the learning process and one interview 12-18 months after the last session. The interviews were audio-recorded and transcribed verbatim and a phenomenological hermeneutic method inspired by Paul Ricoeur and described by Lindseth & Norberg was used to interpret the interviews and diary notes. The interpretation resulted in three key themes and nine sub-themes. The key themes were; Obtaining better preconditions for bodily awareness, Experiencing changes in one’s own movement and Experiencing challenges in the learning process. The interactive learning model entails a powerful and challenging experience that develops movement awareness. The experience of meaningfulness and usefulness emerges increasingly and alternates with a feeling of discomfort. The learning model may contribute to the body of knowledge of well-defined educational strategies in movement awareness and learning in for example preventive interventions and ergonomic education. It may also be valuable in other practical learning situations where movement awareness is required.
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7.
  • Backåberg, Sofia, 1979-, et al. (författare)
  • Video-based feedback combined with reflective enquiry : An interactive model for movement awareness among nursing students
  • 2015
  • Ingår i: Nordic Journal of Digital Literacy. - : Universitetsforlaget. - 1891-943X .- 0809-6724. ; 10:4, s. 246-264
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this study is to describe an interactive model developed for movement awareness in a practical learning situation and to explore the use of video-based digital feedback and reflective enquiry in this model among nursing students. Sixteen students participated in individual interactive video sessions with a facilitator, who encouraged the students to reflect upon their own movements. Qualitative analysis showed that movement patterns were visualized, and that movement awareness and self-analysis were gradually developed. Encountering one’s own movement and reflecting on one’s own experiences appear to support motivation for movement changes.
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8.
  • Backåberg, Sofia, 1979- (författare)
  • Video-supported Interactive Learning for Movement Awareness : a learning model for the individual development of movement performance among nursing students
  • 2016
  • Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
    • Aim:  The overall aim of this thesis was to explore the development of a video-supported interactive learning model for movement awareness among nursing students.Methods:  Study I was a cross-sectional survey regarding prevalence and impact of musculoskeletal symptoms (MSS) among nursing students. In the remaining three studies a learning model was developed and explored; II - the inter-personal interaction (qualitative content analysis), III - the students’ experiences of using the learning model (phenomenological hermeneutics), IV - the students’ learning processes (hermeneutic approach).Results: 143 of the 224 respondents in study I reported MSS during the previous 12 months and of those 91 reported impact on physical daily life activities. The odds ratio for reporting MSS study year 3 was 4.7 (95% CI: 2.1 – 10.7). Study II shows that the students’ movement awareness and self-analysis developed when encountering their own movement through video feedback. Studies III and IV show that the facilitator’s reflective and responsive approach appears to be essential in creating interaction and a permitting learning atmosphere. The students became emotionally and cognitively challenged and personally engaged, were motivated to change by discovering details in their movements and gained a greater understanding of the relationship between their own movements and current or risk for future MSS. They also experienced emotional, cognitive and bodily confusion, which was interpreted as a necessary step in the changing process.Conclusion: MSS among nursing students appears to be a problem and education regarding ergonomic movements and principles is suggested to be emphasized in the nursing curriculum. The video-supported learning model enabled encountering and discovering one’s own body and movement in different ways, which facilitated reflection and motivation for change, which was supported by the facilitator’s reflective approach. The learning model, which could contribute to multifactorial ergonomic interventions, could also support movement awareness and learning in practical learning situations within education and rehabilitation. Further research needs to study the model in different contexts and in relation to MSS prevention.
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10.
  • Banakar, Reza, et al. (författare)
  • Who Needs the Classics? - On the Relevance of Classical Legal Sociology for the Study of Current Social and Legal Problems
  • 2013
  • Ingår i: Retssociologi.
  • Bokkapitel (refereegranskat)abstract
    • What do we gain from labeling certain norms of social organization law? This question provides the backdrop against which this chapter will examine the works of Leon Petrażycki and Eugen Ehrlich, two of the founders of legal sociology who devised concepts of law broader than state law. In the course of this examination we shall also assess the relevance of Petrażycki’s 'intuitive law' and Ehrlich’s 'living law' to contemporary legal sociology. The chapter starts by describing the academic and political contexts in which these classical theories were born, before examining their imprint on empirical research. The second half of the chapter brings into focus the potentially romantic element of these ideas, arguing that Petrażycki and Ehrlich’s theories, which were initially intended as alternatives to legal positivism, lend themselves to romantic quests for the spirit of a community lost in the rise of modernity. In the final part of the chapter these theories are used to explore the Chinese business practices known as guanxi, in order to exemplify how “living law” and “intuitive law” may be employed in socio-legal research. It also shows how these classical ideas can be developed through confrontation with the empirical conditions of global law and trade. The paper concludes by arguing that a great deal of contemporary legal sociology (and legal theory, for that matter) remains embedded in the paradigm of early modernity, as articulated by legal theorists at the end of the nineteenth and the beginning of the early twentieth century. A study of classical debates and ideas will allow us to identify how the epistemic assumptions and disciplinary identities of legal sociology and legal theory were shaped and the extent to which they continue to inform socio-legal research today. This will, in turn, help to construct a platform from which to examine the constraints imposed on our theorizing by early modernity, some aspects of which have undergone transformation with the rise of globalization.
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