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  • Sorbring, Emma, 1972-, et al. (författare)
  • "I'm a mother, but I'm also a facilitator in her every-day life" Parents’ voices about barriers and support for internet participation among young people with intellectual disabilities
  • 2017
  • Ingår i: Cyberpsychology : Journal of Psychosocial Research on Cyberspace. - 1802-7962. ; 11:1
  • Tidskriftsartikel (övrigt vetenskapligt)abstract
    • In general, the Internet is an arena where parents (as well as other adults) have limited insight and possibilities to support the young person. However, several studies indicate that parents are one of the most important facilitators in the every-day life of young persons with intellectual disabilities. Therefore, the aim of the current article is to highlight parents' perceptions and actions in relation to opportunities and barriers for these young people when using the Internet. The empirical material consists of interviews with 22 parents of intellectually challenged young people in Sweden. The transcribed interviews were analysed using a thematic analysis, which is a method of identifying, analysing and reporting patterns within data sets. The results show that parents' views are double-edged; on the one hand, they see great possibilities for their children, thanks to the Internet, but on the other hand, they are afraid that due to their disability, their children are more sensitive to different contents and interactions on the Internet. Furthermore, the results indicate that parents believe that the Internet can facilitate participation in social life, but that it precludes young people with intellectual disabilities from being part of society in general when it comes to community functions and services. This article will discuss barriers and support in relation to the individual and her or his support system, which brings into focus the parent's responsibility and support for young people, helping them to surmount barriers – instead of avoiding or ignoring them – and find ways to take action to do so.
  • Lundberg, Anna, et al. (författare)
  • Technologies of Displacement and Children’s Right to Asylum in Sweden
  • 2017
  • Ingår i: Human Rights Review. - Springer. - 1524-8879. ; 18:2
  • Tidskriftsartikel (refereegranskat)abstract
    • Through an analysis of 100 asylum decisions and 10 interviews with 20 asylum officers at the Swedish Migration Agency this article reveals two intricate processes through which children’s rights are displaced in the Swedish asylum process; by overlooking children’s individual claims for asylum through a circle of neglect, and negating children’s best interests. The article demonstrates how the balancing act between migration control on one hand and children’s rights on the other hand plays out in the asylum process, which results in a double displacement; the children are not adult enough to be addressed as asylum seekers and not children enough to deserve qualification as bearer of children’s rights. An in-depth analysis of everyday practices at institutions applying children’s rights is essential both to understand the reproduction of discrepancies between rights on paper and rights in practice, and to explore the potential of rights to disrupt oppressive vehicles of power.
  • Valencia, Sandra C., et al. (författare)
  • Adapting the Sustainable Development Goals and the New Urban Agenda to the city level: Initial reflections from a comparative research project
  • 2019
  • Ingår i: International Journal of Urban Sustainable Development. - 1946-3146 .- 1946-3138. ; 11:1, s. 4-23
  • Tidskriftsartikel (refereegranskat)abstract
    • The Sustainable Development Goals and the New Urban Agenda recognise the role of cities in achieving sustainable development. However, these agendas were agreed and signed by national governments and thus implementing them at the local level requires a process of adaptation or localisation. In this paper, we analyse five aspects that practitioners and researchers need to consider when localising them: (1) delimitation of the urban boundary; (2) integrated governance; (3) actors; (4) synergies and trade-offs and (5) indicators. These considerations are interrelated, and while not exhaustive, provide an important initial step for reflection on the challenges and opportunities of working with these global agendas at the local level. The paper draws on the inception phase of an international comparative transdisciplinary research project in seven cities on four continents: Buenos Aires (Argentina), Cape Town (South Africa), Gothenburg (Sweden), Kisumu (Kenya), Malmö (Sweden), Sheffield (UK) and Shimla (India).
  • Anderson, Theresa Dirndorfer, et al. (författare)
  • Storying Research : : Conducting Research in New Formats and New Voices
  • 2014
  • Ingår i: The iConference 2014,2014-03-04 - 2014-03-07. - Illinois Digital Environment for Access to Learning and Scholarship (IDEALS).
  • Konferensbidrag (refereegranskat)abstract
    • The session engages with an acute tension evident in scholarly communication: We are witnessing a great deal of innovation and experimentation in relation to the way research is performed and shared. The push towards, and need for, innovation and creativity in academic research is being emphasized to an ever increasing extent. A rich set of digital tools and transdisciplinary engagements have opened the door for research conducted and reported in increasingly hybridised, dynamic and interactive ways. At the same time, academic research is increasingly being evaluated by focusing on quantitative analyses based on publications; analyses which privilege established scholarly practices and publication venues. In the session, we are interested in exploring collectively on the one hand, the voice in and position from which we report on research and - indeed - conduct research. On the other hand, how do we use documents and artefacts to tell our stories? Digital media provide new affordances through a broader selection of modes of representation to present data, results and argumentation. The session is conducted as a 'conversation café', where each café table focuses on one aspect of these opportunities.
  • Andersson, Ketty, et al. (författare)
  • The contribution of bilingualism, parental education, and school characteristics to performance on the clinical evaluation of language fundamentals : : Fourth edition, Swedish
  • 2019
  • Ingår i: Frontiers in Psychology. - Frontiers. - 1664-1078. ; 10
  • Tidskriftsartikel (refereegranskat)abstract
    • Assessment of bilingual children in only one language fails to acknowledge their distributed linguistic competence and has been shown to overidentify language disorder in bilingual populations. However, other factors, sometimes associated with bilingualism, may also contribute to low results in language assessments. Our aim was to examine the impact of these factors on language abilities. We used the Clinical Evaluation of Language Fundamentals - Fourth Edition, Swedish (CELF-4) to investigate core language abilities of 224 7- to 8-year-old children. Results showed 30 and 80% of monolinguals and bilinguals, respectively, performing more than 1 SD below the normative sample mean, calling into question the clinical utility of the test. However, participant and school characteristics provided a deeper understanding of the skewed results. In isolation, bilingualism predicted 38% of the variance in the CELF-4 Core scores. With level of parental education entered the variance explained by the model increased to 52%, but the unique contribution of bilingualism was reduced to 20%. Finally, with information added on school characteristics and enrollment in the school's recreation center the model explained an additional two percent, with the unique contribution of bilingualism further reduced to 9%. The results indicate an increased risk for low results on the CELF-4 Core when children present with multiple risk factors. This highlights the need to look beyond bilingualism in language assessment of bilingual children and adolescents and to consider other explanations to academic struggle. Available interventions must be considered and applied proportionately to their respective impact on the individual's development.
  • Andersson, Ulrika, et al. (författare)
  • Vulnerability, agency and the ambivalence of place in narratives of rape in three high-profile Swedish cases
  • 2018
  • Ingår i: NORA - Nordic Journal of Feminist and Gender Research. - Taylor & Francis. - 0803-8740. ; 26:3, s. 197-209
  • Tidskriftsartikel (refereegranskat)abstract
    • For decades, the media have frequently been instrumental in framing rape cases by linking the deed with the place. This study demonstrates that law courts are not innocent of such social framing; on the contrary, they are significant agents. We argue that courts, by shaping the plot in rape cases, participate in an ongoing cultural production of meaning, although in a more subtle and ambivalent way than the media. In a narrative analysis of three contemporary rape cases in Sweden, we bring together feminist research on place with the concepts of vulnerability and agency. We argue that place is framed as ambivalent in relation to vulnerability and agency and dependent on the positioning of the plaintiff and the defendant. In court narratives geographical places are made relevant, including the locations where the alleged rapes took place. Court narratives of rape include highly ambivalent connotations to place in relation to vulnerability and agency, distinguished by different narratives and outcomes in the various instances. The legal and social implications of our work should include an awareness of the relevance of place in relation to rape.
  • Bakhtyar, Shoaib, et al. (författare)
  • A synergy based method for designing ITS services
  • 2013
  • Ingår i: international Journal of Advanced Logistics. - Taylor & Francis. - 2287-7592. ; 2:2, s. 45-54
  • Tidskriftsartikel (refereegranskat)abstract
    • In this paper, we propose a method for supporting the process of designing Intelligent Transportation System (ITS) services, which utilizes on primarily functional synergies with already existing services. Using synergies between services will enable sharing of resources, such as, information entities, functions and technical resources, which in turn may lead to reduced costs for implementing services. The method is built around an existing service description framework, which is used to describe both existing services and the service to be designed. In order to illustrate the usage of the suggested method, we have applied it for designing a new ITS service, i.e., the Liability Intelligent Transport System (LITS) service. The purpose of the LITS service is to support the process of identifying when, where and why freight has been damaged, and which actor was responsible when the freight was damaged. The LITS service may lead to better quality control of consignments and may also facilitate the identification of which actor was responsible for the freight damage, which is of particular interest in multi-modal transport. By applying our service design method we were able to identify that three out of four functions of the LITS service already exist in other existing ITS services. Therefore, the LITS service can be designed based on synergies with these services.
  • Bergentoft, Helene, et al. (författare)
  • Teacher researchers creating communities of research practice by the use of a professional development approach
  • 2018
  • Ingår i: Teacher Development. - 1366-4530 .- 1747-5120. ; 22:2, s. 191-209
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this article is to elucidate how teacher researchers use a theoretical framework as mediated tool to create boundaries in communities of research practices (CoRPs) and how this effects student learning. If, and in what way, knowledge developed in one practice can be used to inform the next is also examined. Two teacher researchers implemented two CoRPs each, one as internal participant and one as external participant. In total, 202 students, 22 teachers, 2 teacher researchers, and 1 researcher participated. The qualitative analysis is framed by Wenger’s three boundary dimensions: engagement, imagination, and alignment. The results show that teachers’ actions in the second practice, no matter if they were internal or external participants, are characterized by a higher degree of security and knowledge and the lessons implemented are more effective regarding the students’ learning outcomes than in the first. The results show that knowledge develops in an interaction order regardless of the internal or external community order. The result from the first team informs the starting point for the second team, and knowledge boundaries are transferred by the teacher researcher from one CoRP to the other.
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