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| 2. |
- Hedlund, Ann, et al.
(författare)
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Attractive work
- 2009
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Ingår i: 7:th Seminar on Worklife Development. - Lappeenranta and Ruokolahti, Finland.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- The model of Attractive Work was published 2004 (Åteg, Hedlund m fl. 2004). A questionnaire Questionnaire concerning Attractive Work was developed from the model (Högskolan Dalarna 2008). The questionnaire has been used during some years and at most occasions as a part in the Attractive Work Process. It is mostly researchers at Theme Working Life that have been using it, but also some supporting service companies. Data has been collected by the questionnaire during development work at companies or organizations. The results that will be presented are gathered from 16 different studies. Totally 1440 persons have filled in the questionnaire. They were employed at workplaces in different branches, for example estate management, parish work, museum, and elderly care. The results represent only these groups and are not representative for Swedish work force. The results shows that work is a relatively important aspect in the respondents life (3,8 on a scale 1-5). The main reason for working is to more than half of them “Earning a living and survival” (55,1%), two fifth says “Self-realization and good quality of life” (39,9%), and only a minor part says “material gain and a high standard of living” ( 5,0%). Most of them consider their current job as attractive to a big extent. The most important qualities to make a job attractive concern working conditions related to relations and leadership, as well as work satisfaction related to be sought after, stimulated and have inner acknowledgement. The two most important qualities are “I consider what I do to be important” and “I feel that I do a good job”. These important qualities correspond to a relatively high degree in the respondents’ current job, but there are still opportunities for development. The Attractive Work Process has been developed within interactive research and development projects. The process contains six steps – 1) Inform, plan and motivate, 2) Complete the questionnaire, 3) Analyze results, 4) Report results and prioritize, 5) Action plan, 6) Measure/evaluate. Central and important aspects of the process have been identified based on the experiences of participating researchers and companies. General important aspects are that the process is built on a promoting approach and engagement from all the employees. It is thereby important that the behavior of the process leader supports that approach. To make changes takes time and taking small steps in the right direction keeps the process moving forward. The process must be “living” all the time in order to be continuous. Högskolan Dalarna (2008). Questionnaire concerning Attractive Work. Borlänge: 5. Åteg, M., A. Hedlund, m fl. (2004). Attraktivt arbete. Från anställdas uttalanden till skapandet av en modell. Stockholm, Arbetslivsinstitutet.
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| 3. |
- Johansson-Pajala, Rose-Marie, et al.
(författare)
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Anxiety and loneliness among older people living in residential care facilities or receiving home care services in Sweden during the COVID-19 pandemic : a national cross-sectional study
- 2022
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Ingår i: BMC Geriatrics. - : Springer Science and Business Media LLC. - 1471-2318. ; 22:1
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Tidskriftsartikel (refereegranskat)abstract
- Background: Older people were subjected to significant restrictions on physical contacts with others during the COVID-19 pandemic. Social distancing impacts older people’s experiences of anxiety and loneliness. Despite a large body of research on the pandemic, there is little research on its effects on older people in residential care facilities (RCF) and in home care services (HCS), who are the frailest of the older population. We aimed to investigate the effect of the first wave of the COVID-19 pandemic in March-May 2020 on experiences of anxiety and loneliness among older people living in RCF or receiving HCS and the impact of the progression of the pandemic on these experiences.Methods: A retrospective cross-sectional design using data from the national user satisfaction survey (March − May 2020) by the Swedish National Board of Health and Welfare. Survey responses were retrieved from 27,872 older people in RCF (mean age 87 years) and 82,834 older people receiving HCS (mean age 84 years). Proportional-odds (cumulative logit) model was used to estimate the degree of association between dependent and independent variables.Results: Loneliness and anxiety were more prevalent among the older persons living in RCF (loneliness: 69%, anxiety: 63%) than those receiving HCS (53% and 47%, respectively). Proportional odds models revealed that among the RCF and HCS respondents, the cumulative odds ratio of experiencing higher degree of anxiety increased by 1.06% and 1.04%, respectively, and loneliness by 1.13% and 1.16%, respectively, for 1% increase in the COVID-19 infection rate. Poor self-rated health was the most influential factor for anxiety in both RCF and HCS. Living alone (with HCS) was the most influential factor affecting loneliness. Experiences of disrespect from staff were more strongly associated with anxiety and loneliness in RCF than in HCS.Conclusion: Older people in RCF or receiving HCS experienced increasing levels of anxiety and loneliness as the first wave of the pandemic progressed. Older people’ mental and social wellbeing should be recognized to a greater extent, such as by providing opportunities for social activities. Better preparedness for future similar events is needed, where restrictions on social interaction are balanced against the public health directives.
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| 4. |
- Moström Åberg, Marie, 1969-
(författare)
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Epistemology of practice and its consequences in practice : Educating for knowing-in-action in working life
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Education and competence development are of increased interest in today’s society and organizations, to increase the wellbeing, lifelong learning, and mobility of the labor force, and contribute to companies’ global competition. As a consequence, formal and informal education is growing. However, there are dilemmas when developing professional competence e.g. bridging the gap between theory and practice, trying to increase employability in higher education, and the degradation of professionals’ knowledge. These dilemmas can partly be due to epistemology and the difficulty to act in accordance with one’s epistemology. Previous research has presented Technical Rationality (TR) as the cause of the problems and an epistemology of practice as an alternative approach. The aim of this thesis is to contribute to a deeper understanding of a holistic epistemology, i.e. what an epistemology of practice is, and its consequences for the view of professional competence and educational design in different contexts. Beyond this, the aim is also to analyze the quality of learning needed to reassess one’s epistemology. The theoretical framework is based on Schön’s work on epistemology of practice, the competence of a professional i.e. knowing-in-action, and educational design i.e. the reflective practicum. Mezirow’s theory of Transformative Learning (TL) is used to analyze the quality of learning. The four included studies are used as examples of different educational situations in different contexts; in Studies Ι and ΙΙΙ how managers in a research intervention learn to become enabling managers, in Study ΙΙ, how pupils in a vocational school are learning to minimize work environment risks in their future work, and in Study ΙV how HR students learn to foster collective learning within organizations. The results show the importance of being aware of one’s epistemology, and to act according to it. From an epistemology of practice approach, the overall conclusion is that adding practice is not enough, it is important to balance theory, practice, and reflection to enable knowing-in-action. The role of the teacher/supervisor to handle both theory, practice and reflection using reflection-in/on-action and coaching strategies such as joint experimentation, follow me and hall of mirrors to enable knowing-in-action is emphasized. The design of an education needs to be adapted to the participants’ former experiences and access to work practice. To enable reassessment of epistemology, TL is proposed, since a quality of learning which enables deep learning is needed.
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| 5. |
- Smith, Laura B., et al.
(författare)
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Psychological manifestations of celiac disease autoimmunity in young children
- 2017
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Ingår i: Pediatrics. - : American Academy of Pediatrics (AAP). - 0031-4005 .- 1098-4275. ; 139:3
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND AND OBJECTIVES: Psychological symptoms can be associated with celiac disease; abstract however, this association has not been studied prospectively in a pediatric cohort. We examined mother report of psychological functioning in children persistently positive for tissue transglutaminase autoantibodies (tTGA), defined as celiac disease autoimmunity (CDA), compared with children without CDA in a screening population of genetically at-risk children. We also investigated differences in psychological symptoms based on mothers' awareness of their child's CDA status. METHODS: The Environmental Determinants of Diabetes in the Young study followed 8676 children to identify triggers of type 1 diabetes and celiac disease. Children were tested for tTGA beginning at 2 years of age. The Achenbach Child Behavior Checklist assessed child psychological functioning at 3.5 and 4.5 years of age. RESULTS: At 3.5 years, 66 mothers unaware their child had CDA reported more child anxiety and depression, aggressive behavior, and sleep problems than 3651 mothers of children without CDA (all Ps ≤ .03). Unaware-CDA mothers also reported more child anxiety and depression, withdrawn behavior, aggressive behavior, and sleep problems than 440 mothers aware of their child's CDA status (all Ps ≤.04). At 4.5 years, there were no differences. CONCLUSIONS: In 3.5-year-old children, CDA is associated with increased reports of child depression and anxiety, aggressive behavior, and sleep problems when mothers are unaware of their child's CDA status. Mothers' knowledge of their child's CDA status is associated with fewer reports of psychological symptoms, suggesting that awareness of the child's tTGA test results affects reporting of symptoms.
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| 6. |
- Törn, Carina, et al.
(författare)
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Complement gene variants in relation to autoantibodies to beta cell specific antigens and type 1 diabetes in the TEDDY Study
- 2016
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Ingår i: Scientific Reports. - : Springer Science and Business Media LLC. - 2045-2322. ; 6
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Tidskriftsartikel (refereegranskat)abstract
- A total of 15 SNPs within complement genes and present on the ImmunoChip were analyzed in The Environmental Determinants of Diabetes in the Young (TEDDY) study. A total of 5474 subjects were followed from three months of age until islet autoimmunity (IA: n = 413) and the subsequent onset of type 1 diabetes (n = 115) for a median of 73 months (IQR 54-91). Three SNPs within ITGAM were nominally associated (p < 0.05) with IA: rs1143678 [Hazard ratio; HR 0.80; 95% CI 0.66-0.98; p = 0.032], rs1143683 [HR 0.80; 95% CI 0.65-0.98; p = 0.030] and rs4597342 [HR 1.16; 95% CI 1.01-1.32; p = 0.041]. When type 1 diabetes was the outcome, in DR3/4 subjects, there was nominal significance for two SNPs: rs17615 in CD21 [HR 1.52; 95% CI 1.05-2.20; p = 0.025] and rs4844573 in C4BPA [HR 0.63; 95% CI 0.43-0.92; p = 0.017]. Among DR4/4 subjects, rs2230199 in C3 was significantly associated [HR 3.20; 95% CI 1.75-5.85; p = 0.0002, uncorrected] a significance that withstood Bonferroni correction since it was less than 0.000833 (0.05/60) in the HLA-specific analyses. SNPs within the complement genes may contribute to IA, the first step to type 1 diabetes, with at least one SNP in C3 significantly associated with clinically diagnosed type 1 diabetes.
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| 7. |
- Åberg, Maria A I, 1972, et al.
(författare)
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IGF-I has a direct proliferative effect in adult hippocampal progenitor cells.
- 2003
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Ingår i: Molecular and cellular neurosciences. - 1044-7431. ; 24:1, s. 23-40
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Tidskriftsartikel (refereegranskat)abstract
- The aim of the present study was to investigate the potential direct effects of insulin-like growth factor-I (IGF-I) on adult rat hippocampal stem/progenitor cells (AHPs). IGF-I-treated cultures showed a dose-dependent increase in thymidine incorporation, total number of cells, and number of cells entering the mitosis phase. Pretreatment with fibroblast growth factor-2 (FGF-2) increased the IGF-I receptor (IGF-IR) expression, and both FGF-2 and IGF-I were required for maximal proliferation. Time-lapse recordings showed that IGF-I at 100 ng/ml decreased differentiation and increased proliferation of single AHPs. Specific inhibition of mitogen-activated protein kinase kinase (MAPKK), phosphatidylinositol 3-kinase (PI3-K), or the downstream effector of the PI3-K pathway, serine/threonine p70 S6 kinase (p70(S6K)), showed that both the MAPK and the PI3-K pathways participate in IGF-I-induced proliferation but that the MAPK activation is obligatory. These results were confirmed with dominant-negative constructs for these pathways. Stimulation of differentiation was found at a low dose (1 ng/ml) of IGF-I, clonal analysis indicating an instructive component of IGF-I signaling.
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| 8. |
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| 9. |
- Backström, Tomas, et al.
(författare)
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Manager's task to support integrated autonomy at the workplace : Results from an intervention
- 2013
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Ingår i: International Journal of Business and Management. - Bayswater, W.A. : Canadian Center of Science and Education. - 1833-3850 .- 1833-8119. ; 8:22, s. 20-31
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Tidskriftsartikel (refereegranskat)abstract
- A new managerial task arises in today’s working life: to provide conditions for and influence interaction between actors and thus to enable the emergence of organizing structure in tune with a changing environment. We call this the enabling managerial task. The goal of this paper is to study whether training first line managers in the enabling managerial task could lead to changes in the work for the subordinates. This paper presents results from questionnaires answered by the subordinates of the managers before and after the training. The training was organized as a learning network and consisted of eight workshops carried out over a period of one year (September 2009–June 2010), where the managers met with each other and the researchers once a month. Each workshop consisted of three parts, during three and a half hours. The first hour was devoted to joint reflection on a task that had been undertaken since the last workshop; some results were presented from the employee pre-assessments, followed by relevant theory and illuminating practices, finally the managers created new tasks for themselves to undertake during the following month. The subordinates’ answers show positive change in all of the seventeen scales used to assess it. The improvements are significant in scales measuring the relationship between the manager and the employees, as well as in those measuring interaction between employees. It is concluded that the result was a success for all managers that had the possibility of using the training in their management work.
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| 10. |
- Backström, Tomas, et al.
(författare)
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Managers' task to supportintegrated autonomy at the workplace. Results from an intervention. : International Journal of Business and Management; Vol. 8, No. 22; 2013
- 2013
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Ingår i: International Journal of Business and Management. - Canada : Canadian centrer of science and education. - 1833-3850 .- 1833-8119. ; 8:22, s. 20-31
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Tidskriftsartikel (refereegranskat)abstract
- A new managerial task arises in today’s working life: to provide conditions for and influence interaction between actors and thus to enable the emergence of organizing structure in tune with a changing environment. We call this the enabling managerial task. The goal of this paper is to study whether training first line managers in the enabling managerial task could lead to changes in the work for the subordinates. This paper presents results from questionnaires answered by the subordinates of the managers before and after the training. The training was organized as a learning network and consisted of eight workshops carried out over a period of one year (September 2009 – June 2010), where the managers met with each other and the researchers once a month. Each workshop consisted of three parts, during three and a half hours. The first hour was devoted to joint reflection on a task that had been undertaken since the last workshop; some results were presented from the employee pre-assessments, followed by relevant theory and illuminating practices, finally the managers created new tasks for themselves to undertake during the following month. The subordinates’ answers show positive change in all of the seventeen scales used to assess it. The improvements are significant in scales measuring the relationship between the manager and the employees, as well as in those measuring interaction between employees. It is concluded that the result was a success for all managers that had the possibility of using the training in their management work.
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