| 1. |
- Barber, R. M., et al.
(författare)
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Healthcare access and quality index based on mortality from causes amenable to personal health care in 195 countries and territories, 1990-2015 : A novel analysis from the global burden of disease study 2015
- 2017
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Ingår i: The Lancet. - : Lancet Publishing Group. - 0140-6736 .- 1474-547X. ; 390:10091, s. 231-266
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Tidskriftsartikel (refereegranskat)abstract
- Background National levels of personal health-care access and quality can be approximated by measuring mortality rates from causes that should not be fatal in the presence of effective medical care (ie, amenable mortality). Previous analyses of mortality amenable to health care only focused on high-income countries and faced several methodological challenges. In the present analysis, we use the highly standardised cause of death and risk factor estimates generated through the Global Burden of Diseases, Injuries, and Risk Factors Study (GBD) to improve and expand the quantification of personal health-care access and quality for 195 countries and territories from 1990 to 2015. Methods We mapped the most widely used list of causes amenable to personal health care developed by Nolte and McKee to 32 GBD causes. We accounted for variations in cause of death certification and misclassifications through the extensive data standardisation processes and redistribution algorithms developed for GBD. To isolate the effects of personal health-care access and quality, we risk-standardised cause-specific mortality rates for each geography-year by removing the joint effects of local environmental and behavioural risks, and adding back the global levels of risk exposure as estimated for GBD 2015. We employed principal component analysis to create a single, interpretable summary measure-the Healthcare Quality and Access (HAQ) Index-on a scale of 0 to 100. The HAQ Index showed strong convergence validity as compared with other health-system indicators, including health expenditure per capita (r=0·88), an index of 11 universal health coverage interventions (r=0·83), and human resources for health per 1000 (r=0·77). We used free disposal hull analysis with bootstrapping to produce a frontier based on the relationship between the HAQ Index and the Socio-demographic Index (SDI), a measure of overall development consisting of income per capita, average years of education, and total fertility rates. This frontier allowed us to better quantify the maximum levels of personal health-care access and quality achieved across the development spectrum, and pinpoint geographies where gaps between observed and potential levels have narrowed or widened over time. Findings Between 1990 and 2015, nearly all countries and territories saw their HAQ Index values improve; nonetheless, the difference between the highest and lowest observed HAQ Index was larger in 2015 than in 1990, ranging from 28·6 to 94·6. Of 195 geographies, 167 had statistically significant increases in HAQ Index levels since 1990, with South Korea, Turkey, Peru, China, and the Maldives recording among the largest gains by 2015. Performance on the HAQ Index and individual causes showed distinct patterns by region and level of development, yet substantial heterogeneities emerged for several causes, including cancers in highest-SDI countries; chronic kidney disease, diabetes, diarrhoeal diseases, and lower respiratory infections among middle-SDI countries; and measles and tetanus among lowest-SDI countries. While the global HAQ Index average rose from 40·7 (95% uncertainty interval, 39·0-42·8) in 1990 to 53·7 (52·2-55·4) in 2015, far less progress occurred in narrowing the gap between observed HAQ Index values and maximum levels achieved; at the global level, the difference between the observed and frontier HAQ Index only decreased from 21·2 in 1990 to 20·1 in 2015. If every country and territory had achieved the highest observed HAQ Index by their corresponding level of SDI, the global average would have been 73·8 in 2015. Several countries, particularly in eastern and western sub-Saharan Africa, reached HAQ Index values similar to or beyond their development levels, whereas others, namely in southern sub-Saharan Africa, the Middle East, and south Asia, lagged behind what geographies of similar development attained between 1990 and 2015. Interpretation This novel extension of the GBD Study shows the untapped potential for personal health-care access and quality improvement across the development spectrum. Amid substantive advances in personal health care at the national level, heterogeneous patterns for individual causes in given countries or territories suggest that few places have consistently achieved optimal health-care access and quality across health-system functions and therapeutic areas. This is especially evident in middle-SDI countries, many of which have recently undergone or are currently experiencing epidemiological transitions. The HAQ Index, if paired with other measures of health-system characteristics such as intervention coverage, could provide a robust avenue for tracking progress on universal health coverage and identifying local priorities for strengthening personal health-care quality and access throughout the world. Copyright © The Author(s). Published by Elsevier Ltd.
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| 2. |
- Johansson, Viktor, 1979-
(författare)
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Dissonant Voices : Philosophy, Children's Literature, and Perfectionist Education
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Dissonant Voices has a twofold aspiration. First, it is a philosophical treatment of everyday pedagogical interactions between children and their elders, between teachers and pupils. More specifically it is an exploration of the possibilities to go on with dissonant voices that interrupt established practices – our attunement – in behaviour, practice and thinking. Voices that are incomprehensible or expressions that are unacceptable, morally or otherwise. The text works on a tension between two inclinations: an inclination to wave off, discourage, or change an expression that is unacceptable or unintelligible; and an inclination to be tolerant and accept the dissonant expression as doing something worthwhile, but different.The second aspiration is a philosophical engagement with children’s literature. Reading children’s literature becomes a form of philosophising, a way to explore the complexity of a range of philosophical issues. This turn to literature marks a dissatisfaction with what philosophy can accomplish through argumentation and what philosophy can do with a particular and limited set of concepts for a subject, such as ethics. It is a way to go beyond philosophising as the founding of theories that justify particular responses. The philosophy of dissonance and children’s literature becomes a way to destabilise justifications of our established practices and ways of interacting.The philosophical investigations of dissonance are meant to make manifest the possibilities and risks of engaging in interactions beyond established agreement or attunements. Thinking of the dissonant voice as an expression beyond established practices calls for improvisation. Such improvisations become a perfectionist education where both the child and the elder, the teacher and the student, search for as yet unattained forms of interaction and take responsibility for every word and action of the interaction.The investigation goes through a number of picture books and novels for children such as Harry Potter, Garmann’s Summer, and books by Shaun Tan, Astrid Lindgren and Dr. Seuss as well narratives by J.R.R. Tolkien, Henrik Ibsen, Jane Austen and Henry David Thoreau. These works of fiction are read in conversation with philosophical works of, and inspired by, Ludwig Wittgenstein and Stanley Cavell, their moral perfectionism and ordinary language philosophy.
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| 3. |
- Johansson, Viktor, 1979-
(författare)
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Perfectionist Philosophy as a (an Untaken) Way of Life
- 2014
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Ingår i: The Journal of Aesthetic Education. - Champaign, USA : University of Illinois Press. - 0021-8510 .- 1543-7809. ; 48:3, s. 58-72
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Tidskriftsartikel (refereegranskat)
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| 4. |
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| 5. |
- Österborg Wiklund, Sofia, Filosofie doktor, 1985-, et al.
(författare)
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Waiting for Discovery and Support? : Neurodivergent Subjectivities in the Swedish Educational Landscape
- 2023
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Ingår i: European Journal of Inclusive Education. - : Inclusive Education Network. - 2794-4417. ; 1:1
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Tidskriftsartikel (refereegranskat)abstract
- PURPOSE: In this paper, we explore and contrast the Swedish state and NGO arguments for initiating two changes in national educational degree objectives in Swedish teacher education: one regarding sex and cohabitation education, and the other regarding support for pupils with ʻneuropsychiatric difficultiesʼ such as autism and ADHD (here referred to as neurodivergent pupils).APPROACH: Using critical policy analysis, we compare the arguments from the government as well as responding bodies for introducing the two objectives, with a focus on neurodivergent pupils.RESULTS: Our findings suggest that discourses concerning sex and cohabitation education for all pupils and support for pupils with ʻneuropsychiatric difficultiesʼ respectively derive from different educational ideologies and reproduce different ideas about pupils as active citizens versus passive objects of interventions. The objective of sex and cohabitation education is framed within a norm critical discourse putting forward reflexivity and identity, and where pupils are active subjects to be involved in the process. In contrast, neurodivergence is framed within a deficit approach as neurobiological, individual impairment, and a special educational problem that should be managed by professionals. It is seen as a risk for school failure, where neurodivergent pupils are passive objects of professional discovery and support.CONCLUSION: In a Swedish educational policy landscape, stressing the importance of educating pupils in line with ideas of children as right-bearers, our exploration illustrates how ʻall pupilsʼ versus neurodivergent pupils, within teacher education, are positioned as belonging to different categories of citizens: as active subjects of rights, versus passive subjects of care. This perception of neurodivergence, we argue, hampers progress towards embracing neurodivergence as a social category, and neurodivergent pupils as political subjects.
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| 6. |
- Abdelzadeh, Ali, et al.
(författare)
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Understanding critical citizenship and other forms of public dissatisfaction : an alternative framework
- 2012
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Ingår i: Politics, Culture and Socialization. - : Verlag Barbara Budrich. - 1866-3427 .- 2196-1417. ; 3:1-2, s. 179-196
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Tidskriftsartikel (refereegranskat)abstract
- Previous research has paid much attention to citizen dissatisfaction and the trends of growing political disaffection, cynicism, and scepticism – in short, the emergence of 'critical citizens'. Also, more recently, critical citizens have sometimes been viewed as an asset for democracy. However, despite both pessimistic and optimistic interpretations of public criticism, the issue of conceptualizing negative attitudes has received less attention. The present study was conducted to enrich understanding of this particular dimension of citizens' attitudes. To this end, the paper suggests an alternative theoretical framework for analysing various forms of negative political orientations. The framework has been tested empirically using three types of statistical procedures, which demonstrate its validity and usefulness.
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| 7. |
- Duvold, Kjetil, et al.
(författare)
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Democracy between Ethnos and Demos : Territorial Identification and Political Support in the Baltic States
- 2014
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Ingår i: East European Politics and Societies. - London : Sage Publications. - 0888-3254 .- 1533-8371. ; 28:2, s. 341-365
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Tidskriftsartikel (refereegranskat)abstract
- Much of the political science literature suggests that a cohesive political community is advantageous, if not a precondition, for a stable democracy. Forging a cohesive community is obviously a more complex matter in a multi-ethnic setting. This article will consider the prospects of building political communities in the Baltic countries – three countries that, to various extents, struggle to balance ethnic pluralism, nation-building and democracy. The article examines the relationship between political community and democracy from a theoretical perspective, followed by an outline of the nation-building strategies taken by Estonia, Latvia and Lithuania after re-establishing independence in the early 90s. Drawing on survey data, we will use territorial attachment to tap the sense of political community in the three countries. Notably, our figures disclose that most of the Russian-speaking minorities in Estonia and Latvia identify themselves as 'Russians', and not at all with the country they reside in. This suggests that the contested issue of citizenship rights in the two countries has not been particularly conducive for creating cohesive political communities. We then move to the political regime and set out to examine the character of regime support in the three countries. Can we envisage solid support for democracy and its institutions in the absence of a cohesive political community? As it appears, regime support is not contingent on territorial identity. Our data disclose that many Baltic inhabitants draw a clear distinction between their own experiences with different political systems and what they perceive as relevant regime options today.
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| 8. |
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| 9. |
- Johansson, Viktor, 1979-
(författare)
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Killing the Buddha : Towards a heretical philosophy of learning
- 2018
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Ingår i: Educational Philosophy and Theory. - : Informa UK Limited. - 0013-1857 .- 1469-5812. ; 50:1, s. 61-71
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Tidskriftsartikel (refereegranskat)abstract
- This article explores how different philosophical models and pictures of learning can become dogmatic and disguise other conceptions of learning. With reference to a passage from St. Paul, I give a sense of the dogmatic teleology that underpins philosophical assumptions about learning. The Pauline assumption is exemplified through a variety of models of learning as conceptualised by Israel Scheffler. In order to show how the Paulinian dogmatism can give rise to radically different pictures of learning, the article turns to St. Augustine’s and Robert Brandom’s examples of language learning, and to general strands in scholarship on moral education. Dewey’s view of childhood immaturity and the problem of adult maturity are used as first attempt at a counter picture to the idea that learning must have an end. The article takes Dewey’s idea further by suggesting how the Zen-Buddhist idea of killing the Buddha and Wittgenstein’s method of destroying pictures work on the dogmatic focus on uses of ‘learning’ that assume ends. In conclusion, the article suggests three possible uses of ‘learning’—learning from wonder, intransitive learning and passionate learning—that do not assume that learning has or must have a teleological end.
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| 10. |
- Johansson, Viktor, 1979-
(författare)
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Questions from the Rough Ground : Teaching, Autobiography and the Cosmopolitan ‘‘I’’
- 2015
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Ingår i: Studies in Philosophy and Education. - : Springer Netherlands. - 0039-3746 .- 1573-191X. ; 34:5, s. 441-458
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Tidskriftsartikel (refereegranskat)abstract
- In this article I explore how cosmopolitanism can be a challenge for ordinary language philosophy. I also explore cosmopolitan aspects of Stanley Cavell’s ordinary language philosophy. Beginning by considering the moral aspects of cosmopolitanism and some examples of discussions of cosmopolitanism in philosophy of education, I turn to the scene of instruction in Wittgenstein and to Stanley Cavell’s emphasis on the role of autobiography in philosophy. The turn to the autobiographical dimension of ordinary language philosophy, especially its use of “I” and “We”, becomes a way to work on the tension between the particular and the universal claims of cosmopolitanism. I show that the autobiographical aspects of philosophy and the philosophical significance of autobiographical writing in ordinary language philosophy can be seen as a test of representativeness—a test of the ground upon which one stands when saying “I”, “We” and “You.”
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