| 1. |
- Andersson, Elin, et al.
(författare)
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Nationell kartläggning av farmakologiska rutiner och information i samband med tonsilloperation
- 2013
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Ingår i: Ventilen. - Stockholm : Riksföreningen foer Anestesi och Intensivvård. - 0348-6257. ; 4:48, s. 16-17
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Studien är en del i ett större nationellt projekt med syfte att kartlägga smärtbehandling vid tonsillkirurgi i samband med utformning av nationella farmakologiska riktlinjer. De vanligaste postoperativa komplikationerna vid tonsillkirurgi är postoperativt illamående och kräkningar (PONV), smärta, blödning och dehydrering. Tonsillkirurgin utförs idag antingen som dagkirurgiskt ingrepp eller som slutenvårdsingrepp med en vårdtid på ca ett dygn. Därmed sker den postoperativa vården i hemmet. Ett flertal studier har beskrivit patienternas upplevelse av höggradig smärta efter tonsillkirurgi. Obehandlad smärta leder till svårigheter att svälja och därmed otillräckligt dryckes- och matintag, vilket leder till dehydrering, ökad blödningsbenägenhet, sämre läkningsförmåga samt negativa postoperativa beteendeförändringar hos barnet.Syftet var att i en nationell studie kartlägga farmakologiska rutiner och informationen i samband med tonsilloperation hos barn och ungdomar.
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| 2. |
- Andersson, Elin, et al.
(författare)
-
Nationell kartläggning av farmakologiska rutiner och information i samband med tonsilloperation
- 2012
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Ingår i: Nationellt kvalitetsregister Öron-, Näs- och Halssjukvård. - Hisings Kärra : Nationellt kvalitetsregister för Öron-, Näs- och Halssjukvård.. ; , s. 77-81
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Studien är en del i ett större nationellt projekt med syfte att kartlägga smärtbehandling vid tonsillkirurgi i samband med utformning av nationella farmakologiska riktlinjer. De vanligaste postoperativa komplikationerna vid tonsillkirurgi är postoperativt illamående och kräkningar (PONV), smärta, blödning och dehydrering. Tonsillkirurgin utförs idag antingen som dagkirurgiskt ingrepp eller som slutenvårdsingrepp med en vårdtid på ca ett dygn. Därmed sker den postoperativa vården i hemmet. Ett flertal studier har beskrivit patienternas upplevelse av höggradig smärta efter tonsillkirurgi. Obehandlad smärta leder till svårigheter att svälja och därmed otillräckligt dryckes- och matintag, vilket leder till dehydrering, ökad blödningsbenägenhet, sämre läkningsförmåga samt negativa postoperativa beteendeförändringar hos barnet.Syftet var att i en nationell studie kartlägga farmakologiska rutiner och informationen i samband med tonsilloperation hos barn och ungdomar.
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| 3. |
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| 4. |
- Calås, David, et al.
(författare)
-
Inter-ethnography : from individual beings to collective becoming
- 2021
-
Ingår i: Organizational ethnography. - Cheltenham : Edward Elgar Publishing. - 9781786438096 - 9781786438102 ; , s. 91-109
-
Bokkapitel (refereegranskat)abstract
- To highlight the ‘in-between’ aspects of organizational ethnography an alternative approach to traditional organizational ethnography is explored: inter-ethnography. This approach serves to destabilize the traditional notion of organizational ethnography as an individual and subjectivist project, as well as to escape the notion of a static field position from which the researcher – as observer or participant – learns about an organization’s culture. Inter-ethnography speaks in favour of a dynamic field presence in which the researchers’ cultural positions and understandings alter as they interact with different actors related to the studied organization. Inter-ethnography in this sense denotes a fundamental shift in epistemology: from individual beings to collective becoming. To illustrate the approach, we report from a doctoral course in qualitative methods that turned out to be a study of academic culture. The report progresses in a transparent manner from a realist account of the organizational setting via our confessions about our own learning processes to an impressionistic dialogue between us to inculcate that the ethnographic knowledge making process resides not only between writers of the text, but also between the writers and the readers. In this sense, our report represents an invitation to the reader to partake in the joint production of intersubjectivity.
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| 5. |
- de la Brosse, Renaud, 1964-, et al.
(författare)
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Représentativité des genres et journalisme en Suède : entre parité et féminisation
- 2017
-
Ingår i: Revue Africaine de Communication. - Dakar, Senegal : ACDI ET CESTI. - 0850-895X. ; :3, s. 45-54
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Tidskriftsartikel (refereegranskat)abstract
- L’objet de cette contribution consiste en une analyse de la place dévolue aux femmes au sein des médias d’information suédois. Si la Suède fait figure de modèle en la matière à l’échelle internationale, c’est parce qu’elle a été parmi les premiers pays à atteindre une parité effective entre hommes et femmes oeuvrant en tant que journalistes dans les entreprises de presse écrite et audiovisuelle, publiques ou privées. Fruit d’un processus historique particulier, la parité atteinte ne signifie pourtant pas l’égalité. S’il existe bien un consensus national sur l’importance d’une égalité entre genres dans ce domaine comme dans d’autres, il n’en demeure pas moins que les progrès enregistrés ces quinze dernières années n’ont fait qu’entamer, sans le faire guère évoluer, le contenu des informations. Encore très largement marqué du sceau de la masculinité, celui-ci semble ainsi souvent ignorer la représentation des femmes et d’autres questions liées à l’égalité entre genres. Cette contribution se penche sur la façon dont s’organise cette parité au sein d’un journal régional quotidien d’informations générales, Barometern (signifiant littéralement L’Enquêteur). Ce journal, propriété d’un grand groupe de presse du sud-est du pays possédant au total sept quotidiens régionaux, est représentatif de valeurs libérales et chrétiennes largement partagées. Il s’agira d’identifier les principaux obstacles auxquels celles-ci peuvent avoir à faire face dans leur labeur quotidien et d’analyser les freins éventuels subsistant à la plus grande féminisation des contenus de l’information délivrée à un public de lecteurs et d’internautes dont la majorité appartient pourtant au genre féminin.
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| 6. |
- Ericsson, Elin
(författare)
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DIGITAL LOGBOOK FOR PRODUCING REAL-TIME LONGITUDINAL DATA
- 2022
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Ingår i: INTED2022 Proceedings. - : IATED. - 2340-1079. - 9788409377589
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Konferensbidrag (refereegranskat)abstract
- Conference name: 16th International Technology, Education and Development Conference Dates: 7-8 March 2022 Location: Online Conference
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| 7. |
- Ericsson, Elin, et al.
(författare)
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(Dis)Engagement and Usefulness: Students’ Experiences of Practicing Speaking German in a Virtual 360° Environment
- 2024
-
Ingår i: Nordic Journal of Language Teaching and Learning (NJLTL). - 2703-8629. ; 12:1, s. 43-69
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Tidskriftsartikel (refereegranskat)abstract
- This study explored Swedish lower-secondary students’ (N=41) experiences of practicing German speaking skills with filmed native speakers in a low-immersive virtual 360° environment. The students practiced dialogues in everyday-life scenarios, performing authentic tasks such as ordering in a restaurant. We employed various methods to produce data on students’ self-reported experiences related to their speaking activity in order to gain a nuanced understanding of this way of practicing speaking. The data was gathered through logbooks, questionnaires, and interviews, which covered various aspects of the students’ speaking activity. The twofold analysis consists of descriptive statistics on post-trial ratings, and thematic analysis based on the qualitative data. The findings show that the students mostly rated the overall experience as fun and easy. They estimated that they had developed their German speaking skills through practicing pronunciation and dialogue and felt better prepared for speaking. We show that some students felt disengaged even when participating in immersive simulations. There were individual differences regarding sustained engagement and experienced usefulness of the system, mostly linked to technical and contextual issues, being interrupted, misunderstood, feeling uneasy, or finding the speaking activity monotonous, too easy, or too hard. The study found that students sometimes completed dialogues without understanding the meaning of the words. We thus conclude with the need for pedagogical guidance and framing to embed this type of speaking activity in classroom practice.
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| 8. |
- Ericsson, Elin, et al.
(författare)
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Effect of Electrode Belt and Body Positions on Regional Pulmonary Ventilation- and Perfusion-Related Impedance Changes Measured by Electric Impedance Tomography
- 2016
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Ingår i: PLOS ONE. - : PUBLIC LIBRARY SCIENCE. - 1932-6203. ; 11:6, s. e0155913-
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Tidskriftsartikel (refereegranskat)abstract
- Ventilator-induced or ventilator-associated lung injury (VILI/VALI) is common and there is an increasing demand for a tool that can optimize ventilator settings. Electrical impedance tomography (EIT) can detect changes in impedance caused by pulmonary ventilation and perfusion, but the effect of changes in the position of the body and in the placing of the electrode belt on the impedance signal have not to our knowledge been thoroughly evaluated. We therefore studied ventilation-related and perfusion-related changes in impedance during spontaneous breathing in 10 healthy subjects in five different body positions and with the electrode belt placed at three different thoracic positions using a 32-electrode EIT system. We found differences between regions of interest that could be attributed to changes in the position of the body, and differences in impedance amplitudes when the position of the electrode belt was changed. Ventilation-related changes in impedance could therefore be related to changes in the position of both the body and the electrode belt. Perfusion-related changes in impedance were probably related to the interference of major vessels. While these findings give us some insight into the sources of variation in impedance signals as a result of changes in the positions of both the body and the electrode belt, further studies on the origin of the perfusion-related impedance signal are needed to improve EIT further as a tool for the monitoring of pulmonary ventilation and perfusion.
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| 9. |
- Ericsson, Elin, et al.
(författare)
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English speaking practice with conversational AI: Lower secondary students' educational experiences over time
- 2023
-
Ingår i: Computers and Education: Artificial Intelligence. - 2666-920X. ; 5
-
Tidskriftsartikel (refereegranskat)abstract
- Conversational artificial intelligence enables opportunities for practicing speaking the target language while giving individualized feedback in a low-anxiety environment offered in spoken dialogue systems with conversational agents. In this paper, we present results from a longitudinal study conducted on Swedish lower-secondary students who used a spoken dialogue system as an integrated part of their ordinary English lessons. They interacted orally with embodied conversational agents to solve given tasks in everyday-life scenarios and self-reported their experiences in questionnaires and systematic logbook reflections. Analytical methods were mainly non-parametric tests. Results revealed that the students sustained practicing, socially and emotionally engaged with a slightly positive trend in their educational experience. These insights can inspire teachers and stakeholders in the integration of conversational artificial intelligence in language education and designers in the development of such systems for this age group.
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| 10. |
- Ericsson, Elin
(författare)
-
EXPERIENCES OF SPEAKING WITH CONVERSATIONAL AI IN LANGUAGE EDUCATION
- 2023
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis explores the application of digital tools in Swedish language education, specifically in relation to speaking skills. It focuses on dialogue- based, computer-assisted language learning, which enables students to practise and develop their speaking skills in a target language. The aim of the thesis is to gain a comprehensive understanding of how students experience conversational artificial intelligence during their language education while practising speaking skills in face-to-face interaction. The thesis consists of one study conducted with language teachers, and three studies conducted in real classroom settings with lower-secondary students using two different spoken dialogue systems. A framework was designed to analyse student–conversational-agent interaction and the students’ educational experiences in the system. The data was produced through system metrics, questionnaires, digital logbooks, and interviews. Both descriptive and inferential statistics were employed to analyse the quantitative data, while qualitative data was analysed using reflexive thematic analysis. There were three major areas of findings related to the conducted studies. Firstly, teachers have positive views of using digital tools, but speaking skills are the least assisted by these tools, despite being considered the most challenging skill to teach and learn. Secondly, students reported positive educational experiences when practising speaking in a spoken dialogue system, both in the short and long term. They were cognitively and emotionally engaged, felt safe, and gained confidence. However, some students became disengaged when the scenarios did not relate to their daily lives, lacked challenge, or resulted in communication breakdowns. Thirdly, students had a range of experiences with the embodied conversational agents, from seeing them as deadpan machines to relating socially with them in positive ways. The level of experienced social interaction was linked to the students' educational experiences in the system. The contributions of the thesis include the framework for analysing student–conversational-agent interaction and the adaptation of a digital logbook for this educational context. The practical implications for language education are various. Firstly, spoken dialogue systems offer supplementary opportunities for lower-secondary students to practise speaking in a target language and align with key principles of effective language learning. Secondly, understanding the complexity of various aspects of students' experiences in the system can help teachers to address challenges and diverse student reactions, transforming their role into that of a facilitator and guide for teaching and learning speaking skills using conversational AI.
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| 11. |
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| 12. |
- Ericsson, Elin, et al.
(författare)
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From deadpan machine to relating socially: Middle school students' experiences speaking English with embodied conversational agents
- 2023
-
Ingår i: Journal of Research on Technology in Education. - 1539-1523.
-
Tidskriftsartikel (refereegranskat)abstract
- Speaking with an artificial counterpart in simulated environments has been shown beneficial for foreign language learning. Still, few studies have explored how it is experienced by younger students. We report on a study of Swedish students (N = 22) speaking English with embodied conversational agents (ECAs) in everyday-life scenarios. Data were collected on students' rankings, choices, and open-response items in logbooks and questionnaires. Self-reported data on experiences were analyzed through three dimensions: cognitive, emotional, and social. Findings show that students were generally satisfied with the activity and emotionally engaged with large individual differences within the social dimension. We unpack aspects regarding social relating to the ECA, analyzing the space between experiencing the ECA as a socially distant "deadpan machine" to humanizing and relating socially.
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| 13. |
- Ericsson, Elin, et al.
(författare)
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Fun and frustrating: Students' perspectives on practising speaking English with virtual humans
- 2023
-
Ingår i: Cogent Education. - : Informa UK Limited. - 2331-186X. ; 10:1
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Tidskriftsartikel (refereegranskat)abstract
- Speaking in a foreign language is considered challenging to both teach and learn. Virtual humans (VHs), as conversational agents (CAs), provide opportunities to practise speaking skills. Lower secondary school students (N = 25) engaged in an AI-based spoken dialogue system (SDS) and interacted verbally with VHs in simulated everyday-life scenarios to solve given tasks. Our analysis is based on system-generated metrics and self-reported experiences collected through questionnaires, logbooks, and interviews. Thematic analysis resulted in seven themes, revolving around the speaking practice method, scenarios and technology, which, in combination with descriptive statistics, enabled a deeper understanding of the students' experiences. The results indicate that, on average, they found it easy, fun, and safe, but sometimes frustrating in scenarios not always relevant to their everyday lives. Factors suggested as underlying the levels of experienced frustration include technical issues and constraints with the system, such as not being understood or heard as expected. The findings suggest that lower secondary school students conversing with VHs in the SDS in an institutional educational context facilitated a beneficial opportunity for practising speaking skills, especially pronunciation and interaction in dialogues, aligning with the key principles of second language acquisition (SLA) for language development.
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| 14. |
- Ericsson, Elin, et al.
(författare)
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SUSTAINED SPEAKING EXPERIENCES WITH VIRTUAL HUMANS OVER TIME
- 2023
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Ingår i: INTED2023 Proceedings. - Digital Library : IATED. - 2340-1079. - 9788409490264
-
Konferensbidrag (refereegranskat)abstract
- The paper presents results from a longitudinal study where lower secondary school students reported their speaking experiences (cognitive, emotional and social dimensions) with virtual humans in a spoken dialogue system. Data were produced through questionnaires and logbooks and analysed through inferential and descriptive statistics. The findings from the ten speaking sessions showed a positive trend, consistent and sustained speaking experiences over time, even ending with higher ratings.
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| 15. |
- Ericsson, Elin, et al.
(författare)
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Teachers’ Attitudes and Experiences of Digital Tools Within Speaking Proficiency in Foreign Language Teaching and Learning - Interactional Competence Left in The Dark
- 2019
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Ingår i: 12th annual International Conference of Education, Research and Innovation, ICERI2019, 11-13 November 2019, Seville, Spain. - : IATED. - 2340-1095. - 9788409147557
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Konferensbidrag (refereegranskat)abstract
- Speaking proficiency is crucial, complex and ranked as the most important skill to teach and learn in foreign language education (Cambridge University, 2017). Communication in foreign languages and digital competence are two key competencies formulated by the European Union. Communicative competence, authentic interaction in the target language in relevant and meaningful contexts is in focus in today’s communicative approach of language learning. Digital tools can enhance language learning enabling users to engage in authentic learning situations facilitating real-life oral communication, and the development of speaking and listening skills (Li, 2017; Bajorek, 2018). Immersive simulations and safe digital environments lower learners’ anxiety to speak a foreign language (Grant et al., 2013). The purpose of this study is to explore language teachers’ attitudes towards using digital tools. Our study reports on responses from 36 Swedish teachers of French, German, Spanish and English surveyed about teaching speaking supported by digital tools. Speaking proficiency is here subcategorised in pronunciation of phrases, own production of utterances and interaction including dialogues. In accordance with previous research, our results show that teachers consider speaking as the most challenging skill to provide possibilities to practice. The survey shows that interactional competence is the hardest to practice and at the same time experienced as the least supported by digital tools. The majority of the teachers have positive attitudes towards digital tools in language education but use them to a varied extent. Tools for translation like Google Translate are used by almost all teachers but at varied frequency. Digital communicative tools like Skype are hardly ever used. The majority of the teachers seldom or never use digital textbooks, language apps, games designed for language learning or immersive simulations. Around a third of them report no use of digital tools for supporting speaking proficiency. Among those teachers who do provide digital tools for practising speaking, support for pronunciation is the most common whereas interaction is the least frequent. The teachers report on the importance of a safe environment, and working with meaningful and interesting topics to enable students to dare to speak. Though many digital tools can provide these possibilities, the teachers report obstacles for using them; lack of competence, time, and research evidence for the effects. Also, some teachers report on unreliable quality, lack of objective evaluation of the tools and as a source of distraction. In conclusion, the studied teachers view speaking and interactional competence as the hardest skills to practice. Although the questionnaire reveals positive attitudes, the teachers report on quite sparse use of a few types of digital tools in foreign language education. Speaking proficiency supported by digital tools seems to be a challenge, especially the interactional competence almost left in the dark. Based on the teachers’ perceived obstacles for students regarding anxiety to speak, and the teachers’ limited use of digital tools, there is a need for more empirical research of interactive tools as facilitators for more effective teaching and learning of speaking a foreign language in general and interactional competence in particular. At the moment we are conducting a study of digital tools supporting interaction in language learning.
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| 16. |
- Ericsson, Ulf, 1978-, et al.
(författare)
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Arbete, familjeliv och återhämtning : en explorativ studie om "tredje skiftet"
- 2019
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Ingår i: Arbetsmarknad och arbetsliv. - Karlstad : Karlstads universitet. - 1400-9692. ; 25:3-4, s. 90-107
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Tidskriftsartikel (refereegranskat)abstract
- Med utgångspunkt i dygnsberättelser undersöker föreliggande studie förutsättningar för återhämtning. Baserat på gruppintervjuer och en dagboksstudie med anställda på ett svenskt försäkringsbolag fokuserar vi relationen och spänningen mellan första (arbete), andra (icke betalt hemarbete) och tredje (planering/organisering av andra skiftet) skiftet. Begränsade möjligheter för intern återhämtning under arbetet kompenserades av de flesta deltagarna med extern återhämtning under arbetsfri tid. Att ha ensamt ansvar för tredje skiftet reducerade emellertid möjligheterna för återhämtning under dagen och veckan. Materialet visade att kvinnor i åldern 30-45 - i större utsträckning än andra - hade huvudansvaret ett komplext tredje skift.
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| 17. |
- Ericsson, Ulf, et al.
(författare)
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Arbete, familjeliv och återhämtning: En explorativ studie om ”tredje skiftet”
- 2019
-
Ingår i: Arbetsmarknad & Arbetsliv. - Karlstad : Karlstads universitet. - 1400-9692 .- 2002-343X. ; 25:3-4, s. 89-107
-
Tidskriftsartikel (refereegranskat)abstract
- Med utgångspunkt i dygnsberättelser undersöker föreliggande studie förutsättningar för återhämtning. Baserat på gruppintervjuer och en dagboksstudie med anställda på ett svenskt försäkringsbolag fokuserar vi relationen och spänningen mellan första (arbete), andra (icke betalt hemarbete) och tredje (planering/organisering av andra skiftet) skiftet. Begränsade möjligheter för intern återhämtning under arbetet kompenserades av de flesta deltagarna med extern återhämtning under arbetsfri tid. Att ha ensamt ansvar för tredje skiftet reducerade emellertid möjligheterna för återhämtning under dagen och veckan. Materialet visade att kvinnor i åldern 30-45 - i större utsträckning än andra - hade huvudansvaret ett komplext tredje skift.
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| 18. |
- Ericsson, Ulf, et al.
(författare)
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Work, family life and recovery : An exploratory study of 'the third shift'
- 2021
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Ingår i: Work. - : IOS Press. - 1051-9815. ; 70:4, s. 1131-1140
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Tidskriftsartikel (refereegranskat)abstract
- Using 24-hour narratives as a starting-point, the present study examines conditions for recovery from work. The third shift concept forms the explorative starting point for highlighting the interplay between work, family responsibilities, leisure time and recovery. OBJECTIVE: The aim of the study is to explore how the third shift affects possibilities for recovery. METHOD: The material was gathered by group interviews and diaries. Thirty employees participated in the study. Ten participants where women between 30 and 45 years of age with children living at home. RESULTS: Being solely responsible for the third shift reduced the chances of recovery during work-free time. The material showed that women aged 30-45 years had to a greater extent than others the main responsibility in a complex third shift. CONCLUSION: As a precondition for external recovery, this study show how theoretically beneficial the breakdown of the second shift and development of the third shift is for understanding different preconditions and the way they affect the possibility of recovery.
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| 19. |
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| 20. |
- Hrastinski, Stefan, 1980-, et al.
(författare)
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Critical Imaginaries and Reflections on Artificial Intelligence and Robots in Postdigital K-12 Education
- 2019
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Ingår i: Postdigital Science and Education. - : Springer Science and Business Media LLC. - 2524-485X .- 2524-4868 .- 2662-5326. ; 1:2, s. 427-445
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Tidskriftsartikel (refereegranskat)abstract
- It is commonly suggested that emerging technologies will revolutionize education. In this paper, two such emerging technologies, artificial intelligence (AI) and educational robots (ER), are in focus. The aim of the paper is to explore how teachers, researchers and pedagogical developers critically imagine and reflect upon how AI and robots could be used in education. The empirical data were collected from discussion groups that were part of a symposium. For both AI and ERs, the need for more knowledge about these technologies, how they could preferably be used, and how the emergence of these technologies might affect the role of the teacher and the relationship between teachers and students, were outlined. Many participants saw more potential to use AI for individualization as compared with ERs. However, there were also more concerns, such as ethical issues and economic interests, when discussing AI. While the researchers/developers to a greater extent imagined ideal future technology-rich educational practices, the practitioners were more focused on imaginaries grounded in current practice.
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| 21. |
- Johansson, Henrik, et al.
(författare)
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Targeted resequencing of candidate genes using Selector Probes
- 2011
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Ingår i: Nucleic Acids Research. - : Oxford University Press (OUP). - 0305-1048 .- 1362-4962. ; 39:2, s. e8-
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Tidskriftsartikel (refereegranskat)abstract
- Targeted genome enrichment is a powerful tool for making use of the massive throughput of novel DNA-sequencing instruments. We herein present a simple and scalable protocol for multiplex amplification of target regions based on the Selector technique. The updated version exhibits improved coverage and compatibility with next-generation-sequencing (NGS) library-construction procedures for shotgun sequencing with NGS platforms. To demonstrate the performance of the technique, all 501 exons from 28 genes frequently involved in cancer were enriched for and sequenced in specimens derived from cell lines and tumor biopsies. DNA from both fresh frozen and formalin-fixed paraffin-embedded biopsies were analyzed and 94 specificity and 98 coverage of the targeted region was achieved. Reproducibility between replicates was high (R 2=0, 98) and readily enabled detection of copy-number variations. The procedure can be carried out in <24 h and does not require any dedicated instrumentation.
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| 22. |
- Persson, Mikael
(författare)
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Inte bara musik. : Om elevers positionerande i grundskolans musikklassrum.
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this dissertation is to study how positioning among students in the music classroom interplays with music teaching activities as practised in Swedish comprehensive schools. The study uses a videoethnographic technique for documenting interactions between students in two different music classrooms. The one is in a music profile school with students for whom music may be assumed to be important, the other is in a standard curriculum school with students who do not have any special relation to music. However, both schools recruit students who come from educated, economically stable homes in white middle class society in Sweden and thus share a similar background. The students’ interactions are transcribed in great detail and analysed using concepts from positioning theory, conversation analysis and discursive psychology.The results show great differences between the two music classrooms. In the Ordinary School, the dominant positions are conformity, humour, insecurity and rationality. In the Music Profile School the dominant positions are rebelliousness, seriousness, confidence and emotionality. In terms of gender, the Music Profile School classroom could be described as a predominantly masculine practice which diminishes the opportunity for students who wish to attain the position musician and at the same time express femininity.These differences in the students’ positioning affects the possibility for such music educational practices as peer-learning to take place. Differences in positioning also affect what work needs to be done in terms of classroom management.By focusing on how positions are achieved through interaction, rather than on what the positions consist of, I hope to open possibilities for the individual music teacher to become aware of which students are being favoured in his or her own classroom. I also hope that this research will help to promote change that could result in greater social justice in the music classroom. How this is to be done will, however, need to be the subject of future research.
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| 23. |
- Röös, Elin, et al.
(författare)
-
Klimatpåverkan av utfodring med halm som vinterfoder till dikor : beräkning av klimatavtrycket på gårdsnivå och från ett kg kött ur ett livscykelperspektiv
- 2024
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Syftet med den här studien var att uppskatta klimateffekten ur ett livscykelperspektiv av att byta ut en del av vallfodret i dikors vinterfoder till halm i svensk integrerad dikalvsproduktion, beräknat för en 30-kors-besättning i Götalands skogsbygd. Hur utsläppen per kg nötkött påverkas liksom utsläppen på gårdsnivå beräknades. Förändringar i markkol samt indirekta klimateffekter av denna förändring uppskattades också. Utfodring med halm frigör mark på gården vilket möjliggör alternativ användning av denna mark. Två olika användningsområden för denna ’frigjorda’ mark undersöks; 1) för att producera mer avsalugröda (vete), eller 2) för att etablera mer betesmark. Klimatavtrycket för 1 kg nötkött (slaktkroppsvikt) beräknades till 24 kg koldioxidekvivalenter (CO2e) för referens- respektive de två halmscenarierna då utsläpp från markkol och avskogning till följd av eventuell restaurering av naturbetesmark inte inkluderades. Utsläppen dominerades av utsläpp av metan från fodersmältningen (69 respektive 70 procent i referens- respektive halmsystemen) och för utsläpp från foderproduktionen (16 respektive 14 procent i referensrespektive halmsystemen). Gödselhanteringen bidrog också med 7,4 respektive 7,3 procent av utsläppen. Utsläpp från avskogning blev 1,0 kg CO2 per kg kött (slaktkroppsvikt) för halmfodersystemen om utsläppen allokeras över 100 år. Om dessa utsläpp istället allokeras över en period på 20 år blev utsläppen från avskogning 5,2 kg CO2 per kg kött (slaktkroppsvikt). Förändringar i markkol ledde till utsläpp av 1,3 kg CO2 per kg kött för scenario halmfoder-vete och 0,63 kg CO2 per kg kött för scenario halmfoder-bete. Nettoavtrycket blev 24, 26 och 25 kg CO2e per kg kött för referens- respektive halmscenarierna då utsläppen från avskogningen allokeras över 100 år. Då avskogningen istället allokerades över 20 år blev nettoavtrycket 24, 31 och 25 kg CO2e per kg kött (slaktkroppsvikt). I alla system producerades lika mycket nötkött eftersom det är samma antal kor och kalvar med samma tillväxt. Mängden vete är lika i referensfallet och i scenariot med halmfoder-bete, medan den är betydligt större för scenariot halmfoder-vete där den mark som frigörs används för spannmålsodling. Resultaten från denna studie visar att klimatavtrycket för nötköttet och gården som helhet totalt sett inte påverkas i någon större utsträckning när en del av dikornas vinterfoder utgörs av halm istället för vallfoder om inte utsläppen från avskogningen beaktas. Om utsläpp förknippade med den eventuella avskogning av mark som behövs för bete inkluderas och dessa allokeras över 20 år blir det dock en väsentlig skillnad mellan referensscenariet och halmscenarierna. Om avskogningsutsläppen däremot allokeras över 100 år blir skillnaden liten. Den stora skillnaden mellan scenarierna blir den att i fallet där den ’sparade’ marken i halmscenariot används för att odla mer vete, så producerar gården betydligt mer avsalugröda.
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