| 1. |
- Azouri, Kristian, et al.
(författare)
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Hotellrapport Stockholm
- 2011
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Rapport (populärvet., debatt m.m.)abstract
- Stockholm är Sveriges största stad och marknadsför sig som ”The Capital of Scandinavia”. De flesta resenärer som besöker Sverige åker till just Stockholm. År 2010 nådde Stockholms län 10 miljoner kommersiella övernattningar. Det är lätt att ta sig till Stockholm med både flyg, tåg, båt, bil och buss. Stockholm har ett brett utbud av kongress- och mässanläggningar. År 2009 var Stockholm den sjunde mest populära staden i världen att förlägga kongresser på. I dagsläget är Sverige på väg ur den lågkonjunktur som startade år 2008. Sveriges BNP och valuta är på väg att stabiliseras och stärkas. Regeringen har även lagt in ett förslag om att sänka tjänstemomsen inom hotell- och restaurangbranschen. I denna rapport har vi valt att avgränsa oss till ett eget utvalt område inom Stockholm. Detta område innefattar 143 hotell med 20 054 hotellrum.De prognoser vi gjort gällande staden Stockholm och segmenten affärsresenärer och fritidsresenärer pekar på en ökning av besökare till staden. Detta kommer resultera i att hotellens beläggning, snittpris och RevPAR kommer att öka framtill år 2013. Efter år 2013 tror vi att segmentet affärsresenärer kommer att minska något procentuellt och kurvan för belagda nätter kommer att stabiliseras. Dock tror vi att segmentet fritidsresenärer kommer att öka procentuellt efter år 2013 och antalet belagda hotellrum kommer att successivt öka mellan åren 2011 – 2015. Vi tror att snittpris och RevPAR kommer att sjunka på grund av att en fritidsresenär generellt sätt inte betalar lika mycket för ett hotellrum som en affärsresenär gör.
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| 2. |
- Forsell, Johan, 1980-, et al.
(författare)
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Editorial: Navigating in a Measurable Epistemic Landscape
- 2020
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Ingår i: Confero. - : Linköping University Electronic Press. - 2001-4562. ; 7:1, s. 5-9
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- For this special issue on Navigating in a Measurable Epistemic Landscape we invited contributions from scholars with various disciplinary backgrounds to debate the measurable epistemic values, logics and practices of educational institutions such as school and university. Hence, we further the discussion of Confero’s first issue Managing by Measuring: Academic Knowledge Production under the Ranks (Nylander et al., 2013) by highlighting the measurable epistemic landscape of the broader educational system.
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| 3. |
- Hoeber, Jan, 1986-, et al.
(författare)
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A Combinatorial Approach to Induce Sensory Axon Regeneration into the Dorsal Root Avulsed Spinal Cord
- 2017
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Ingår i: Stem Cells and Development. - : Mary Ann Liebert Inc. - 1547-3287 .- 1557-8534. ; 26:14, s. 1065-1077
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Tidskriftsartikel (refereegranskat)abstract
- Spinal root injuries result in newly formed glial scar formation, which prevents regeneration of sensory axons causing permanent sensory loss. Previous studies showed that delivery of trophic factors or implantation of human neural progenitor cells supports sensory axon regeneration and partly restores sensory functions. In this study, we elucidate mechanisms underlying stem cell-mediated ingrowth of sensory axons after dorsal root avulsion (DRA). We show that human spinal cord neural stem/progenitor cells (hscNSPC), and also, mesoporous silica particles loaded with growth factor mimetics (MesoMIM), supported sensory axon regeneration. However, when hscNSPC and MesoMIM were combined, sensory axon regeneration failed. Morphological and tracing analysis showed that sensory axons grow through the newly established glial scar along "bridges" formed by migrating stem cells. Coimplantation of MesoMIM prevented stem cell migration, "bridges" were not formed, and sensory axons failed to enter the spinal cord. MesoMIM applied alone supported sensory axons ingrowth, but without affecting glial scar formation. In vitro, the presence of MesoMIM significantly impaired migration of hscNSPC without affecting their level of differentiation. Our data show that (1) the ability of stem cells to migrate into the spinal cord and organize cellular "bridges" in the newly formed interface is crucial for successful sensory axon regeneration, (2) trophic factor mimetics delivered by mesoporous silica may be a convenient alternative way to induce sensory axon regeneration, and (3) a combinatorial approach of individually beneficial components is not necessarily additive, but can be counterproductive for axonal growth.
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| 4. |
- Kjölvmark, Charlott, et al.
(författare)
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Distinguishing asymptomatic bacteriuria from urinary tract infection in the elderly - the use of urine levels of heparin-binding protein and interleukin-6
- 2016
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Ingår i: Diagnostic Microbiology and Infectious Disease. - : Elsevier BV. - 1879-0070 .- 0732-8893. ; 85:2, s. 243-248
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Tidskriftsartikel (refereegranskat)abstract
- Asymptomatic bacteriuria (ABU) is highly prevalent among elderly patients. It can be difficult to distinguish ABU from symptomatic urinary tract infection (UTI) in this population, which leads to unnecessary antibiotic treatment. Urinary heparin-binding protein (U-HBP) and urinary interleukin-6 (U-IL-6) have previously been studied as diagnostic markers for UTI. In this study, biomarkers were measured in the urine of 134 nursing home residents. The prevalence of ABU in this population, excluding patients with urinary catheter, was 32.8%. Levels of U-HBP and IL-6 were significantly lower among residents with ABU when compared to 49 patients with verified UTI. When previously defined cut-off limits were used, U-HBP had a high negative predictive value for UTI (93%), however, the specificity for differentiating patients with UTI and ABU was low. Discriminatory values were better for U-IL-6 with a sensitivity of 80% and specificity of 82% for the differentiation between the subgroup of pyelonephritis and ABU.
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| 5. |
- Wallner, Lars, 1983-, et al.
(författare)
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Students’ Constructions of Professional Judgement in Teacher Education, Medical Education and Police Education
- 2024
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Ingår i: Högre Utbildning. - 2000-7558. ; 14:1, s. 49-63
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Tidskriftsartikel (refereegranskat)abstract
- Vocational training programmes in higher education encompass, as learning objectives, the development of relational skills and professional judgement, especially in welfare professions such as policing, teaching and healthcare, where know-how about managing close contact with people is a prerequisite. Based on a cross-professional analysis, the current article explores how students from three different professional education programmes – teacher education, police training and medical education – construct professional judgement in group discussions and interviews. The results show that participants construct professional judgement as relationships between three different dimensions: personal ethics, educational standards, and professional practice. When discussing professional dilemmas, students utilise these three different dimensions to argue for the moral or ethical soundness of their choices. The results of the study shed light on the importance of providing students with opportunities to reflect openly on professional judgement in different ways, even though such reflections may not always be formally assessed. Furthermore, the analysis demonstrates similarities between the three programmes that we analysed, as well as similarities in students’ reflections regarding essential aspects of the professions.
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| 6. |
- Åkesson, Emilia, 1984-
(författare)
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Becoming carving-bodies in teacher education - affective student experiences
- 2023
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Ingår i: Gender and Education. - : ROUTLEDGE JOURNALS, TAYLOR & FRANCIS LTD. - 0954-0253 .- 1360-0516.
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Tidskriftsartikel (refereegranskat)abstract
- In this paper I use a feminist corpomaterial lens to examine how students are shaped by and shape their education. The analysis, based on individual and group interviews with twelve student teachers, shows how intersectional somatic norms in teacher education produce situations where students feel forced to educate, inform and take responsibility for others learning when it comes to knowledge concerning their own identities and/or social justice issues. The educational assemblages examined impact both the education and participants. I discuss how the created concept of becoming carving-bodies might enhance the understanding of student experiences. Becoming carving-bodies entails, for example, acts of caring for oneself and for others. However, it can also drain students energy and limit students chances of developing and learning. Furthermore, students may need to avoid appearing too emotional in order to be taken seriously.
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| 7. |
- Åkesson, Emilia, 1984-, et al.
(författare)
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Closer to and further away – emergency-remote teacher education, orientations and student-bodies
- 2022
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Ingår i: Högre Utbildning. - Oslo, Norway : Cappelen Damm Akademisk AS * Nordic Open Access Scholarly Publishing. - 2000-7558. ; 12:1, s. 66-78
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Tidskriftsartikel (refereegranskat)abstract
- This paper contributes knowledge on the effects of materiality and space on teaching and equal access to teacher education. Through an intersectional analysis, with a specific focus on orientations, bodies and materiality, we show how student-bodies orientate closer to or further from various parts of teacher education as an effect of the materiality of emergency remote vs. on-campus education. We elaborate on three different student-body orientating processes that take place during teacher education. These are all related to the emergency remote education implemented as a consequence of the COVID-19 pandemic. We call these processes ‘remote education as relief’, ‘the embodiedness of raising the hand on Zoom’ and ‘energy-draining pre-recorded lectures’. We show how the materiality of emergency-remote education orientates the participants situated within the bodily horizons of intersectional positions of being deaf, female, racialized as non-white and not having Swedish as a first language, both closer to and further away from various parts of their teacher education. The analysis is based on both individual and group interviews with twelve teacher students. The paper contributes insights to emergency-remote education, remote education and on-campus educating.
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| 8. |
- Åkesson, Emilia, 1984-, et al.
(författare)
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Editorial : Open Issue
- 2021
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Ingår i: Confero. - Linköping : Linköping University Electronic Press. - 2001-4562. ; 8:1, s. 4-6
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 9. |
- Åkesson, Emilia, 1984-
(författare)
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Hur kan kroppsmateriella perspektiv bidra till den normkritiska pedagogiken?
- 2019. - 1
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Ingår i: Normkritisk pedagogik. - Lund : Studentlitteratur AB. - 9789144118086 ; , s. 95-119
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Vad händer om det som traditionellt kodats som feminint: kroppen, känslor, långsamhet och irrationalitet, är utgångspunkten för vår pedagogik? Är det ens möjligt? Den här texten handlar om hur kroppsmateriella intersektionella perspektiv kan bidra till den normkritiska pedagogiken. Texten visar också hur en normkritisk pedagogik som inte tar hänsyn till kropp och materialitet riskerar att återskapa in idé om klassrummet som ett förnuftstyrt, maskulint och rationellt rum.
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| 10. |
- Åkesson, Emilia, 1984-
(författare)
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Teacher Education Becoming Elsewhere : An Affirmative Critique of Student Experiences through Intersectional Corpomaterial Perspectives
- 2023
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In this thesis, teacher education is examined with the aim to develop knowledge on teacher education and how it affects student teachers that are regularly marginalised in society by intersectional power structures. The aim is also to develop knowledge on how these student teachers affect teacher education. This is examined through reflexive interviews with student teachers, who either self-identified as having experiences of breaking norms related to an intersectional power dynamic, or had an interest in talking about such norms. The aims of the thesis are pursued through examining student teachers’ narrations of their experiences of how discomfort, comfort, exclusion, welcoming, and violations related to societal power structures in their teacher education programmes are produced. This is done by utilising an approach of affirmative critique, drawing on intersectional corpomaterial theoretical frameworks. The study shows how student teachers are becoming bodily archives of societal power dynamics; how they become angry through racialised and gendered assemblages; how they become students through materialities like notebooks; and how they, through the assemblages of emergency-remote education, become directed closer to or further away from their teacher programmes. Becoming a student teacher might also be connected to assemblages containing certain ideas of teachers as role models. Moreover, student teachers become carving-bodies, a concept created in the thesis to capture the complexities of how educational assemblages push participants to inform, educate, and speak up during their education. The concept furthermore captures how these processes lead to internal negotiations, energy loss, adjustments, and potentially fewer possibilities to engage with their education. The study shows how teacher education is becoming multiple through assemblages where student teachers’ bodily archives are active actors, and how the education, at the same time, is becoming less, for example when participants’ voices are drowned out. Teacher education is also becoming through student teachers’ longings and desires, in the sense of how their expressed dissatisfaction with teacher education might be affirmative in producing another kind of education. Another kind of education is also produced through student teachers becoming carving-bodies. Teacher education is, in this sense, becoming different through student teacher bodies, and in momentary junctures of particular elements connecting and coming together. Finally, the present thesis shows student-bodies’ potentiality to produce teacher education elsewhere and as elsewheres through for example anger and transformative care.
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