| 1. |
- Andersson, Ingela, 1963-, et al.
(author)
-
Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning : [How students in Swedish upper secondary apprenticeship education contribute to form their education in relation to work-based learning]
- 2022
-
In: Nordic Journal of Vocational Education and Training. - : Linkoping University Electronic Press. - 2242-458X. ; 12:1, s. 1-24
-
Journal article (peer-reviewed)abstract
- The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasise the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome.
|
|
| 2. |
- Andersson, Ingela, 1963, et al.
(author)
-
Elevers formande av arbetsplatsförlagt lärande i svensk gymnasial lärlingsutbildning : How students in Swedish upper secondary apprenticeship education contribute to form their education in relation to work-based learning
- 2022
-
In: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 12:1, s. 1-24
-
Journal article (peer-reviewed)abstract
- The article examines how students in Swedish upper secondary apprenticeship education contribute to the shaping of their education through their choices and actions in relation to work-based learning. Activity theory and the notion of interacting activity systems was used to emphasize the students’ perspective as active subjects. Data was collected through observations and interviews with 15 students in their second year of an apprenticeship. An initial qualitative content analysis revealed a pattern of actions that related to both school and work. The result of this analysis was further elaborated with activity theoretical concepts. Thereby dominating rules/norms and tools they made use of, contributed to identifying three potential objects for students’ actions: grades in vocational subjects, development of vocational skills, and inclusion in the workplace community. Depending on what objects the students held as superior and subordinate different outcomes could be achieved – an upper secondary vocational degree, development of vocational skills, and/or being employed while studying. One object did not necessarily exclude the others. It is concluded that the multiple expectations from students, school, and workplaces that coexist in relation to work-based learning need to be continuously communicated among all participants to strengthen the students’ possibility to achieve their desired educational outcome.
|
|
| 3. |
- Andersson, Ingela, 1963, et al.
(author)
-
Formation of Apprenticeships in the Swedish Education System: Different Stakeholder Perspectives
- 2015
-
In: International Journal for Research in Vocational Education and Training. - 2197-8646. ; 2:1, s. 3-24
-
Journal article (peer-reviewed)abstract
- The article explores the major features of the Swedish Government’s new initiative - a school based Upper Secondary Apprenticeship model. The analyses are guided by activity theory. The analysed texts are part of the parliamentary reform-making process of the 2011 Upper Secondary School reform. The analyses unfold how the Government, the Swedish Trade Union Confederation (LO), and the Confederation of Swedish Enterprise (SN) construct Upper Secondary Apprenticeship as an activity in the 21st century. The conclusion highlights how three traditional aspects of Swedish initial vocational education and training (IVET) collide in the formation of Upper Secondary Apprenticeship – a curriculum of labour market based apprenticeships, a curriculum of school based IVET, and ill-defined curriculums of school based apprenticeships. The emerging Upper Secondary Apprenticeship curriculum foreshadows multifaceted educational trajectories where the learning targets, and not the responsibility for the student’s learning are displaced from the school to the workplace setting.
|
|
| 4. |
|
|
| 5. |
- Andersson, Ingela, 1963
(author)
-
Operating between Rationalities: How Swedish Vocational Teachers and Workplace Tutors Negotiate and Create Students' Training Schemes
- 2015
-
In: Crossing Boundaries in Vocational Education and Training: Innovative Concepts for the 21st Century. Eds. Michael Gessler and Larissa Freund. 2-4 sept 2015 Bremen. Conference Proceedings.. - 1861-6828. ; 2015 Evaluate Europe Handbook Series:Volume 6, s. 34-38
-
Conference paper (peer-reviewed)abstract
- The paper investigates a changed educational practice where Swedish vocational teachers have become responsible for planning and evaluating students’ learning in workplaces. Four vocational teachers were shadowed during 12 workplace visits. Deploying the concept of boundary crossing the findings foreshadow an evolving educational activity where vocational teachers collaborate with workplace tutors to evaluate and reconstruct students training schemes. The analysis shows how vocational teachers use their teacher skills, and their familiarity with the target occupation to identify and establish work tasks for the students to engage in at the workplace.
|
|
| 6. |
|
|
| 7. |
- Andersson, Ingela, 1963
(author)
-
Skolbaserad gymnasial lärlingsutbildning . Delanalys av hur utbildningsformen formuleras och kontextualiseras i samtida policy och styrdokument. NORDYRK Juni 2013
- 2013
-
In: NORDYRK Juni 2013 Karlstads Universitet.
-
Conference paper (other academic/artistic)abstract
- 2011 införs lärlingsutbildning i den sammanhållna svenska gymnasieskolan som en av två vägar till en yrkesexamen. Traditionellt har gymnasial yrkesförberedande utbildning varit i huvudsak skolförlagd, vilket innebär att vi inte har några långtgående traditioner av arbetsplatsförlagd utbildning i gymnasieskolans regi. Mitt forskningsintresse handlar om hur lärlingsutbildningen tar form i policy och styrdokument, i skolans organisation och i genomförandets praktiker – i mötet mellan skolan och arbetslivet. I detta papper presenteras datakonstruktion och en delanalys av hur lärlingsutbildningen formuleras och kontextualiseras i samtida policy- och styrdokument. Analysen är en innehållsanalys i två steg (Krippendorf 2004; Graneheim och Lundman 2004). I ett försök att visa hur jag gått tillväga med analysen lyfter jag fram två teman där lärlingsutbildningen kontextualiseras i texterna och där den förhandlas i dialogen inom textkedjan. Jag har ännu inte lagt ett teoretiskt perspektiv på dessa data, vilket betyder att resultaten är på en beskrivande nivå nära texten. Resultatet visar att lärlingsutbildningen i dessa policysammanhang formuleras och kontextualiseras som grundläggande yrkesutbildning i gymnasieskolans regi, vilken till minst hälften förläggs i arbetslivet. I spänningsfältet där utbildningens innehåll och form förhandlas visar delanalysen att utbildningen är under utformning i det politiska sammanhanget, som en av två vägar till en gymnasial yrkesexamen. En sammanfattande slutsats är att den svenska lärlingsutbildningen som är under utformning i de politiska sammanhangen är komplex då den inte har befästa traditioner att bygga på, vilket sannolikt också påverkar hur utbildningen tar form i olika skolors verksamheter i förhållande till lokala förutsättningar och behov.
|
|
| 8. |
- Andersson, Ingela, 1963
(author)
-
Workplace Learning for School-Based Apprenticeships: Tripartite Conversations as a Boundary-Crossing Tool
- 2018
-
In: Integration of Vocational Education and Training Experiences. - Singapore : Springer. - 1871-3041. ; , s. 259-278
-
Book chapter (other academic/artistic)abstract
- This chapter examines how a vocational education and training activity, the tripartite conversation, is shaped in the context of the Swedish upper secondary apprenticeship education. Learning in school and in a workplace is often emphasised as complementary. Research that draws on activity theory emphasises the development of shared spaces to support integration of learning across these sites. In this chapter the tripartite conversation is investigated as a tool intended to support integration of experiences across school and workplace. The focus of this study was the following question: What does the tripartite conversation indicate about what the parties try to achieve with regard to students’ learning? Field studies were conducted in three upper secondary schools in 2014. Sixteen tripartite conversations between vocational teacher, workplace tutor and student have been analysed. Activity theory and the concepts of tensions and contradictions have formed the analytical framework. The tripartite conversation is identified as a boundary-crossing tool to plan and negotiate workplace learning paths. The findings show that students were expected to develop knowledge, skills and abilities to handle daily work assignments and complex work situations in the workplace. These goals were sometimes hard to achieve due to uncertainties among participants about the learning objectives, norms and rules that guided the students’ learning in the work place. It is concluded that integration of experiences across sites can be supported when workplace learning is collaboratively planned and evaluated from the perspectives of school and workplace respectively. © 2018, Springer Nature Singapore Pte Ltd.
|
|
| 9. |
- Berglund, Ingrid, 1954, et al.
(author)
-
Vocational teacher students’ critical reflections in site-based education
- 2020
-
In: International Journal of Training Research. - : Informa UK Limited. - 1448-0220 .- 2204-0544. ; 18:1, s. 22-36
-
Journal article (peer-reviewed)abstract
- Critical reflection is an essential element in the professional teacher’s practice. This article investigates vocational teacher education (VTE) students´ ability to reflect when engaged in site-based education and considers how arrangements in vocational teacher education enable or constrain this ability. The study was conducted at one Swedish university, where 78 VTE students’ written self-evaluation reports from three practicum courses were analyzed on the basis of the concept of critical reflection and the theory of practice architectures. The findings emphasize the value of a strong relationship between the learning at university and in the teaching workplace, and the progression of critical reflection throughout the education. These findings support the conclusion that practice architectures that improve VTE students’ ability to critical reflection need to include tasks that focuse on both reflection and on bridging the contexts of research-based and experience-based knowledge and practice.
|
|
| 10. |
- Elgqvist, Jörgen, 1963, et al.
(author)
-
Administered activity and metastatic cure probability during radioimmunotherapy of ovarian cancer in nude mice with 211At-MX35 F(ab')2.
- 2006
-
In: International journal of radiation oncology, biology, physics. - : Elsevier BV. - 1879-355X .- 0360-3016. ; 66:4, s. 1228-37
-
Journal article (peer-reviewed)abstract
- PURPOSE: To elucidate the therapeutic efficacy of alpha-radioimmunotherapy of ovarian cancer in mice. This study: (i) estimated the minimum required activity (MRA), giving a reasonable high therapeutic efficacy; and (ii) calculated the specific energy to tumor cell nuclei and the metastatic cure probability (MCP) using various assumptions regarding monoclonal-antibody (mAb) distribution in measured tumors. The study was performed using the alpha-particle emitter Astatine-211 (211At) labeled to the mAb MX35 F(ab')2. METHODS AND MATERIALS: Animals were inoculated intraperitoneally with approximately 1 x 10(7) cells of the cell line NIH:OVCAR-3. Four weeks later animals were treated with 25, 50, 100, or 200 kBq 211At-MX35 F(ab')2 (n = 74). Another group of animals was treated with a nonspecific mAb: 100 kBq 211At-Rituximab F(ab')2 (n = 18). Eight weeks after treatment the animals were sacrificed and presence of macro- and microscopic tumors and ascites was determined. An MCP model was developed and compared with the experimentally determined tumor-free fraction (TFF). RESULTS: When treatment was given 4 weeks after cell inoculation, the TFFs were 25%, 22%, 50%, and 61% after treatment with 25, 50, 100, or 200 kBq (211)At-MX35 F(ab')2, respectively, the specific energy to irradiated cell nuclei varying between approximately 2 and approximately 400 Gy. CONCLUSION: As a significant increase in the therapeutic efficacy was observed between the activity levels of 50 and 100 kBq (TFF increase from 22% to 50%), the conclusion was that the MRA is approximately 100 kBq (211)At-MX35 F(ab')2. MCP was most consistent with the TFF when assuming a diffusion depth of 30 mum of the mAbs in the tumors.
|
|
| 11. |
- Elgqvist, Jörgen, 1963, et al.
(author)
-
Alpha-radioimmunotherapy of intraperitoneally growing OVCAR-3 tumors of variable dimensions: Outcome related to measured tumor size and mean absorbed dose.
- 2006
-
In: Journal of nuclear medicine : official publication, Society of Nuclear Medicine. - 0161-5505 .- 2159-662X. ; 47:8, s. 1342-50
-
Journal article (peer-reviewed)abstract
- The purpose of this work was to (a) investigate the efficacy of radioimmunotherapy using 211At-MX35 F(ab')2 or 211At-Rituximab F(ab')2 (nonspecific antibody) against differently advanced ovarian cancer in mice; (b) image the tumor growth on the peritoneum; and (c) calculate the specific energy and mean absorbed dose to tumors and critical organs. METHODS: Two experiments with 5-wk-old nude mice (n = 100 + 93), intraperitoneally inoculated with approximately 1 x 10(7) NIH:OVCAR-3 cells, were done. At either 1, 3, 4, 5, or 7 wk after inoculation animals were intraperitoneally treated with approximately 400 kBq 211At-MX35 F(ab')2 (n = 50 + 45), approximately 400 kBq 211At-Rituximab F(ab')2 (n = 25 + 24), or unlabeled Rituximab F(ab')2 (n = 25 + 24). At the time of treatment 29 animals were sacrificed and biopsies were taken for determination of tumor sizes using scanning electron microscopy (SEM). Eight weeks after each treatment the animals were sacrificed and the presence of macro- and microscopic tumors and ascites was determined. The specific energy and mean absorbed dose to tumors were calculated. The activity concentration was measured in critical organs and abdominal fluid. RESULTS: When given treatment 1, 3, 4, 5, or 7 wk after cell inoculation the tumor-free fraction (TFF) was 95%, 68%, 58%, 47%, 26%, and 100%, 80%, 20%, 20%, and 0% when treated with 211At-MX35 F(ab')2 or 211At-Rituximab F(ab')2, respectively. The SEM images revealed maximum tumor radius of approximately 30 mum 1 wk after cell inoculation, increasing to approximately 340 mum at 7 wk. Specific energy to cell nuclei varied between 0 and approximately 540 Gy, depending on assumptions regarding activity distribution and tumor size. The mean absorbed dose to thyroid, kidneys, and bone marrow was approximately 35, approximately 4, and approximately 0.3 Gy, respectively. CONCLUSION: Treatment with 211At-MX35 F(ab')2 or 211At-Rituximab F(ab')2 resulted in a TFF of 95%-100% when the tumor radius was < or =30 microm. The TFF was decreased (TFF < or = 20%) for 211At-Rituximab F(ab')2 when the tumor radius exceeded the range of the alpha-particles. The specific antibody gave for these tumor sizes a significantly better TFF, explained by a high mean absorbed dose (>22 Gy) from the activity bound to the tumor surface and probably some contribution from penetrating activity.
|
|
| 12. |
- Elgqvist, Jörgen, 1963, et al.
(author)
-
Fractionated radioimmunotherapy of intraperitoneally growing ovarian cancer in nude mice with 211At-MX35 F(ab')2: therapeutic efficacy and myelotoxicity
- 2006
-
In: Nucl Med Biol. - : Elsevier BV. - 0969-8051. ; 33:8, s. 1065-72
-
Journal article (peer-reviewed)abstract
- OBJECTIVE: The aim of this study was to investigate the therapeutic efficacy and myelotoxicity during fractionated radioimmunotherapy of ovarian cancer in mice. The study was performed using the monoclonal antibody MX35 F(ab')(2) labeled with the alpha-particle emitter (211)At. METHODS: Animals were intraperitoneally inoculated with approximately 1x10(7) cells of the cell line NIH:OVCAR-3. Four weeks later, the mice were given the first treatment. Six groups of animals were intraperitoneally injected with approximately 800, 3x approximately 267, approximately 400, 3x approximately 133, approximately 50 or 3x approximately 17 kBq (211)At-MX35 F(ab')(2) (n=18 in each group). The second and third injections for Groups 2, 4 and 6 were given 4 and 8 days after the first injection, respectively. As controls, animals were treated with unlabeled MX35 F(ab')(2) (n=12). Eight weeks after the last injection, the animals were sacrificed and the presence of macro- and microscopic tumors and ascites was determined. Blood counts were determined for each mouse in Groups 1 and 2 before the first injection and 3, 7, 11, 15 and 23 days after the first injection. The calculation of the mean absorbed dose to the bone marrow was based on the ratio between the (211)At-activity concentration in bone and blood [i.e., the bone-to-blood ratio (BBLR)] as well as that between the (211)At-activity concentration in bone marrow and blood [i.e., the bone-marrow-to-blood ratio (BMBLR)] and the cumulated activity and absorbed fraction of the alpha-particles emitted by (211)At in the bone marrow. RESULTS: The tumor-free fractions of animals were 56% and 41% when treated with approximately 800 kBq and 3x approximately 267 kBq (211)At-MX35 F(ab')(2), respectively; 39% and 28% when treated with approximately 400 kBq and 3x approximately 133 kBq (211)At-MX35 F(ab')(2), respectively; and 17% and 22% when treated with approximately 50 kBq or 3x approximately 17 kBq (211)At-MX35 F(ab')(2), respectively. The nadir of the white blood cell (WBC) counts was decreased (from 46% to 19%, compared with the baseline WBC counts) and delayed (from Day 4 to Day 11 after the first injection) during the fractionated treatment compared with the single-dose treatment. The percentage of injected activity per gram (%IA/g) for blood, bone and bone marrow all peaked 6 h after injection at 13.80+/-1.34%IA/g, 4.00+/-0.69%IA/g and 8.28+/-1.38%IA/g, respectively. The BBLR and BMBLR were 0.20+/-0.04 and 0.58+/-0.01, respectively. The mean absorbed dose to bone marrow was approximately 0.4 Gy after intraperitoneally injecting approximately 800 kBq (211)At-MX35 F(ab')(2). CONCLUSION: No advantage was observed in the therapeutic efficacy of using a fractionated regimen compared with a single administration, with the same total amount of administered activity. Alleviation of the myelotoxicity was observed during the fractionated regimen in terms of decreased suppression and delayed nadir of the WBC counts. No thrombocytopenia was observed during either regimen.
|
|
| 13. |
|
|
| 14. |
- Johansson, Martina Wyszynska, et al.
(author)
-
Vocational Didactics: Mapping the Terrain in Swedish Upper Secondary Vocational Education and Training
- 2024
-
In: INTERNATIONAL JOURNAL FOR RESEARCH IN VOCATIONAL EDUCATION AND TRAINING-IJRVET. - 2197-8638 .- 2197-8646. ; 11:1, s. 76-95
-
Journal article (peer-reviewed)abstract
- Purpose: The article focuses on the contribution of didactics and didactic theory as a distinct strand in research on vocational education and training (VET). Empirical research is reviewed to further explore what characterizes vocational didactics in the Swedish context of Upper Secondary VET. Approach: Semi-structured and flexible review methodology was used to identify didactic research and map its emergent features. An analytic framework was constructed for this purpose and used iteratively throughout the review process. The framework expresses the constitutive simultaneous interdependence of the relationships A-B-C. They refer to A) the ways of how the actors engage with the content as meaning and matter or relationship between the actors and the content, B) the relationship between the actors and the method through interaction with the content, and C) relationship between the methods embedded in work tasks and school assignments and how they underpin the content. A total of 26 sources was identified and thematized as school-based vocational didactics, collaborative vocational didactics, and work-based vocational didactics. Findings: Four distinct features of vocational didactics in Upper Secondary Vocational Education and Training (USVET) are outlined: 1) Diversification of the use of simulation as a method in school-based education pointing to vocational knowledge and skills 2) broadening of instruction (and reflection) as a method by inclusion of several parties (e.g., supervisors, workplace staff, instructors-practitioners), 3) work tasks as a method pointing to vocational knowledge and skills as content, 4) interaction between several parties using verbal and non-verbal means. Despite a growing interest in the importance of work tasks in their dual affordance of meaning and matter, few sources deal with students' learning processes in alignment with the logic of the production of goods and services. Conclusion: The analytic framework we have put forth strengthens the conceptual boundaries of vocational didactics from a point of view of profession-related learning objectives (content), actors, and methods involved. Applying the didactic theories to review empirical research on VET strengthens the integrity of vocational didactics as a particular field.
|
|
| 15. |
|
|
| 16. |
|
|
| 17. |
|
|
| 18. |
- Lind, Ingela, et al.
(author)
-
Model Based Systems Engineering for Aircraft Systems – How does Modelica Based Tools Fit?
- 2011
-
In: Proceedings of the 8<sup>th</sup> International Modelica Conference, March 20th-22nd, Technical Univeristy, Dresden, Germany. - Linköping : Linköping University Electronic Press. - 9789173930963 ; , s. 856-864
-
Conference paper (other academic/artistic)abstract
- Saab Aeronautics has chosen Modelica and Dymola as part of the means for model based system engineering (MBSE). This paper will point out why a considerable effort has been made to migrate models from other simulation tools to Dymola. The paper also shows how the models and tools are used, experiences gained from usage in an industrial context as well as some remaining trouble spots.
|
|
| 19. |
- Lopez-Valladares, Gloria, 1963-, et al.
(author)
-
Human isolates of Listeria monocytogenes in Sweden during half a century (1958-2010)
- 2014
-
In: Epidemiology and Infection. - 0950-2688 .- 1469-4409. ; 142, s. 2251-2260
-
Journal article (peer-reviewed)abstract
- Isolates of Listeria monocytogenes (n=932) isolated in Sweden during 1958–2010 from human patients with invasive listeriosis were characterized by serotyping and pulsed-field gel electrophoresis (PFGE) (AscI). Of the 932 isolates, 183 different PFGE types were identified, of which 83 were each represented by only one isolate. In all, 483 serovar 1/2a isolates were distributed over 114 PFGE types; 90 serovar 1/2b isolates gave 32 PFGE types; 21 serovar 1/2c isolates gave nine PFGE types; three serovar 3b isolates gave one PFGE type; and, 335 serovar 4b isolates gave 31 PFGE types. During the 1980s in Sweden, several serovar 4b cases were associated with the consumption of European raw soft cheese. However, as cheese-production hygiene has improved, the number of 4b cases has decreased. Since 1996, serovar 1/2a has been the dominant L. monocytogenes serovar in human listeriosis in Sweden. Therefore, based on current serovars and PFGE types, an association between human cases of listeriosis and the consumption of vacuum-packed gravad and cold-smoked salmon is suggested.
|
|
| 20. |
- Parihar, Vishal Singh, et al.
(author)
-
Characterization of human invasive isolates of Listeria monocytogenes in Sweden 1986-2007
- 2008
-
In: Foodborne pathogens and disease. - : Mary Ann Liebert. - 1535-3141 .- 1556-7125. ; 5:6, s. 755-761
-
Journal article (peer-reviewed)abstract
- Since 1986, 68% of the Listeria monocytogenes isolates from human cases of invasive listeriosis in Sweden are available for retrospective studies. The aim of the present study was to characterize 601 human invasive isolates of L. monocytogenes in Sweden from 1986 to 2007 by using serotyping and pulsed-field gel electrophoresis. Since 1996, serovar 4b was permanently reduced to the second or third most common serovar in human cases in Sweden. During the latter period, 2000-2007, only 13% belonged to serovar 4b and 71% to 1/2a. The dendrogram, based on pulsovars, reveals two clusters with different serovars. Cluster 1 exhibits serovars 4b and 1/2b, whereas cluster 2 consists of serovar 1/2a. Serovar 1/2a seems to be more heterogeneous than serovar 4b.
|
|
| 21. |
- Steinkellner, Sören, et al.
(author)
-
Hosted Simulation for Heterogeneous Aircraft System Development
- 2008
-
Conference paper (other academic/artistic)abstract
- In aircraft development, it is crucial to understand and evaluate behavior, performance, safety and other aspects of the subsystems before and after they are physically available for test. Simulation models are used to gain knowledge in order to make decisions in all development stages. This paper focuses on a special kind of simulation technique called Hosted Simulation, when a model created in one tool is generated to executable code and imported (hosted) in another tool to perform simulation. In this paper we report on experience gained from evaluating two different approaches of hosted simulation. Furthermore, the suitability of the two approaches can vary during different phases of aircraft development and utilization, from concept evaluation to end user support. The model of an aircraft subsystem shows that hosted simulation is a powerful and efficient technique.
|
|
