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Sökning: hsv:(SAMHÄLLSVETENSKAP) > Högskolan Väst > Annan publikation

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  • Billett, Stephen, et al. (författare)
  • Alternatives To Supervised Placements : Work Integrated Education In Action: editorial board
  • 2023
  • Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
    • When work integrated education (WIE) is discussed, the archetypal examples of supervised placements for medical, nursing, physiotherapy, and teacher education students are usually referenced. They comprise students engaging in authentic work activities and interactions, closely supervised by qualified and more experienced practitioners. Ideally, those supervisors identify and select students’ work activities and support and guide their engagement and learning. These arrangements often arise from long-standing occupational traditions of care and responsibility towards patients and students and have legislated arrangements demanding such supervision.However, for many occupations such traditions do not exist and, where they exist, placements are less structured. Moreover, the ability to provide placements are restricted by the size of the enterprise, the work undertaken and/or the number of students seeking these experiences. One deputy vice chancellor quipped “how can I provide supervised placements for 1500 undergraduate business students each semester?”. A good question.So, in seeking to provide WIE experiences across all occupational fields, it is not possible for many of the courses in which our students are enrolled. The educational challenge is, therefore, to identify how these students can come to experience, engage, and develop occupational understandings, procedures and dispositions (i.e., to think and act like practitioners). Hence, we need to find alternatives to provide these experiences. In the response to the quip above, it was suggested, for instance, that most undergraduate students engage in paid part-time work that provide experiences to assist understand many aspects of business practices. That is, processes of recruitment, supervision, customer interaction, stock provisions and organisation, financial processes and supervision. Engaging students in sharing, comparing and critiquing these work experiences, can secure insights from peers’ experiences and provide access to students who do not work part-time.Such alternatives might include students being workplace visitors able to observe and engage in some tasks, or interviewing practitioners to understand what constitutes their work, and is central to its enactment. Law students might attend court proceedings to understand those processes, finance students engaging in auditing of not-for-profit organisations’ accounts, or projects required the kinds of thinking and acting of practitioners. This kind of approach has been long rehearsed within faculties of engineering, creative arts etc. So, we can identify and use these kinds of experiences. But what if the students are dispersed around the world? The web based “Webmaster” program at University West faced this problem. Moreover, these students are in different stages of life, often having to balance work, family and study commitments. We have found that providing these students with glimpses of work practices offers an alternative to workplace visits.Moreover, the field of “web” is marked by openness and sharing, and videos on, for example, YouTube providing insights into workplace activities are abundant. A search for “A day in the life of an UX designer”, for instance, generates hundreds of video suggestions and in courses relating to that topic, students are provided with a list to view and then engage in discussions about them. Through using these kinds of materials, students gain insights into different work practices. Other alternatives have included engaging business representatives as guest lecturers, but with our students located across time zones this can be an option that is time-restricted. A “flipped” guest lecture or workshop is provided to campus-based students, and “re-enacted” by students in the Webmaster program, supervised by teachers.Moreover, as occupational practices are increasingly mediated by and through electronic technology, the need to engage in the physical and social environment of workplaces becomes less important. Alternatives not requiring physical presence in work sites can ease the demand on employers. The key consideration is, instead, for students to gaining access to and engage in the kinds of thinking and acting required for electronically-mediated work activities and interactions. In such contexts, supervised placements are not feasible and less applicable as an effective WIE approach, because future work environments are not necessarily place-based.The challenge we face includes preparing students for diverse work contexts. Remote work, nomadic work practices and gig-based work are becoming common, and these may or may not represent possible future work contexts for our students. We also aim to explore different forms of “one-to-many” engagements (Dean & Campbell, 2020), where, for example, enterprises can provide video-challenges, i.e., examples of problems they are currently facing, and engage groups of students in seeking to respond to these problems, while being supervised by teachers.Such short bursts of intense and focused WIE would benefit both our students and partner enterprises and serve to strengthen student employability.
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  • Febring, Linda (författare)
  • Kombinationsutbildningar : Webbinarium [för Skolverket]
  • 2023
  • Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
    • Övergripande innehåll: I denna föreläsning kommer Linda Febring, doktorand vid Högskolan Väst, att berätta om en kartläggningsstudie gjord på fem olika kombinationsutbildningar i två kommuner. I föreläsningen ges exempel på hur sfi-lärare, yrkeslärare och handledare på praktiken samarbetade kring integrering av språkutbildning, yrkesutbildning och arbetsplatspraktik och hur detta kan vara gynnsamt för elevernas lärande. Efter föreläsningen följer en workshop där deltagarna gruppvis får diskutera hur undervisningen kan utvecklas utifrån den egna verksamheten, med inspiration från studien.
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  • Forsberg Ahlcrona, Mirella, 1954- (författare)
  • Språk-, läs-och skrivutveckling Modul: Skapa och kommuniceraDel 4: Estetik och kreativ kommunikation
  • 2017
  • Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
    • Denna artikel belyser hur förskolan kan arbeta med estetik, kreativitet och fantasi både som kunskaper och som verksamhetens uppdrag. Att skapa och kommunicera på ett kreativt sätt med yngre barn handlar om att erbjuda rikligt med intryck, erfarenheter och möjligheter. De skapande erfarenheterna kan bidra till att barn lär  sig kommunicera och uttrycka sina upplevelser genom att berätta, upptäcka, fundera och växa i sitt vetande. Artikeln belyser även kreativ kommunikation och vuxnas betydelse för barns estetiska utveckling. Arbetssätten konkretiseras med exempel på hur yngre barn skapar och samspelar. Många av exemplen kommer från flerspråkiga barngrupper och arbetet med svenska som andraspråk
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  • Hammarén, Anna, 1956- (författare)
  • Järnrörsmålet i HD : yttrandefriheten får stå tillbaka för upphovsrätten. Högsta Domstolens dom den 18 mars 2020 (T 4412-19)
  • 2020
  • Annan publikation (populärvet., debatt m.m.)abstract
    • Högsta domstolen (HD) har meddelat dom i det s.k. järnrörsmålet – domstolen själv benämner målet ”Mobilfilmen” – mellan klaganden Sveriges Television AB (SVT) och motparten Kent Ekeroth. HD fastställde domslutet från Svea Hovrätt, Patent- och marknadsöverdomstolen (PMÖD), 2019-07-15, PMT 1473-18. PMÖD:s domslut har tidigare kommenterats av Rosén.Järnrörsmålet i HD – yttrandefriheten får stå tillbaka för upphovsrättenHögsta Domstolens dom den 18 mars 2020 (T 4412-19)
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  • Kajonius, Petri, 1974-, et al. (författare)
  • Supplementary materials to "Assessing the structure of the Five Factor Model of Personality (IPIP-NEO-120) in the public domain"
  • 2019
  • Annan publikationabstract
    • Supplementary materials to "Kajonius, P. J., & Johnson, J. A. (2019). Assessing the structure of the Five Factor Model of Personality (IPIP-NEO-120) in the public domain. Europe's Journal of Psychology, 12(2), 260-275. https://doi.org/10.5964/ejop.v15i2.1671"1.) Scoring Key for the IPIP-NEO-300 and IPIP-NEO-120; 2.) Files containing data from the Johnson (2005) JRP study and documentation for those files: a) ipip20993.dat contains 20,993 cases of item responses to the IPIP-NEO-300 in ASCII format. The file also contains facet and domain scale scores and two measures of intra-individual reliability described in the publication. Variables are listed at the top of the file; b) ipip20993.por contains these same data in portable SPSS format, and ipip20993.sav contains these data in SPSS 10.0 sav format; c) DAT20993.doc is a MS Word file that describes the variables in these files and how they are coded. 3.) Files containing data from the Johnson (2014) JRP study and documentation for those files: a) IPIP300.dat contains 307,313 cases of item responses to the IPIP-NEO-300 in ASCII format; b) IPIP300.por.zip contains those data in portable SPSS format; c) DAT300.doc is a MS Word file that describes the formatting of these data files; d) IPIP120.dat contains 619,150 cases of item responses to the IPIP-NEO-120; e) IPIP120-.por.zip contains those data in portable SPSS format; f) DAT120.doc is a MS Word file that describes the formatting of these data files.
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