| 1. |
- Heintz, Maria
(författare)
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”Alla är ju med alla…” : Kamratskapande gruppinteraktioner i skolan
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Social interaction often takes place in groups. The school class is an important group in which children interact. Children spend a large percentage of their day with their classmates in school and classmates are not only co-workers, but also individuals interacting socially as friends. Several studies show that social interaction and friendship in school effect children’s wellbeing, academic performance and identity development. Furthermore, the compulsory school is the only mandatory social arena in today´s society. For that reason the school has a distinct function as an institution where childhood is regulated and normality and deviation is defined. This implies the teachers to work with children’s social interactions. Thus, the understanding of group affiliation and friendship interaction in school is of great importance.The main aim of the thesis is to further the knowledge of children’s interactions and friendship making group processes that takes place within a school class. The research questions focused on (a) how children interact within a school class, (b) how children describe these interactions and (c) how children’s interaction relate to the school’s formal organization. The empirical material was collected inspired by an ethnographic approach. A range of qualitative methods were used: participatory observations, individual and focus group interviews and retrieval of policy documents. The participatory observations were performed in a fourth grade school class of 23 children at the age of 10-11 years. The children were observed and interviewed, both individually and in focus groups during a period of one school year (2011-2012). An interview with the two teachers were also conducted. The analysis was performed from the perspective of interactionism and group psychology with an emphasis on Randall Collins theory of interaction ritual chains. The results in the study shows that children’s interactions, understood as friendship making group processes, consist of a chain of interaction rituals. The interaction ritual chains influences both how the interaction between children is performed and how the children’s interactions relate to the school’s formal organization. Different forms of belonging emerges through the emotional energy generated in the children’s interactions. In large group interaction the belonging is understood as a feeling of affiliation with the classmates and the school class as a whole. In small group interaction the belonging is understood as a feeling of togetherness with friends and within the play group. The results pointed out how these two forms of belonging influence the teacher’s work with children’s social interaction in school. On one hand, the children seem to integrate the school norm “everyone may join” in their large group interactions. On the other hand, the children are seeking the feeling of togetherness and emotional energy that small group interactions with friends generate. This, in turn, creates a tension between the children’s interactions and the school’s formal organization.
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| 2. |
- Heintz, Maria
(författare)
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Children´s Talk about Group Belonging : Inclusion and Exclusion Expressed in Focus Groups in School.
- 2016
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Konferensbidrag (refereegranskat)abstract
- Children spend a large percentage of their day with their classmates in school. Classmates are not only co-workers, but also individuals interacting socially as friends. The understanding of group affiliation and friendship interaction in school is of great importance to social work in school because of its implications on children’s wellbeing and academic performance. Several studies show that social interaction and friendship in school effect children’s wellbeing, academic performance and identity development. The main aim of this presentation is to present the results from focus groups in regard to how children talk about their affiliations to groups within a school class. The focus groups were made in a study of children’s social interaction and group affiliation where a school class of 23 children at the age of 10 years were observed and interviewed, both individually and in groups, during one school year. The observations showed that the children form themselves in friendship groups or clicks which are relatively stable during the school year. In these groups several different strategies were observed regarding the interaction between group members and between groups. The material for this presentation is from the focus group interviews where the children were brought together based on their group affiliation. From this I will elucidate how the children talk about exclusion and inclusion within and between the groups in the school class. The focus in the presentation is groups and processes, not the experience of specific children.
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| 3. |
- Heintz, Maria, et al.
(författare)
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Fieldwork with children in school:Positioning oneself as an out-of-theordinary- adult
- 2012
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Ingår i: Pondering on methods. : A variety of methodological concerns - A variety of methodological concerns. - 9172673400 ; , s. 81-94
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Researchers have emphasized the child’s perspective within social science since the 1990’s which has resulted in a shift in the view of children within research towards the recognition that children are active, creative social agents in their own right. The main aim of this paper was to present methodological and ethical aspects regarding research with children on the basis of two propositions, the first being that research with children should emanate from the child’s perspective, and that the methods should be modified accordingly. The second proposition stresses the importance of continuously reflecting upon the ethical issues inherent in research with children. In relation to my propositions I discuss the implications of these ideas both on the role of the researcher and also from an ethical standpoint. The researcher’s role as an adult doing research with children is complex and I argue for a sensitive and reflective approach both with regard to the choice of method and when it comes to ethical considerations. I also stress the importance of acknowledging that the children are the experts in their own field. A main conclusion is to use an out-of-the-ordinary-adult approach in order to reduce power structures embedded in the relationship between adults and children. This implies thatthe researcher positions himself/herself as an uninformed adult or as someone who is unaware of the actual meaning and essence of being a child today and actually openly shares this unawareness with the children.
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| 4. |
- Heintz, Maria, et al.
(författare)
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Why can't I sit with my friend ? The complexity in diverse anti-discriminatory practices in school.
- 2016
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Ingår i: Child-Friendly Environment For Child Wellbeing and Education. - 2503-5185. ; , s. 11-11
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Konferensbidrag (refereegranskat)abstract
- The UN Convention on the Rights of the Child state that in all actions concerning children the best interests of the child shall be a primary consideration. Children are capable of forming their own views and have the right to express those views freely. The school plays an important role in empowering children in this socialization process and Swedish schools have in its educational assignment a social undertaking regarding basic values and work against discrimination. This implies the schools and the school social worker to work actively with the children’s social relations. In this presentation the focus is on the children's strategies in relation to the actions taken from the school system. I will show some of the children´s refined ways of disregarding the schools organization and instead in a subtle manner move in accordance with their group belongings. Children’s social relations and interactions are in focus in my dissertation where a school class of 23 children at the age of 10 years were observed and interviewed both individually and in focus groups during one school year. The results from the study indicate that the formation and maintaining of friendship groups recurrently is in tension with how the school formally structure and organize their social behavior. The results from the study are interpreted as the school, in its structure, constrains the children’s ability to express their rights and frame their agency. By this presentation I will show the complexity in empowering the children and at the same time emphasize the children’s rights from their point of view. This not only impact the children’s possibility to plan and structure their everyday life in school but influence the ways in which teachers and school social workers can work with social relations and discrimination in school. In a wider sense it makes the school an arena of different anti-discriminatory practices, where the children and the adults display different strategies. The structures the school has constructed to work against discrimination can as a result become ineffective.
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| 5. |
- Levan, Andrew J., et al.
(författare)
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A long-duration gamma-ray burst of dynamical origin from the nucleus of an ancient galaxy
- 2023
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Ingår i: Nature Astronomy. - 2397-3366. ; 7:8, s. 976-985
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Tidskriftsartikel (refereegranskat)abstract
- The majority of long-duration (>2 s) gamma-ray bursts (GRBs) arise from the collapse of massive stars, with a small proportion created from the merger of compact objects. Most of these systems form via standard stellar evolution pathways. However, a fraction of GRBs may result from dynamical interactions in dense environments. These channels could also contribute substantially to the samples of compact object mergers detected as gravitational wave sources. Here we report the case of GRB 191019A, a long GRB (a duration of T90 = 64.4 ± 4.5 s), which we pinpoint close (⪅100 pc projected) to the nucleus of an ancient (>1 Gyr old) host galaxy at z = 0.248. The lack of evidence for star formation and deep limits on any supernova emission disfavour a massive star origin. The most likely route for progenitor formation is via dynamical interactions in the dense nucleus of the host. The progenitor, in this case, could be a compact object merger. These may form in dense nuclear clusters or originate in a gaseous disc around the supermassive black hole. Identifying, to the best of our knowledge, a first example of a dynamically produced GRB demonstrates the role that such bursts may have in probing dense environments and constraining dynamical fractions in gravitational wave populations.
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| 6. |
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| 7. |
- Sott, Kristin, 1974, et al.
(författare)
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MicroPIV methodology using model systems for flow studies in heterogeneous biopolymer gel microstructures
- 2013
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Ingår i: Journal of Colloid and Interface Science. - : Elsevier BV. - 1095-7103 .- 0021-9797. ; 398:15 May 2013, s. 262-269
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Tidskriftsartikel (refereegranskat)abstract
- A methodology for studying flow in heterogeneous soft microstructures has been developed. The methodology includes: (1) model fractal or random heterogeneous microstructures fabricated in PDMS and characterised using CLSM; (2) μPIV measurements; (3) Lattice–Boltzmann simulations of flow. It has been found that the flow behaviour in these model materials is highly dependent on pore size as well as on the connectivity and occurrence of dead ends. The experimental flow results show good agreement with predictions from the Lattice–Boltzmann modelling. These simulations were performed in geometries constructed from 3D CLSM images of the actual PDMS structures. Given these results, mass transport behaviour may be predicted for even more complex structures, like gels or composite material in, e.g., food or biomaterials. This is a step in the direction towards predictive science with regards to tailoring soft biomaterials for specific mass transport properties.
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