| 1. |
- Almqvist, Jonas, et al.
(författare)
-
Pragmatic investigation : studies of meaning-making in educational practices
- 2008
-
Konferensbidrag (populärvet., debatt m.m.)abstract
- The overall aim of this paper is to present and discuss a pragmatic approach for studies of meaning-making in different educational practices. The approach – built on a framework developed within the SMED-group (Studies of Meaning-making in Educational Discourses) at the universities of Uppsala and Örebro – is illustrated in a number of empirical studies. The main point of departure in the studies is taken in pragmatic curriculum theory and sociocultural perspectives on learning, and is inspired mainly by John Dewey, Ludwig Wittgenstein and Michel Foucault. A special focus is directed to communication practices and content selection within Physical education, Environmental education and Science education. A common ambition is to offer a language that enables studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to make these investigations beyond assumptions of dualisms, essentialism, causality and determinism. In this perspective learning and socialisation is viewed in communicative perspective. Therefore, many of the studies are built on video recorded classroom conversations, but also on analysis of various kinds of written texts. We argue in the paper that this approach makes it possible to study meaning-making – learning and socialisation – in different kinds of educational practices.
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| 2. |
- Almqvist, Jonas, 1968-, et al.
(författare)
-
Pragmatic investigations -Studies of meaning making in educational discourses : Contribution to the NERA congress, March 6-9 in Copenhagen, Denmark
- 2008
-
Konferensbidrag (refereegranskat)abstract
- The overall aim of this paper is to present and discuss a pragmatic approach for studies of meaning making in different educational practices. The approach – built on a framework developed within the SMEDgroup (Studies of Meaning making in Educational Discourses) at the universities of Uppsala and Örebro – is illustrated in a number of empirical studies. The main point of departure in the studies is taken in pragmatic curriculum theory and sociocultural perspectives on learning, and is inspired mainly by John Dewey, Ludwig Wittgenstein and Michel Foucault. A special focus is directed to communication practices and content selection within Physical education, Environmental education and Science education. A common ambition is to offer a language that enables studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to make these investigations beyond assumptions of dualisms, essentialism, causality and determinism. In this perspective learning and socialisation is viewed in communicative perspective. Therefore, many of the studies are built on video recorded classroom conversations, but also on analysis of various kinds of written texts. We argue in the paper that this approach makes it possible to study meaning making – learning and socialisation – in different kinds of educational practices.
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| 3. |
- Almqvist, Jonas, 1968-, et al.
(författare)
-
Pragmatiska studier av meningsskapande
- 2008
-
Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 11-24
-
Tidskriftsartikel (refereegranskat)abstract
- The overall aim of the article is to present a pragmatic approach for studies of meaning-making used in the articles of this issue. The approach, which is developed within the SMEDgroup (Studies of Meaning-making in Educational Discourses), mainly builds on the writings of John Dewey, Ludwig Wittgenstein and Michel Foucault. A common ambition for the researchers in SMED is to enable studies and discussions on questions concerning how meanings are made in people’s actions. Another ambition is to carry out these studies beyond assumptions of dualism, essentialism, causality and determinism. In this perspective learning and socialization are viewed in a communicative perspective. We argue in the article that our approach makes it possible, and important, to study meaning-making in action in different kinds of educational practices.
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| 4. |
- Almqvist, Jonas, et al.
(författare)
-
Tema: Didaktiska undersökningar
- 2008
-
Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 5-10
-
Tidskriftsartikel (populärvet., debatt m.m.)abstract
- En presentation av det didaktiska angreppssättet som ligger till grund för temat Didaktiska undersökningar i Utbildning och demokrati nr 3, 2008.
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| 5. |
- Almqvist, Jonas, et al.
(författare)
-
Tema: Didaktiska undersökningar
- 2008
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Ingår i: Utbildning och Demokrati. - 1102-6472 .- 2001-7316. ; 17:3, s. 5-10
-
Tidskriftsartikel (refereegranskat)
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| 6. |
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| 7. |
- Hellström, Micaela, et al.
(författare)
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LifeDNAquatic: Riktlinjer för optimal hantering och analys av akvatiskt eDNA som verktyg inom svensk miljöövervakning
- 2023
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Naturvårdsverket och Havs- och vattenmyndigheten i Sverige beviljade åtta forskningsprojekt 2018 för att undersöka hur eDNA kan användas som verktyg inom den svenska miljöövervakningen. Projektet LifeDNAquatic, presenteras i denna rapport.De tre första arbetspaketen inom projektet resulterade i två tekniska rapporter som behandlar fältplanering, provtagning i fält och olika sorters fältutrustning. Riktlinjer för laboratorier specifika för eDNA och extraktionsmetoder diskuteras.Sju undersökningar (5–11) utfördes för att validera eDNA som metod och för att utröna användbarheten av eDNA-flerartsanalyser som verktyg inom miljöövervakningen. Mer än 460 eDNA-prover samlades in under undersökningstiden.Delundersökning 5: Går det att jämföra artförekomster baserade på flerartsanalyser som kommer från helt olika eDNA-laboratorier? En jämförande undersökningutfördes där fem laboratorier deltog för att jämföra fiskdetektion från samma vatten. Artanalyserna från de olika laboratorierna visade förvånansvärt liknande resultat. Detta innebär att resultat från olika eDNA-utövare är jämförbara och att metoden är tillförlitlig.Delundersökning 6: Är resultaten av eDNA-analyser jämförbara då prover bevaras i olika konserveringsvätskor över tid? Analysen visade att prover som bevaras under kort tid oberoende av konservering uppvisar samma resultat. Då proverna bevaras mer än tre månader är resultaten jämförbara bara då proverna bevarats i etanol.Delundersökning 7: Går det att analysera filter som bevarats i etanol i 1,5 år? eDNA-prover som bevarats i etanol i kylskåp i 1,5 år visar att detektionsprecisionen av den biologiska mångfalden är lika hög oberoende om proverna bevarats kort eller lång tid.Delundersökning 8: Hur påverkar provtagningsdesign slutresultaten av en undersökning? Går det att undersöka artnärvaro i biflöden genom att enbart analyseraprover från dess huvudflöde? Slutsatsen från detta är att en genomtänkt provtagningsdesign och val av lokaler kan spara både tid och resurser då eDNA används som metodinom miljöövervakningen. För mera finskalig utbredning av arter bör flera lokaler inventeras. Vidare ger prover från huvudflöde inte information om artnärvaro i biflöden. Månatliga prover ger en mer korrekt relativ biomassa av fiskarter eftersom mjölke-eDNA då kan uteslutas från analysen.Delundersökning 9: Kan man utröna säsongsvariationer med eDNA över ett år? Hur många prover behöver samlas in på de enskilda lokalerna? Från detta arbetspaketdrar vi slutsatsen att prov som tas från samma lokal månadsvis under ett år är ett mycket kraftfullt verktyg för artinventeringar eftersom både arternas inbördes dominans i fisksamhället samt reproduktionstider kan fastslås. Antal prover som behöver samlas in vid en provpunkt framgår av undersökningen.Delundersökning 10: Hur skiljer sig resultatet mellan eDNA och nät-/elfisken? eDNA i marin miljö detekterade 24 fiskarter jämfört med 15 arter i nätfisket. eDNA i rinnande vatten detekterade 1,2 till 4,7 gånger fler arter än sammanslagna historiska elfiskedata.Delundersökning 11: Är eDNA kostnadseffektivt i relation till traditionella metoder? Flera olika demonstrationsprojekt visar att eDNA som metod är kostnadseffektivt i relation till traditionella inventeringsmetoder. Skillnaden beror på tidsåtgången i fält, som är betydligt högre för traditionella metoder jämfört med eDNA.
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| 8. |
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| 9. |
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| 10. |
- Ihre, Johan, 1707-1780
(författare)
-
Exercitium academicum, de pactis realibus in republica, quod, ... præside, ... Johanne Ihre, ... publicæ bonorum disquisitioni modeste submittit Petrus Alex. Öhman, Dalekarlus, In Audit. Car. Maj. die XVI Nov. a. MDCCLI, horis ante meridiem solitis.
- 1751
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)
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| 11. |
- Jiang, Biao, et al.
(författare)
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Ultrasonic Imaging Through Thin Reverberating Materials
- 2015
-
Ingår i: Physics Procedia. - : Elsevier BV. - 1875-3892. ; 70, s. 380-383
-
Tidskriftsartikel (refereegranskat)abstract
- Imaging through anisotropic or highly heterogeneous materials is challenging for the existence of strong boundary and volume reverberations. To image small cracks or flaws in a reverberating thin layers, high resolution techniques are needed in both temporal and spatial domain, so that the reverberation can be suppressed to some level. In this paper, the reverberation suppression performance of the total focusing beamforming method (TFM) was evaluated by simulation and real data processing. The results showed that the more the focusing point moves away from the array central line, the more multi-reflections can be suppressed. Furthermore, TFM combined with adaptive processing greatly improves the small flaw detection performance. Test results on real samples confirmed the robustness and reverberation suppression capability of the TFM imaging method.
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| 12. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
-
Friluftsliv, health and quality of life : About friluftsliv as a method for health
- 2021
-
Ingår i: Friluftsliv explored. - Linköping : Linköping University Electronic Press. - 9789179290658 - 9789179290665 ; , s. 203-216
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Friluftsliv explored doesn’t only include nature knowledge, techniques in the outdoors and outdoor pedagogics but also covers ecology, human ecology, geography, environmental and societal questions, history, health, biology, craft and lots of practical activities -both for urban and rural friluftsliv. In this translation to English of the revised fifth edition of the Swedish book there are many activities and the text is suitable for the modern day. Friluftsliv embraces the feeling around the campfire, paddling along winding rivers and walking towards the distant blue mountains. But, it is also to whittle a stick, to remember your waterproofs and to find your way home. Knowledge emerges when you combine imagination with facts and the glint in your eyes, using all our outdoor environments: forests, water, the coast, mountains and the nature close at hand. Emotion is to swim in crystal clear water far out in the archipelago and to see the clouds gliding across the sky. But also, to be able to present other sides of yourself, to be fascinated by your own body, the struggling ant and the sight of frost on trees. Quality of life is to experience friluftsliv – as it happens!
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| 13. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
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Friluftsliv, hälsa och livskvalitet
- 2007. - 3
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Ingår i: Friluftslivets pedagogik. - Stockholm : Liber. - 9789147052882 ; , s. 195-208
-
Bokkapitel (populärvet., debatt m.m.)
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| 14. |
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| 15. |
- Quennerstedt, Mikael, 1966-, et al.
(författare)
-
Investigating learning in physical education : a transactional approach
- 2011
-
Ingår i: Sport, Education and Society. - : Routledge. - 1357-3322 .- 1470-1243. ; 16:2, s. 159-177
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this paper is to suggest and describe a methodological approach for studies of learning within school physical education (PE) in order to investigate and clarify issues of learning in an embodied practice. Drawing on John Dewey’s work, and especially his use of the concept transaction, a transactional approach is suggested as a way of developing an action-orientated method necessary for investigating learning in PE. The approach is illustrated by extracts from a video analysis of a PE lesson in Sweden, and shows how an analytical focus on meaning making, actions, events and participators in meaning-making processes can help to overcome methodological challenges related to dualist and cognitivist approaches and reach a deeper knowledge of student learning issues in PE.
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| 16. |
- Rudsberg, Karin, 1973-
(författare)
-
Elevers lärande i argumentativa diskussioner om hållbar utveckling
- 2014
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The overall ambition with this thesis is to develop knowledge about students’ learning, especially with regard to process and content, when they participate in argumentation. Students’ learning is investigated through in situ studies of classroom practices. The theoretical point of departure is a pragmatic perspective in which learning is understood and investigated in terms of concrete actions. The empirical material consists of video recorded lessons at secondary and upper secondary schools in Sweden. The content of the lessons is argumentative discussions about sustainable development and socioscientific issues. In the first study, the functions that teachers’ actions have for students’ learning processes are investigated using Epistemological Move Analysis. In the second study, an approach is developed and illustrated that facilitates investigations into students’ learning processes in terms of knowledge content and argument construction in argumentation. The method, called Transactional Argumentation Analysis, combines a pragmatic perspective of learning with an argument analysis based on Toulmin’s Argument Pattern. In the third study, the functions that knowledge have when used by students in argumentative discussions are examined. The fourth study investigates the role of peers for students’ learning and how students influence the argumentation at a collective level. Here Transactional Argumentation Analysis is developed further in order to facilitate investigations of the dynamic interplay between the intra-personal and the inter-personal dimensions of learning and the result of this interplay in terms of the knowledge content and arguments that are constructed. The thesis shows how students’ learning can be investigated through in situ studies of educational practices. The methodological contribution of the thesis consists of the development and further elaboration of Transactional Argumentation Analysis. The thesis also contributes with substantial knowledge about students’ learning processes with regard to knowledge content and argument construction when participating in argumentation. Another contribution concerns the functions of knowledge when used by students in argumentation. Finally, the studies show how peers and teachers influence students’ learning, and how students contribute to the shared argumentation in the classroom.
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| 17. |
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| 18. |
- Salihovic, Samira, Associate Senior Lecturer, 1985-, et al.
(författare)
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Identification and validation of a blood- based diagnostic lipidomic signature of pediatric inflammatory bowel disease
- 2024
-
Ingår i: Nature Communications. - : Springer Nature. - 2041-1723. ; 15:1
-
Tidskriftsartikel (refereegranskat)abstract
- Improved biomarkers are needed for pediatric inflammatory bowel disease. Here we identify a diagnostic lipidomic signature for pediatric inflammatory bowel disease by analyzing blood samples from a discovery cohort of incident treatment-naïve pediatric patients and validating findings in an independent inception cohort. The lipidomic signature comprising of only lactosyl ceramide (d18:1/16:0) and phosphatidylcholine (18:0p/22:6) improves the diagnostic prediction compared with high-sensitivity C-reactive protein. Adding high-sensitivity C-reactive protein to the signature does not improve its performance. In patients providing a stool sample, the diagnostic performance of the lipidomic signature and fecal calprotectin, a marker of gastrointestinal inflammation, does not substantially differ. Upon investigation in a third pediatric cohort, the findings of increased lactosyl ceramide (d18:1/16:0) and decreased phosphatidylcholine (18:0p/22:6) absolute concentrations are confirmed. Translation of the lipidomic signature into a scalable diagnostic blood test for pediatric inflammatory bowel disease has the potential to support clinical decision making.
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| 19. |
- Öhman, Johan, 1961-, et al.
(författare)
-
Outdoor recreation in exergames : a new step in the detachment from nature?
- 2016
-
Ingår i: Journal of Adventure Education and Outdoor Learning. - Oxon, United Kingdom : Routledge. - 1472-9679 .- 1754-0402. ; 16:4, s. 285-302
-
Tidskriftsartikel (refereegranskat)abstract
- A new teaching aid—exergames—is increasing in popularity in schools and is regarded as an interesting, varied and effective way of improving students’ fitness. These exercise television games often contain references to physical activities carried out in different outdoor landscapes. The purpose of this article is to examine the views of landscape and nature offered by the games and the consequences this may have for students’ relationships with nature and future environmental commitment. The methodological approach used is companion meaning analysis: the meaning of nature that follows when playing the games. The results show a controlled landscape that is perfectly arranged for the activity (functional specialisation). It is an obvious anthropocentric base and commands an instrumental value where nature is valuable because it satisfies our felt preferences (demand value). Exergames can thus be seen as a further step in an ongoing detachment process from the physical landscape (indoorisation).
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| 20. |
- Öhman, Johan, 1961-, et al.
(författare)
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Participatory approach in practice : an analysis of student discussions about climate change
- 2013
-
Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 19:3, s. 324-341
-
Tidskriftsartikel (refereegranskat)abstract
- Many authors have claimed that participatory perspectives should be a significant feature of environmental and sustainability education (ESE). This change in ESE practice implies a relocation of the process of environmental knowledge constitution from ‘before’ to ‘in’ the educational event. The aim of this paper is to clarify both the processes of knowledge constitution and the content of the constituted knowledge within participatory ESE practices. Two methods based on John Dewey’s transactional perspective are used in the study: epistemological move analysis and pragmatic discourse analysis. The empirical material consists of video-recorded student discussions about climate change in the setting of a Swedish upper secondary school with a pronounced sustainability approach. In the analyses, six different epistemological moves used by the students are identified. The analyses show how students cooperatively constitute a specific view of climate change by using these moves. A main conclusion of this study is that participatory approaches do not necessarily mean that knowledge becomes more diverse. It is therefore important that teachers pay attention to governing processes among students and occasionally challenge the common view in order to allow for alternative possibilities and views.
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| 21. |
- Öhman, Marie, 1958-, et al.
(författare)
-
Harmoni eller konflikt? en fallstudie av meningsinnehållet i utbildning för hållbar utveckling
- 2012
-
Ingår i: NorDiNa. - Oslo, Norway : Naturfagsenteret / Norwegian Centre for Science Education. - 1504-4556 .- 1894-1257. ; 8:1, s. 59-72
-
Tidskriftsartikel (refereegranskat)abstract
- Conflict or harmony between economic, ecologic and social sustainability are two opposing perspectivesthat have appeared in the current debate about sustainable development. The aim of this studyis to investigate how the relations between these sustainability aspects are established in a concreteschool practice. The present study is a case study and investigates two classes of Swedish upper secondarystudents presenting a three-weeks thematic assignment concerning sustainable urban planning.The empirical material consists of field notes, audio-recordings, video-recordings and students’texts. In order to analyse the students’ meanings about sustainable development a method inspiredfrom pragmatic discourse analysis is used. The findings show how the students in their language usageconstitute a harmony perspective on sustainable development. The results and implications forteaching and learning are finally discussed.
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| 22. |
- Öhman, Marie, 1961-, et al.
(författare)
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Kroppen i friluftslivet
- 2011. - 1
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Ingår i: Friluftssport och äventyrsidrott. - Lund : Studentlitteratur AB. - 9789144069135 ; , s. 147-172
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 23. |
- Öhman, Marie, 1958-, et al.
(författare)
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Power and governance in environmental and sustainability education practice
- 2019. - 1
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Ingår i: Sustainable development teaching. - Abingdon, Oxon ; New York, NY : Routledge, 2019. | Series: Routledge studies in sustainability : Routledge. - 9780815357537 - 9781351124348 ; , s. 185-193
-
Bokkapitel (refereegranskat)abstract
- This chapter focuses on how the subject content that is highlighted in school can be understood in terms of power. In Foucault’s notion of power, power is not a question of who has, hold or exercises power. Power is seen as embodied in people’s everyday actions, for example the content (knowledge, norms and values) that is offered to students in a teaching situation. The chapter explains how the subject content guides students in certain directions and thereby favours certain ways of thinking and acting, which in turn create opportunities and restraints for students to understand and look at themselves and their environment in specific ways. The teaching practice in a school subject is often rooted in habits and traditions, and we often regard the content as natural and obvious. By highlighting the power dimension, the authors want to offer teachers a way of reflecting on the consequences of the choice of content. The chapter is illustrated with examples of classroom practices in environmental and sustainability education.
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| 24. |
- Öhman, Marie, et al.
(författare)
-
Power in action : Possibilities and restraints in ESD practice
- 2008
-
Ingår i: Envigogika. - Prag : Charles University Environment Center. - 1802-3061. ; 3:1
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The debate concerning the pros and cons of ESD has mainly been conducted on the grounds of principle. The question is how, and to what extent, misgivings about ESD and its expectations are actually manifested. The purpose of this paper is to suggest an approach that can contribute empirical knowledge to this debate. The suggested approach is related to the research field of governmentality and Foucault’s ideas about power and knowledge. It focuses on the way students are governed in ESD practice and explores which understanding of future development is privileged in this practice.
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| 25. |
- Agvald-Öhman, Christina, et al.
(författare)
-
»Skjut på« och »dra« metod för att minska vårdrelaterade infektioner på IVA : Pilotprojekt med aktiv uppföljning
- 2010
-
Ingår i: Läkartidningen. - : Lakartidningen. - 0023-7205 .- 1652-7518. ; 107:1-2
-
Tidskriftsartikel (refereegranskat)abstract
- Vårdrelaterade infektioner är ett särskilt stort problem inom intensivvården där patienterna är kritiskt sjuka och har många riskfaktorer. För att minska frekvensen vårdrelaterade infektioner måste ett strukturerat arbete bedrivas från flera olika utgångspunkter. Vi måste bli bättre på att diagnostisera, dokumentera och förebygga dessa infektioner. Kombinerad intervention av typen »push« och »pull« visade på lovande resultat med införande av bättre diagnostiska metoder och en upplevelse av ökad motivation hos personalen efter besöket.
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| 26. |
- Alexandersson, Ruben, 1975, et al.
(författare)
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Aspect-Oriented Implementation of Fault Tolerance: An Assessment of Overhead
- 2010
-
Ingår i: Lecture Notes in Computer Science (including subseries Lecture Notes in Artificial Intelligence and Lecture Notes in Bioinformatics). - Berlin, Heidelberg : Springer Berlin Heidelberg. - 1611-3349 .- 0302-9743. - 9783642156502 ; 6351, s. 466-479
-
Konferensbidrag (refereegranskat)abstract
- Software-implemented fault tolerance is an attractive technique for constructing fail-safe and fault-tolerant processing nodes for road vehicles and other cost-sensitive applications. This paper investigates the memoryconsumption and execution time overhead obtained when implementing timeredundant execution and control flow checking in software for an automotive brake controller application. These two mechanisms were implemented at thesource code level using three implementations techniques: aspect-oriented programming (AOP), source code transformation and manual programming in C. The results show that AOP generates much higher overheads than codetransformation for strictly systematic implementations. On the other hand, when application knowledge is used to optimize the implementations, the overhead ofAOP is similar to that of manual programming in C.
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| 27. |
- Allan, Julie, et al.
(författare)
-
Etiska perspektiv på specialpedagogers yrkesroll och värdepedagogiska praktik
- 2022
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- Yrkesetik handlar om att hantera motstridiga värden på ett professionellt sätt. Olika dilemman är ständigt närvarande i skolans vardag och kan handla om att minimera risken för att elever ska exkluderas eller om att säkerställa att elever får möjlighet att visa sina kunskaper på rätt sätt. I sin yrkesroll ställs specialpedagogen inför mångfacetterade arbetsuppgifter som omfattar att stödja barn och elever i svårigheter, vara en kvalificerad samtalspartner i pedagogiska frågor och samverka med andra yrkesgrupper för att utveckla skolans verksamhet. Arbetet innebär val mellan olika handlingsalternativ som kräver både kunskap och förmåga att urskilja och värdera etiska aspekter i komplexa sammanhang. I boken diskuteras både dilemman och möjligheter där etiska perspektiv spelar en viktig roll. Kapitlen tar upp frågor med praktiknära innehåll som lämpar sig för såväl individuell reflektion som kollegiala samtal med syftet att skapa ett gemensamt yrkesetiskt språk. Boken vänder sig till blivande och praktiserande specialpedagoger samt andra yrkeskategorier med arbetsuppgifter inom det specialpedagogiska området.
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| 28. |
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| 29. |
- Anantharaman, Aparna, et al.
(författare)
-
ADAR2 regulates RNA stability by modifying access of decay-promoting RNA-binding proteins
- 2017
-
Ingår i: Nucleic Acids Research. - : Oxford University Press (OUP). - 0305-1048 .- 1362-4962. ; 45:7, s. 4189-4201
-
Tidskriftsartikel (refereegranskat)abstract
- Adenosine deaminases acting on RNA (ADARs) catalyze the editing of adenosine residues to inosine (A-to-I) within RNA sequences, mostly in the introns and UTRs (un-translated regions). The significance of editing within non-coding regions of RNA is poorly understood. Here, we demonstrate that association of ADAR2 with RNA stabilizes a subset of transcripts. ADAR2 interacts with and edits the 3' UTR of nuclear-retained Cat2 transcribed nuclear RNA (Ctn RNA). In absence of ADAR2, the abundance and half-life of Ctn RNA are significantly reduced. Furthermore, ADAR2-mediated stabilization of Ctn RNA occurred in an editing-independent manner. Unedited Ctn RNA shows enhanced interaction with the RNA-binding proteins HuR and PARN [Poly(A) specific ribonuclease deadenylase]. HuR and PARN destabilize Ctn RNA in absence of ADAR2, indicating that ADAR2 stabilizes Ctn RNA by antagonizing its degradation by PARN and HuR. Transcriptomic analysis identified other RNAs that are regulated by a similar mechanism. In summary, we identify a regulatory mechanism whereby ADAR2 enhances target RNA stability by limiting the interaction of RNA-destabilizing proteins with their cognate substrates.
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| 30. |
- Andersson, Erik, 1979-, et al.
(författare)
-
Young people's conversations about environmental and sustainability issues in social media
- 2017
-
Ingår i: Environmental Education Research. - Oxon, United Kingdom : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 23:4, s. 465-485
-
Tidskriftsartikel (refereegranskat)abstract
- Young people’s conversations about environmental and sustainability issues in social media and their educational implications are under-researched. Understanding young people’s meaning-making in social media and the experiences they acquire could help teachers to stage pluralistic and participatory approaches to classroom discussions about the environment and sustainability. The aim of the article is to explore the characteristics of meaning-making in young people’s conversations about environmental and sustainability issue in social media, more precisely in an online community. The study takes a public pedagogy and citizenship-as-practice approach and uses Epistemological Move Analysis. The conversation are shown to be argumentative, sophisticated, elaborative and competitive and create an educational situation in which facts about the world and moral and political values and interests are confronted and argued. The findings raise questions about pluralistic and participatory approaches and the staging of classroom conversations in environmental and sustainability education.
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| 31. |
- Andersson, Karin, et al.
(författare)
-
Barns möte med naturen
- 2014
-
Ingår i: Friluftsliv i förändring. Studier från svenska upplevelselandskap. - Stockholm : Carlsson Bokförlag. - 9789173316323 ; , s. 119-136
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Bokkapitel (refereegranskat)
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| 32. |
- Andersson, Karin M., 1972-, et al.
(författare)
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Miljödidaktisk lärandeanalys
- 2015
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Ingår i: Naturmötespraktiker och miljödidaktiskt lärande. - : Uppsala universitet. - 9789155486112 ; , s. 235-254
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 33. |
- Andersson, Karin, 1972-, et al.
(författare)
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Moral relations in encounters with nature
- 2015
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Ingår i: Journal of Adventure Education and Outdoor Learning. - Oxon, United Kingdom : Routledge. - 1472-9679 .- 1754-0402. ; 15:4, s. 310-329
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Tidskriftsartikel (refereegranskat)abstract
- The overall aim of this article is to develop in-depth knowledge about the connection between outdoor experiences and moral attitudes towards nature. The study focuses on processes in which moral relations are at stake in encounters between students and nature. The purpose is to identify such events, describe their specific circumstances and clarify how moral relations are established in these events. The empirical material consists of video-recordings of activities in three different outdoor education practices. In order to identify and categorise moral situations, an analytical tool called the ethical tendency is used. This tool is based on Wittgenstein’s language game method. The findings show that in the investigated outdoor education practices, moral relations towards nature are established in several different ways. The article concludes with four educational implications: responsibility when dealing with moral reactions; bring- ing ethical questions to the fore; different educational conditions create different encounters with nature; and the consequences of different language games.
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| 34. |
- Andersson, Karin, 1972-
(författare)
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Naturmöten i pedagogiska verksamheter
- 2020
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The general public´s everyday encounters with nature have radically changed during the 20th century in industrial countries. Our relation towards nature in relation to environmental challenges is an important educational question, and this thesis investigates encounters with nature in educational practice. More specifically the aims are to investigate (i) how encounters with nature has been legitimated in the national curricula of Swedish school, and (ii) meaning making processes within pedagogical encounters with nature. In relation to the first aim a discourse analytical reading of the national curricula in Sweden is conducted. The results show that a scientific perspective of encounters with nature has been dominating during the last hundred years in the national curricula. In recent years, it is also more instrumental encounters that are expressed in the curricula, while students’ personal experiences and feelings are not focused in current curricula. Paper II and III examine moral meaning making in three different educational practices – Outdoor Education Centres, All-Weather Outdoor Schools and the Radical Outdoor movement. A multidisciplinary method is used in paper II, LEDmodel (Landscape, Ethical and Didactical). Paper III is based on the ethical tendency and language-game analyses. The results from these studies show that the educational purpose have an impact on moral processes in relation to nature. When the purpose is related to scientific knowledge there is often an instrumental relation towards nature in contrast to encounters that are more open. Open encounters instead seem to create relations that are built on a sense of responsibility and empathy. The results show that relations are created in different ways where some are more personal and built on emotion when other emotions are more based on stated rules or norms.
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| 35. |
- 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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| 36. |
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| 37. |
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| 38. |
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| 39. |
- Andersson, Pernilla, 1969-, et al.
(författare)
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Logics of business education for sustainability
- 2016
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Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 22:4, s. 463-479
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Tidskriftsartikel (refereegranskat)abstract
- This paper explores various kinds of logics of‘business education for sustainability’and how these ‘logics’ position the subject business person, based on eight teachers’ reasoning of their own practices. The concept of logics developed within a discourse theoretical framework is employed to analyse the teachers’ reasoning. The analysis takes its starting point in different approaches to how a business ought to or could take responsibility for sustainable development. Different approaches to business ethical responsibilities, in combination with assumptions about how educational content is legitimised and presupposed purposes of education, are used to construct logics of business education for sustainability. In the paper, the results of this analysis are presented as: the logic of profit-, social- or radical-oriented business education.Our results also showhow the different logics position the subject business person differently, as one who adapts to,adds or creates ethical values. The results are first discussed in terms of how environmental and social challenges could be dealt with in the future and secondly, considering the risk of de-subjectification with regard to profit-oriented business education, the implications this may have for the educational quality itself.
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| 40. |
- Andersson, Pernilla, 1969-
(författare)
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The Responsible Business Person : Studies of business education for sustainability
- 2016
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Calls for the inclusion of sustainable development in the business curriculum have increased significantly in the wake of the financial crisis and increased concerns around climate change. This has led to the appearance of new initiatives and the development of new teaching approaches. This thesis explores business education at the upper secondary school level in Sweden following the inclusion of the concept of sustainable development in the curriculum. Drawing on poststructuralist discourse theory, the overarching purpose is to identify the roles of a responsible business person that are articulated in business education and to discuss how these roles could enable students to address sustainability issues. The thesis consists of four studies, based on textbook analyses, teacher interviews and classroom observations. Three categories of roles have been identified, implying that a business person is expected to either adapt to, add or create ethical values. These three categories are compared with the roles indicated in the environmental discourses constructed by Dryzek and the responsibility regimes developed by Pellizzoni. Drawing on Dryzek’s and Pellizzoni’s reasoning about which qualities are important for addressing sustainability issues, it is concluded that the roles identified in the studies could mean that students are unequipped (the adapting role), ill-equipped (the adding role) or better equipped (the creating role) to address uncertain and complex sustainability issues. The articles include empirical examples that illustrate how and in which situations specific roles are articulated, privileged or taken up. The examples also indicate how the scope for business students’ subjectivities are facilitated or hampered. It is suggested that the illustrative empirical examples could be used for critical reflection in order to enhance students’capabilities of addressing uncertain and complex sustainability issues and to improve educational quality in terms of scope for subjectivity.
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| 41. |
- Andren, Lina J., et al.
(författare)
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Avoiding Arrays of Odd Order by Latin Squares
- 2013
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Ingår i: Combinatorics, probability & computing. - : Cambridge University Press (CUP). - 0963-5483 .- 1469-2163. ; 22:2, s. 184-212
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Tidskriftsartikel (refereegranskat)abstract
- We prove that there is a constant c such that, for each positive integer k, every (2k + 1) x (2k + 1) array A on the symbols 1, ... , 2k + 1 with at most c(2k + 1) symbols in every cell, and each symbol repeated at most c(2k + 1) times in every row and column is avoidable; that is, there is a (2k + 1) x (2k + 1) Latin square S on the symbols 1, ... , 2k + 1 such that, for each i, j is an element of {1, ... , 2k + 1}, the symbol in position (i, j) of S does not appear in the corresponding cell in Lambda. This settles the last open case of a conjecture by Haggkvist. Using this result, we also show that there is a constant rho, such that, for any positive integer n, if each cell in an n x n array B is assigned a set of m andlt;= rho n symbols, where each set is chosen independently and uniformly at random from {1, ... , n}, then the probability that B is avoidable tends to 1 as n -andgt; infinity.
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| 42. |
- Andrén, Lina J., 1980-, et al.
(författare)
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Avoiding arrays of odd order by Latin squares
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- We prove that there exists a constant c such that for each pos- itive integer k every (2k+1)×(2k+1) array A on the symbols 1,...,2k+1 with at most c(2k + 1) symbols in every cell, and each symbol repeated at most c(2k+1) times in every row and column is avoidable; that is, there is a (2k+1)×(2k+1) Latin square S on the symbols 1,...,2k+1 such that for each cell (i, j) in S the symbol in (i, j) does not appear in the corresponding cell in A. This settles the last open case of a conjecture by Häggkvist.
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| 43. |
- Arai, Kaori, et al.
(författare)
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Subjectivity of the Ainu People Described in the Book ‘Nibutani’, Edited by Kaizawa Tadashi : A New Discovery and Approach to Ainu Research
- 2014
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Ingår i: Re: Mindings. - Uppsala : The Hugo Valentin Centre, Uppsala University. - 9789186531102 ; , s. 17-25
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Bokkapitel (refereegranskat)abstract
- Ainu studies still lack an inside perspective from the Ainu themselves though the importance of such perspective has been recognized for a deeper understanding of the Ainu by a few Ainu and Wajin [ethnic Japanese] postmodern scholar. To begin with, Ainu “self telling history” have been considered by researchers of Ainu studies to be “non-existent.” In other words, it can be said that the very act of dealing with modern history in relation to the Ainu by those materials was under a taboo for both the Ainu and the Wajin.This article demonstrates that a history book of the Nibutani Community entitled “Nibutani” edited by Kaizawa Tadashi in cooperation with local residents is a rare ex- ample of modern Ainu history compiled by the Ainu themselves. The book covers all the details of each family with family trees though the Ainu hardly confessed them- selves as Ainu under severe discrimination at the time. Further most of its lifestories were collected through the interviewing of those families by Kaizawa himself. As far as the contents are concerned, some stories are related to the Ainu, whereas others are seemingly related to their personal life. Thus the book presented a variety of stories that represent the then lives of the local residents in the Nibutani Community.At the moment when ‘Nibutani’ was published the Ainu did not voluntari- ly talk about their own history, and neither were expected to do so. ‘Nibutani’, which was completed by Kaizawa, connected the individually divided histories to each other, and made clear the relationships between the individuals and the community. As a result, the local residents in the Nibutani Community have ap- preciated this book for highlighting their own perspectives on their local history.
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| 44. |
- Bengtsson, Henning, 1974-
(författare)
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Att utveckla mellanstadieelevers kritiska och temporala tänkande : En lärandeverksamhetsteoretisk studie rörande hållbar utveckling
- 2021
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the study is to investigate what critical and temporal thinking can mean for younger students (aged 9-10) that requires the adoption of various perspectives in the context of sustainable urban planning, and how such knowing can be orchestrated in joint theoretical exploration work. A particular area of interest is the concept of contradictions (as used in activity theory) as a potential didactic tool for the subject, i.e. in what way it can be a driver for students and teachers to jointly identify problems, explore knowledge content with different tools (learning models) and discuss possible creative solutions to environmental and sustainability issues.This study used the learning study research approach. In collaboration with teachers, lessons were designed, analysed and evaluated to extract knowledge through the iterative process that characterises this approach. The design of the research lessons was structured in accordance with Davydov’s theory of learning activity. The students’ experiences were analysed phenomenographically and the analysis of the lessons was guided by Engeström and Sannino’s conceptual tools for how contradictions can manifest themselves (such as in dilemmas, conflicts and double-binds). The results of the study include phenomenographical descriptions of what it means to know how to use a natural site for sustainable urban planning, and what critical aspects students need to be able to discern in order to be competent to participate in such a practice. The results also show that the way contradictions are manifested in joint work (involving teachers and students) affects the form of practice that develops and the opportunities for students to jointly make the problem their own and explore the complexity of sustainable urban planning using mediating tools (learning models).The discussion highlights how the results of the study can be used as tools for designing, implementing and evaluating teaching, and, more broadly, the results are reflected in ways in which the task used in the research lessons can be developed.
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| 45. |
- Bjursell, Cecilia, 1970-, et al.
(författare)
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Lifelong Learning Through Context Collapse : Higher education Teachers’ Narratives About Online education During The Pandemic
- 2022
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Ingår i: Proceedings of INTED2022 Conference 7th-8th March 2022. - : IATED. - 9788409377589 ; , s. 2632-2641
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Konferensbidrag (refereegranskat)abstract
- The COVID-19 pandemic has elicited a shift from campus classrooms to distance education in higher education worldwide, shaping not only students’ experiences, but also those of teachers, especially those who never have taught online. In addition, the pandemic created a meta-context that has positioned distance education as something different from previous efforts. This study aimed to investigate higher education teachers’ experiences during the transition from classroom to online teaching by using a collective auto-ethnography method based on 13 personal stories from Swedish faculty. For the abductive approach in the analysis, a framework that combines lifelong learning theory with the context collapse concept has been applied. The disjuncture that the pandemic has elicited created a situation in which teachers had to make sense of the fact that their previous experiences did not completely fit the new situation. Context collapse, a term used to describe encounters with many audiences in social media, has been introduced to highlight the clash between professional and private contexts in online educational platforms. Based on lifelong learning theories, we suggest that context collapse should be examined in terms of how it can help improve higher education, as it holds the potential to include the entire person – body and mind – in education.
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| 46. |
- Boström, Magnus, 1972-, et al.
(författare)
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Conditions for Transformative Learning for Sustainable Development : A Theoretical Review and Approach
- 2018
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Ingår i: Sustainability. - : MDPI. - 2071-1050. ; 10:12
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Tidskriftsartikel (refereegranskat)abstract
- Continued unsustainability and surpassed planetary boundaries require not only scientific and technological advances, but deep and enduring social and cultural changes. The purpose of this article is to contribute a theoretical approach to understand conditions and constraints for societal change towards sustainable development. In order to break with unsustainable norms, habits, practices, and structures, there is a need for learning for transformation, not only adaption. Based on a critical literature review within the field of learning for sustainable development, our approach is a development of the concept of transformative learning, by integrating three additional dimensions—Institutional Structures, Social Practices, and Conflict Perspectives. This approach acknowledges conflicts on macro, meso, and micro levels, as well as structural and cultural constraints. It contends that transformative learning is processual, interactional, long-term, and cumbersome. It takes place within existing institutions and social practices, while also transcending them. The article adopts an interdisciplinary social science perspective that acknowledges the importance of transformative learning in order for communities, organizations, and individuals to be able to deal with global sustainability problems, acknowledging the societal and personal conflicts involved in such transformation.
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| 47. |
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| 48. |
- Boström, Magnus, 1972-, et al.
(författare)
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Transformative learning
- 2024
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Ingår i: Elgar Encyclopedia of Environmental Sociology. - : Edward Elgar Publishing. - 9781803921037 - 9781803921044 ; , s. 550-556
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Bokkapitel (refereegranskat)abstract
- This entry reviews the concept of transformative learning. Transformative learning theory stresses a learning perspective for situations when actors in (self-)critical ways recognize and reassess basic assumptions and expectations that steer their thinking, feeling, and acting. The theory relies on the humanistic assumption that people have, via deliberative acts, inner capacities to change circumstances. Transformative learning is defined as the process through which actors transform problematic frames of reference. The concept has been applied broadly in sustainability studies, including environmental sociology. The entry discusses five such fields of research, with relevance for environmental sociology: (1) environmental and sustainability education research, (2) the role of emotions in relation to, for example, climate change, (3) research on environmental activism, (4) lifestyle change, and (5), on transformative learning on community/organizational levels.
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| 49. |
- Brännvall, Rickard, et al.
(författare)
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Cross-encoded meta embedding towards transfer learning
- 2020
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Ingår i: ESANN 2020 - Proceedings, 28th European Symposium on Artificial Neural Networks, Computational Intelligence and Machine Learning. - : ESANN (i6doc.com). - 9782875870742 ; , s. 631-636, s. 631-636
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Konferensbidrag (refereegranskat)abstract
- In this paper we generate word meta-embeddings from already existing embeddings using cross-encoding. Previous approaches can only work with words that exist in each source embedding, while the architecture presented here drops this requirement. We demonstrate the method using two pre-trained embeddings, namely GloVE and FastText. Furthermore, we propose additional improvements to the training process of the metaembedding. Results on six standard tests for word similarity show that the meta-embedding trained outperforms the original embeddings. Moreover, this performance can be further increased with the proposed improvements, resulting in a competitive performance with those reported earlier.
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| 50. |
- Caiman, Cecilia, 1972-
(författare)
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Naturvetenskap i tillblivelse : Barns meningsskapande kring biologisk mångfald och en hållbar framtid
- 2015
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The objective of this thesis is to analyze children’s meaning making processes in science related to environment and sustainability at the pre-school level. This thesis examines an approach to early childhood education which is conceptualized by an explorative as well as a listening approach that specifically addresses children’s questions. The purpose is to create knowledge on how the processes develop and what specific science related content that emerges. All studies are based on a Deweyan pragmatic perspective. Study 1 “logs in” to the debate on children’s possibilities to become “agents for change” and contributing to positive changes for the environment. The results reveal that the children’s positive and negative aesthetic utterances have significance for how the process develops and is being fulfilled. The contextual aspects are imperative both for the content and for the choices the children make along the course of actions. Study 2 examines children exploring animals in a pre-school project concerning biodiversity. Initially, the results reveal that the organisms’ appearances and movements received morphological and physiological explanations. Further on, knowledge was gained in a manner which has similarities to ecological and evolutionary ways of explaining biological phenomena. Study 3 takes departure from the discussion on the fact that sustainability related problems often are unstructured, multifaceted and conceptualized as “wicked”. The study examines how the process of imagination comes into play when children explore a sustainability related problem that is important to them. The results reveal that creative solutions come into existence when blending various experiences. Study 4 investigates how children raise and answer science related questions by non-verbal actions. The results expose that non-verbal actions serve as inquiry, comparative systematics, visualization, question-generators as well as a public and self-reflective communication.
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