| 1. |
-
Algebra, Geometry, and Mathematical Physics 2010
- 2012
-
Ingår i: Journal of Physics: Conference Series. - : IOP Publishing. - 1742-6596 .- 1742-6588.
-
Samlingsverk (redaktörskap) (övrigt vetenskapligt/konstnärligt)abstract
- This proceedings volume presents results obtained by the participants of the 6th Baltic–Nordic workshop 'Algebra, Geometry, and Mathematical Physics (AGMP-6)' held at the Sven Lovén Centre for Marine Sciences in Tjärnö, Sweden on October 25–30, 2010. The Baltic–Nordic Network AGMP 'Algebra, Geometry, and Mathematical Physics' http://www.agmp.eu was created in 2005 on the initiative of two Estonian universities and two Swedish universities: Tallinn University of Technology represented by Eugen Paal (coordinator of the network), Tartu University represented by Viktor Abramov, Lund University represented by Sergei Silvestrov, and Chalmers University of Technology and the University of Gothenburg represented by Alexander Stolin. The goal was to promote international and interdisciplinary cooperation between scientists and research groups in the countries of the Baltic–Nordic region in mathematics and mathematical physics, with special emphasis on the important role played by algebra and geometry in modern physics, engineering and technologies. The main activities of the AGMP network consist of a series of regular annual international workshops, conferences and research schools. The AGMP network also constitutes an important educational forum for scientific exchange and dissimilation of research results for PhD students and Postdocs. The network has expanded since its creation, and nowadays its activities extend beyond countries in the Baltic–Nordic region to universities in other European countries and participants from elsewhere in the world. As one of the important research-dissimilation outcomes of its activities, the network has a tradition of producing high-quality research proceedings volumes after network events, publishing them with various international publishers.
|
|
| 2. |
|
|
| 3. |
|
|
| 4. |
- Edlund, Sara, 1983-, et al.
(författare)
-
Facing negative emotions : Evaluating the effects of training in affirmative communication for contact nurses in cancer care
- 2022
-
Ingår i: Annals of Oncology. - : Elsevier. - 0923-7534 .- 1569-8041. ; 33:7, s. S1368-S1368
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Background: In cancer care, contact nurses daily meet people who deal with strong,aversive emotions in relation to that they have or may have cancer where the risk ofdying is constantly present. This places demands on the ability of contact nurses tomaster difficult conversations with strong emotional expressions. One communicationmethod known for its regulating effects on emotions is affirmative communication, socalled validation. The overall aim of the current study was to evaluate effects of atraining in validating communication for contact nurses in cancer care, aimed tostrengthen their ability to work in a person-centered way.Methods: This study had a within-group design with pre-, post- and follow-up mea-surements (2 months). Specifically, the study aimed to evaluate whether the vali-dation training coincided with an increase in validation and a decrease in invalidation.Contact nurses from six regions (n ¼ 17) with a generally long work experience as anurse participated in a digital validation training for six weeks (three training sessionsplus three pre-recorded theoretical lectures). Communicative behaviors wereassessed through video-recordings of interactions between the nurses and fictitiouspatients. The videos were encoded by independent coders and analyzed withdependent MANOVA.Results: The contact nurses showed a significant increase in validation and a signif-icant decrease in invalidation after the training. These effects remained at the 2-month follow-up.Conclusions: Experienced healthcare professionals’ affirmative communication skillscan be improved after a brief training in validation.
|
|
| 5. |
- Enghag, Margareta
(författare)
-
Miniprojects and Context Rich Problems : Case studies with qualitative analysis of motivation, learner ownership and competence in small group work in physics
- 2004
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis reports case studies of students working with context rich problems (CRP) and mini projects (MP) in physics in an upper secondary school class and in a physics teacher education class at university. The students report a big shift from physics in secondary school as fun and easy, to physics in upper secondary school as boring, difficult and with lack of time for reflections and physics talking, but they also found physics as interesting in itself. In order to study how group discussions in physics influence the students learning and to study the phenomena of students’ ownership of learning (SOL) we introduced CRP and MP. We video recorded five groups with 14 teacher students at university in the end of 2002, and five group with 15 students at upper secondary school during the beginning of their second physics course in the spring term in 2003. MP and CRP in physics were used as instructional settings in order to give students possibility to strengthen their holistic understanding and their possibilities to ownership. When students get the opportunity to manage their own learning and studying by open-ended tasks in physics, without the teacher determining all details of the performance, this gives more ownership of learning. The advantage of MPs and CRPs from the student’s point of view is more freedom to act, think and discuss and from the teacher’s view, to get insights of the students’ ability and how they really think in physics. The ownership is found to be crucial for motivation and development of competence.Students’ ownership of learning (SOL) is the students’ influence/impact to affect tasks and the learning environment in such a way that the students have a real opportunity to achieve learning of physics.Students’ ownership of learning (SOL) is found at two levels:Group level: At the start of a task the SOL is determined by the design of the task. The choice of task, the performance (when, how, where), the level of result and presentatio n and report have to be determined by the students themselves.Individual level: A person’s experiences and anomalies of understanding have created unique questions that can create certain aspects of the task that drive this person to be very active and highly motivated. This gives the person a high individual ownership. We developed hypotheses concerning the relation between ownership, motivation and competence and we see some evidence in the cases reported in this thesis. The importance of exploratory talks to enhance learning, and to see aspects of communication as part of the motivation are discussed in the model of ownership, motivation and competence that is proposed.
|
|
| 6. |
- Enghag, Margareta
(författare)
-
Two dimensions of student ownership of learning during small-group work with miniprojects and context rich problems in physics
- 2006
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis the theoretical framework student ownership of learning (SOL) is developed both theoretically and with qualitative research, based on studies of small-group work in physics with miniprojects and context rich problems. Ownership is finally defined as actions of choice and control, i.e. the realised opportunities to own organisation of the work. The dimension group ownership of learning refers to the groups actions of choice and control of the management of the task: how the task is determined, performed and finally reported. The other dimension, the individual student ownership of learning, refers to the individual student's own question/idea that comes from own experiences, interests, or anomalies of understanding; an idea/question that recurs several times and leads to new insights. From literature and from own data, categories are constructed for group and individual student ownership of learning, which have been iteratively sharpened in order to identify ownership in these two dimensions. As a consequence, the use of the framework student ownership of learning is a way to identify an optimal level of ownership for better learning and higher motivation in physics teaching.The first part of the thesis gives an overview of the theoretical background to the studies made, and summarises the findings. The second part consists of six articles that report case studies with analyses of audio/video-recorded student cooperative work, and student group discussions, from three collections of data: 1) students working with miniprojects in teacher education, 2) upper secondary school students taking a physics course that includes both context rich problems with group discussions and miniprojects, and 3), aeronautical engineering students working with context rich problems in an introductory physics course at university.The thesis describes in a fine-grained analysis the conversation in the groups based on Barnes discourse moves, and finds that ownership and communication are related. Group discussions are found to be an indicator for group ownership of learning and exploratory talks often promotes individual student ownership of learning
|
|
| 7. |
|
|
| 8. |
- Granlund, Mats, et al.
(författare)
-
Utvecklingsstörning
- 2011
-
Ingår i: Nya Omsorgsboken. - Malmö : Liber. - 9789147095193 ; , s. 12-19
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 9. |
|
|
| 10. |
|
|
