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| 2. |
- Andersson, Anders, et al.
(författare)
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Effects of Tobacco Smoke on IL-16 in CD8+ Cells from Human Airways and Blood: a Key Role for Oxygen Free Radicals?
- 2011
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Ingår i: AJP - Lung cellular and molecular physiology. - : American Physiological Society. - 1522-1504. ; 300:1
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Tidskriftsartikel (refereegranskat)abstract
- Chronic exposure to tobacco smoke leads to an increase in the frequency of infections and in CD8(+) and CD4(+)cells as well as the CD4(+) chemo-attractant cytokine IL-16 in the airways. Here, we investigated whether tobacco smoke depletes intracellular IL-16 protein and inhibits de novo production of IL-16 in CD8(+) cells from human airways and blood, while at the same time increasing extracellular IL-16 and whether oxygen free radicals (OFR) are involved. Intracellular IL-16 protein in CD8(+) cells and mRNA in all cells was decreased in bronchoalveolar lavage (BAL) samples from chronic smokers. This was also the case in human blood CD8(+) cells exposed to water-soluble tobacco smoke components in vitro; in which oxidized proteins were markedly increased. Extracellular IL-16 protein was increased in cell-free BAL fluid from chronic smokers and in human blood CD8(+) cells exposed to water-soluble tobacco smoke components in vitro. This was not observed in occasional smokers after short-term exposure to tobacco smoke. A marker of activation (CD69) was slightly increased whereas other markers of key cellular functions (membrane integrity, apoptosis and proliferation) in human blood CD8(+) cells in vitro were negatively affected by water-soluble tobacco smoke components. An OFR scavenger prevented these effects whereas a protein synthesis inhibitor, a beta-adrenoceptor, a glucocorticoid receptor agonist, a phosphodiesterase, a calcineurin phosphatase and a caspase-3 inhibitor did not. In conclusion, tobacco smoke depletes preformed intracellular IL-16 protein, inhibits its de novo synthesis and distorts key cellular functions in human CD8(+) cells. OFR may play a key role in this context.
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| 3. |
- Sandahl, Johan, 1974-, et al.
(författare)
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Överdrivna slutsatser om gymnasieelevers demokratikunskaper
- 2022
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Ingår i: Skola & Samhälle [S.O.S] Webbtidskrift. - : Föreningen Skola & Samhälle - webbtidskrift. - 2001-6727.
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Rapporten från Stiftelsen Rättsfonden om gymnasieelevers kunskaper om demokrati har både metodologiska och teoretiska brister. Eftersom rapporten saknar stöd för flera av de rekommendationer som lämnas är risken att föreslagna förändringar inte gör någon skillnad eller i värsta fall leder i fel riktning, skriver Johan Sandahl med flera, alla forskare i samhällsvetenskapernas didaktik.
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| 4. |
- Åkerfeldt, Anna, et al.
(författare)
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"Fridolin backar in i framtiden om digitala läromedel"
- 2021
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Ingår i: Dagens Nyheter. - Stockholm : AB Dagens Nyheter. - 1101-2447. ; , s. 5-5
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Tidskriftsartikel (populärvet., debatt m.m.)abstract
- Gustav Fridolin presenterade i augusti i år "Läromedelsutredningen – böckernas betydelse och elevernas tillgång till kunskap". Utredningen lyfter fram och belyser flera viktiga områden, till exempel lärarens, rektorns och lärarutbildningarnas ansvar och att säkra rätten till likvärdig tillgång av läromedel. Något som brister idag. Men utredningen ger en förenklad och missvisande bild av digitala läromedel och dess betydelse och roll i skolan. Diskussionen måste nyanseras så att svensk skola kan ge eleverna de kunskaper, förmågor och kompetenser de behöver för att vara delaktiga i ett samhälle som alltmer förutsätter att medborgarna har digitala färdigheter. Den nyanseringen vill vi som forskar inom utbildningsväsendet med fokus på teknikutveckling och digitalisering bidra till.
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| 5. |
- Andersson, Pernilla, 1969-, et al.
(författare)
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A business to change the world : Moral responsibility in textbooks for International Economics
- 2011
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Ingår i: Utbildning och Demokrati. - : Örebro Universitet. - 1102-6472 .- 2001-7316. ; 20:1, s. 79-96
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Tidskriftsartikel (refereegranskat)abstract
- This article presents an empirical analysis of textbooks for International Economics in upper secondary schools with a focus on moral responsibility for the environment and society. The purpose is to analyze the meanings offered to students regarding the scope of taking moral responsibility in relation to the role of a business person. Four different meanings are formulated as a result of the study: one states that a business only can take responsibility in order to obey laws and respond to consumer demands, a second and third meanings imply that, a business can make demands, to different extents, on subcontractors. A fourth meaning include that a business (apart from making profit) also can be a tool for change. The different meanings are discussed in relation to different functions of education (Biesta 2008, Säfström 2005) and Education for Sustainable Development. The main argument is that a tool for change-meaning, contributing to a subjectification function of education, ought to have an increased space in education, if we want students who are engaged in sustainability issues regarding the environment and the society also to see a future working within the business world. This is equally important if we want business students to see a future working for sustainable development.
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| 6. |
- Andersson, Pernilla, 1969-
(författare)
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Business as un-usual through dislocatory moments – change for sustainability and scope for subjectivity in classroom practice
- 2018
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 24:5, s. 648-662
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Tidskriftsartikel (refereegranskat)abstract
- This paper makes a contribution to the debate that has been described as a tension between instrumental and emancipatory educational objectives in environment and sustainability education. The contribution involves a methodological approach (introd-) using the concept ‘dislocatory moments’, to identify and analyse moments in classroom practice that address educational objectives relating to ‘change for sustainability’ and ‘thinking and acting independently’. A case of business education, when ‘sustainable development’ is integrated in a series of lessons, is used to exemplify the approach involving analysis of the emergence and closure of a dislocatory moment and the change of logics that occur. The illustrative case shows how room for subjectivity and change can be intertwined in educational practice. It is suggested that the methodological approach could be used in empirical research of classroom practice to further knowledge about the kind of situations that contribute to ‘business as un-usual’ without compromising emancipatory education ideals.
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| 7. |
- Andersson, Pernilla, 1969-
(författare)
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Embodied experiences of ‘decision-making’ in face of uncertain and complex sustainability issues : Embodied experiences of 'decision-making' in face of uncertain and complex sustainability issue
- 2019
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Ingår i: Sustainable development teaching. - London : Routledge. - 9780815357537
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Bokkapitel (refereegranskat)abstract
- The ‘wicked’ character of sustainability issues points to the need for education to prepare students to make decisions (also) in the absence of clear guidelines and regulation. This chapter contributes to this need by presenting teaching approaches that offer students embodied experiences of decision-making in face of sustainability problems characterised by uncertainty and complexity. Short practical examples illuminating situations in business education at upper secondary level are provided to illuminate: (a) when different worldviews regarding how sustainability problems should or could be addressed come to the fore, and (b) emancipatory educational qualities in terms of subjectification. The different worldviews that comes to fore in the practical examples relates to whether or not trade automatically leads to socially and environmentally optimal outcomes, and whether a business (person) should be guided by an a-moral/a-political or moral/political business ideal. The practical examples illuminate what could be described as dislocatory moments. Drawing on the concept of ‘dislocatory moments’ the chapter presents a didactic model that could be used to identify room for subjectification processes together with a change of views regarding sustainability issues. The ambition is to facilitate teachers’ development of teaching that could contribute to change for sustainability without compromising emancipatory education ideals.
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| 8. |
- Andersson, Pernilla, 1969-
(författare)
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Embodied experiences of ‘decision-making’ in face of uncertain and complex sustainability issues
- 2019
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Ingår i: Sustainable development teaching. - London : Taylor & Francis Group. - 9781351124324 - 9780367729585 - 9781351124331
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Bokkapitel (refereegranskat)abstract
- The ‘wicked’ character of sustainability issues points to the need for education to prepare students to make decisions (also) in the absence of clear guidelines and regulation. This chapter contributes to this need by presenting teaching approaches that offer students embodied experiences of decision-making in face of sustainability problems characterised by uncertainty and complexity. Short practical examples illuminating situations in business education at upper secondary level are provided to illuminate: (a) when different worldviews regarding how sustainability problems should or could be addressed come to the fore, and (b) emancipatory educational qualities in terms of subjectification. The different worldviews that comes to fore in the practical examples relates to whether or not trade automatically leads to socially and environmentally optimal outcomes, and whether a business (person) should be guided by an a-moral/a-political or moral/political business ideal. The practical examples illuminate what could be described as dislocatory moments. Drawing on the concept of ‘dislocatory moments’ the chapter presents a didactic model that could be used to identify room for subjectification processes together with a change of views regarding sustainability issues. The ambition is to facilitate teachers’ development of teaching that could contribute to change for sustainability without compromising emancipatory education ideals.
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| 9. |
- Andersson, Pernilla, 1969-
(författare)
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Embodied explorations - change for sustainability, scope for subjectivity and teaching in a 'post-truth' era
- 2019
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Ingår i: NOFA7 abstracts. ; , s. 22-22
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Konferensbidrag (refereegranskat)abstract
- Sustainability issue are often characterised by complexity and uncertainty which implies severe challenges when relying on science as a source for reliable knowledge when making decisions (either as a member of parliament, government official, judge, business owner or executive manager in a business). One example of such an issue concern the use of pesticides, the state of bees, biodiversity and food security. This ‘wicked’ character of sustainability issues points to the need for capability to make decisions also in the absence of previously established principles. Accordingly, education needs to make students prepared to make decisions also in the absence of formal regulations and legislation. For instance, students who in the future could be working in corporations making decisions about what products to sell or not to sell. This paper presents two teaching approaches drawing on educational drama that could offer students the opportunity to practice making decisions when encountering so called wicked sustainability problems. A didactic model drawing on the concept of ‘dislocatory moments’ and short empirical examples from business education in upper secondary education are provided to specifically illuminate (a) when different worldviews or perspectives on sustainable development comes to the fore in educational practice and, (b) emancipatory educational qualities in terms of subjectification. The (pluralist) teaching approaches are also further discussed in relation to implications connected to teaching in a ‘post-truth era’.
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| 10. |
- Andersson, Pernilla, 1969-
(författare)
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Equipped for responsibility in light of uncertainty and complexity : Studies of business education for sustainability
- 2018
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Calls for the inclusion of ‘sustainable development’ in the business curriculum have increased in the wake of financial crisis and increased concern about climate change. As a result, new initiatives are emerging and new teaching approaches are being developed. At the same time, the integration of sustainability in the business curriculum has been described as particularly challenging, which relates to assumptions underpinning mainstream business theories and different views about how business education should deal with values. In addition, sustainability issues are often complex and uncertain, which implies severe challenges for predominant responsibility regimes. With this background, we here draw on a typology of responsibility (Pellizzoni 2004) to analyse results from four previous empirical studies of business education and suggest how business students could become better equipped to address uncertain and complex sustainability issues. The results from the empirical studies, in the form of three categories of business roles articulated in educational practice, are based on analysis of textbooks, teacher interviews and classroom observations. The three business roles could be described in terms of ‘companion meanings’, ‘collateral teaching’ or what sometimes is referred to as ‘the hidden curriculum’. It is argued that students could become unequipped, ill-equipped or better equipped to address uncertain and complex sustainability issues, depending on the way in which ‘sustainable development’ is incorporated business education. It is therefore suggested that the three categories of business roles (adapting, adding or creating), could be useful to analyse and assess environment and sustainability education initiatives in general, and of initiatives to include ‘sustainable development’ in business education in particular.
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