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Sökning: swepub > Stockholms universitet > Högskolan Väst > Tidskriftsartikel

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1.
  • Daderman, Anna M., et al. (författare)
  • Flunitrazepam intake in male offenders
  • 2012
  • Ingår i: Nordic Journal of Psychiatry. - Informa Healthcare. - 0803-9488. ; 66:2, s. 131-140
  • Tidskriftsartikel (refereegranskat)abstract
    • The abuse of flunitrazepam (FZ) compounds is world-wide, and several studies have reflected on the consequences with regard to violence and criminal life-style of FZ users. Criminals take FZ or some other benzodiazepines to “calm down” before the planned crime. There is support from earlier studies that most likely, all benzodiazepines may increase aggression in vulnerable males. We have examined whether psychopathy as well as any of the four facets of the Psychopathy Checklist-Revised (PCL-R) (Interpersonal, Affective, Lifestyle, and Antisocial) are related to different substance use disorders, with the focus on FZ. We have also examined the relationship between each PCL-R item and FZ use. Participants were 114 male offenders aged 14-35 years, all of whom were convicted for severe, predominantly violent, offences. Substance use, including FZ, was not more common in those who scored high in psychopaty. Use of FZ was more common in offenders who scored high in Facet 4 (Antisocial) of the PCL-R (odds ratio = 4.30, 95% C.I. 1.86 - 9.94). Only one of the PCL-R items, “Criminal versatility”, was significantly associated with FZ use (odds ratio = 3.7). It may be concluded that intake of FZ has a specific relationship to only one of the facets and not to psychopathy per se. The findings have also important theoretical implications because Facet 4 is not a key factor of the construct of psychopathy.A short description of the clinical implications of the article: We have used the new 2-factor and 4-facet theoretical model of psychopathy in the young offender population, many of them with one or more substance use disorders. The present results suggest that antisocial behavior defined by Facet 4 (poor behavioral control, early behavior problems, juvenile delinquency, revocation of conditional release and criminal versatility) in the studied subjects, is more typical for FZ users than it is for non-FZ users. This may have implications for assessment and treatment. Clinicians should be aware that criminals with high scores on Facet 4 have a more than four-fold odds of being a FZ user. This conclusion has an important clinical implication because FZ abuse is very common and is not always the focus of a forensic psychiatric assessment.
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3.
  • Jobe, William (författare)
  • A Kenyan Cloud School : Massive Open Online & Ongoing Courses for Blended and Lifelong Learning
  • 2013
  • Ingår i: Open Praxis. - 2304-070X. ; 5:4, s. 301-313
  • Tidskriftsartikel (refereegranskat)abstract
    • This research describes the predicted outcomes of a Kenyan Cloud School (KCS), which is a MOOC that contains all courses taught at the secondary school level in Kenya. This MOOC will consist of online, ongoing subjects in both English and Kiswahili. The KCS subjects offer self-testing and peer assessment to maximize scalability, and digital badges to show progress and completion to recognize and validate non-formal learning. The KCS uses the Moodle LMS with responsive web design to increase ubiquitous access from any device. Access is free and open, and the KCS intends to be a contextualized open educational resource for formal secondary institutions to support blended learning and a free source of non-formal education for lifelong learning. The expected outcomes are that this effort will reduce secondary school dropout rates, improve test scores, become a quality resource for blended learning, as well as validate and recognize lifelong learning in Kenya.
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4.
  • Jobe, William (författare)
  • Native Apps Vs. Mobile Web Apps
  • 2013
  • Ingår i: International Journal of Interactive Mobile Technologies (iJIM). - 1865-7923. ; 7:4, s. 27-32
  • Tidskriftsartikel (refereegranskat)abstract
    • The extensive growth and expansion of smartphones and tablets and therewith the use of mobile web applications that utilize HTML5 and related technologies are frequently discussed and debated in media as possible replacements for native applications. The aim of this study was to explore the viability of replacing native applications with mobile web applications in a developing country setting. Two mobile web applications were developed. The first mobile web application tracked runs and the second mobile web application was a booking system for scheduling "slum runs". The subjects who tested these apps were elite, semi-professional Kenyan runners primarily from the Kibera slum area outside of Nairobi. After a 6-month test period the participants concluded and results indicated that the mobile web application for tracking runs performed poorly compared to native applications due to poor GPS performance, while the mobile web application for booking slum runs performed well. The conclusion from this study is that mobile web applications that require hardware interaction such as using the GPS, GPU, or camera are not yet viable alternatives for native applications. However, mobile applications that only require a native interface and content consumption are suitable substitutes for native applications.
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  • Jobe, William, et al. (författare)
  • Putting a MOOC for Human Rights in the Hands of Kenyans
  • 2014
  • Ingår i: Electronic Journal of Information Systems in Developing Countries. - 1681-4835. ; 65:3, s. 1-17
  • Tidskriftsartikel (refereegranskat)abstract
    • The research goal of this project was to explore the use and effects of non-formal education and incentives in the context of a developing country. The practical aim of this project was to create, implement, and evaluate a platform about human rights that was available to any Kenyan for free in order to increase knowledge and engagement. Therefore, a non-formal massive open online course (MOOC) about human rights was designed and launched. The course was free and open to anyone in Kenya and offered both a digital badge and certificate from Stockholm University in Sweden upon completion. The course was called Haki Zangu (Kiswahili for "My Rights"), and it explored how using incentives such as a digital badge and certificate of completion affected learning outcomes. This course offered ubiquitous access based on principles of responsive web design and used audio recordings of the entire course content. The course is perpetual and still on-going, but after six months there were 160 participants who had enrolled, and ten participants had completed the course and received certificates and digital badges. The participants showed extensive enthusiasm and engagement for human rights issues, and they expressed desires to learn more and further spread knowledge about human rights. The current findings suggest that the availability of digital badges and certificates increased interest for participation and positively affected learning outcomes. Moreover, the use of a Massive Open Online Course (MOOC) format with incentives proved successful, combined with the contextualization and accessibility of the course content. Furthermore, the technical platform proved adequate for disseminating education for free in a developing country, and allowed for unencumbered access regardless of device. Lastly, a key challenge for future non-formal learning efforts in developing countries is the cost of Internet access.
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  • Kjellén, Bengt, 1945- (författare)
  • Cases as boundary objects : transfer and authenticity in work-integrated learning
  • 2010
  • Ingår i: Journal of Cooperative Education & Internships. - Cincinnati, OH : Cooperative Education & Internship Association. - 1933-2130. ; 44:2, s. 26-31
  • Tidskriftsartikel (refereegranskat)abstract
    • Work integrated learning (WIL) is mostly discussed as an educa¬tional approach that requires students to leave school and enter work practice. There are, however, other conceptions of WIL that also include transfer of experiences from the workplace to the classroom. It can be argued, therefore, that WIL, seen as a pedagogical philosophy and not only as a way of organizing education, must also affect and influence instructional design in the classroom. One common way of implementing WIL in higher education is through case studies and case teaching. The author believes that in order to advance the case method in general, and as a vehicle for WIL-related instruction in particular, it is necessary to look at the case method in relation to different perspectives on learning and knowledge. He also believes that it is necessary to relate it to research that focuses on the transition of knowledge from education to working life. Furthermore, he would like to initiate a theoretical discussion of the implications for case design that are raised by WIL as a pedagogical philosophy. Such a discussion involves the relation between theory and practice where the notions of context, authenticity and transferability of experiences are especially relevant. This paper is intended as an initial effort to outline what such an approach might entail and how the praxis of both the case method and of WIL could benefit from a firmer grounding in the pedagogical perspectives and research of today. 
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  • Kjellén, Bengt (författare)
  • The case method as seen from different pedagogical perspectives
  • 2007
  • Ingår i: International Journal of Case Method Research & Application. - Needham : World Association for Case Method Research & Application (W A C R A). - 1554-7752. ; XIX:1, s. 10-16
  • Tidskriftsartikel (övrigt vetenskapligt)abstract
    • When arguing for the validity of the case method, its proponents have to a large extent relied on general beliefs in "activity pedagogy" or the benefits of creating reasonably realistic replicas of actual situations. The evidence for this has often been either based on relatively limited examples or was more or less anecdotal. Attempts to put the method in a pedagogical and theoretical perspective have been relatively rare. This is not surprising in itself, since pedagogy as praxis of teaching and pedagogy as academic discipline often have had rather little in common. In Sweden, education research and teacher training have traditionally been performed at different institutions. The author believes that it is necessary to put the claims of the case method in relation to different views on learning and knowledge, in order to gain more academic acceptance for the method and its practitioners. This paper is intended as an initial effort to outline what such an approach might entail and how the praxis and status of the case method and its practitioners could benefit from a firmer grounding in the pedagogical perspectives of today.
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10.
  • Kjellén, Bengt (författare)
  • The "distant future" of case teaching
  • 2007
  • Ingår i: International Journal of Case Method Research & Application. - Needham : World Association for Case Method Research & Application. - 1554-7752. ; XIX:3, s. 221-228
  • Tidskriftsartikel (refereegranskat)abstract
    • Increasingly, academic and further education are offered via the Web. It may be said that the increase in the number of courses and programs available through this channel has not been matched by an increase in the quality of teaching and in examples of excellent use of technology itself. Efforts to develop and sustain teachers and teaching methods, as well as systems of delivery, therefore, seem to be necessary, if not already overdue. This paper outlines some recent trends in Swedish distance education, among them learning centres and the Swedish Net University, and tries in that context to identify the place and form of case teaching in a probable and probably not so distant future.
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