| 1. |
- Alexandersson, Anna, et al.
(författare)
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Introduction
- 2011
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Ingår i: Museum International. - Paris : Unesco. - 1350-0775 .- 1468-0033. ; 63:1-2, s. 6-7
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- The papers in this issue were first presented at the interdisciplinary conference “Applied Cultural Heritage: How telling the past at historic sites benefits society” held at Linnaeus University in Kalmar, Sweden, 17-19 November 2010. The conference was organised jointly by Linnaeus University, Kalmar County Museum and Bridging Ages, International Organisation in Historic Environment Education and Time Travels. The aim of the conference was to explore how cultural heritage and stories about the past benefit society today. Given the major changes of society in recent decades and a fast developing globalisation, we proposed that it is no longer self-evident which historic sites are meaningful (and to whom), which stories about the past should be told (and why), and how cultural heritage can best benefit society (and what that means). It was therefore time to ask these questions anew and explore them together with practitioners in the heritage sector from around the world.
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| 2. |
- Ammert, Niklas, 1968-, et al.
(författare)
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To Make and to Experience Meaning : How Time Travels are Perceived among Participants
- 2017
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Ingår i: The Archaeology of Time Travel. - Oxford : Archaeopress. - 9781784915001 ; , s. 113-128
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Time travels provide the opportunity for participants to make an imaginary trip back in time to learn about places, times and events, and to learn about themselves. To travel in time can be described as an encounter between the past and the present. Such an experience encourages participants to relate the present to the past and to reflect upon their own lives as they interact with another time. In that way one can replace an ‘us and them’ attitude with an approach that unites people and highlights what they have in common. This type of encounter carries the potential for meaning- making. Merging the ‘now and then’ with ‘similar and different’ can make it possible to understand one’s own place in – and relation to – history. But how do participants perceive time travels, what do they learn, what is their view of the past, the present, the future, themselves and the other? In the participator’s reflections we have identified how they perceive different narratives with potential for meaning-making.
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| 3. |
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| 4. |
- Boman, K K, et al.
(författare)
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Health and persistent functional late effects in adult survivors of childhood CNS tumours: a population-based cohort study.
- 2009
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Ingår i: European journal of cancer (Oxford, England : 1990). - : Elsevier BV. - 1879-0852 .- 0959-8049. ; 45:14, s. 2552-61
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Tidskriftsartikel (refereegranskat)abstract
- Survivors of central nervous system (CNS) tumours are particularly vulnerable to tumour- and treatment-related disability. We present the incidence of specific and overall functional and health-related late effects in a national adult survivor cohort. Diagnostic subgroups at particular risk for persistent sequels are identified. Data collection targeted 708 eligible >18 years old survivors, 708 parent proxies and 1000 general population controls. Functional disability including sensory and cognitive impairment, emotional status and pain was assessed using the Health Utilities Index Mark 2/3 (HUI2/3). Survivors and controls, and diagnostic subgroups were contrasted to identify the general and relative risk for late effects by sub-diagnosis. Survivors had persistent late effects in sensation, mobility, self-care and cognition. Deficits in these domains indicated clinically important disability in overall health, although indices of emotion and pain were unaffected compared to controls. Late effects tended to aggravate with time, and female survivors had poorer health. Oligodendroglioma, mixed/unspecified glioma, intracranial germ cell tumour and medulloblastoma survivors had poorest overall health. Least late effects were found for other specified/unspecified CNS tumours (including meningeoma and nerve sheath tumours), and for astrocytoma. An impact on educational, vocational and family-related outcomes, and higher utilisation of social insurance or government subsidies validated health-related sequelae in adulthood. Comparisons with controls confirm persistent disability in multiple functional domains in adult CNS tumour survivors. The heightened proportion of survivors presenting severe disability is a factor that specifically differentiates survivors from controls, although diagnostic subgroups differ significantly regarding the amount and severity of late effects.
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| 5. |
- Bremer, Kåre, et al.
(författare)
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An ordinal classification for the families of flowering plants
- 1998
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Ingår i: ANNALS OF THE MISSOURI BOTANICAL GARDEN. - : MISSOURI BOTANICAL GARDEN. - 0026-6493. ; 85:4, s. 531-553
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Recent cladistic analyses are revealing the phylogeny of flowering plants in increasing detail, and there is support for the monophyly of many major groups above the family level. With many elements of the major branching sequence of phylogeny established
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| 6. |
- Gustafsson, Birgitta, E., 1950-
(författare)
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Att sätta sig själv på spel : Om språk och motspråk i pedagogisk praktik
- 2008
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- In order to change and to think in new ways boundaries of thought and action must be dislodged or crossed. To do this, something needs to disrupt the conceptual world. Counter-language is therefore a recurring concept in this dissertation. Art can be seen as counter-language, but also pedagogical processes can have this characteristic. Counter-language is that which provokes, that which calls into question the language people use to interpret their life experiences. In this dissertation I examine two pedagogical chains of events that challenge the participants' "world view", and in which the participants meet a counter-language aimed at the type of learning that involves the confirmation of knowledge. How do the participants in these two arenas describe these events, and how do they approach the pedagogical "game”? The goal is to organize in theoretical themes and to put into words the concrete images of the pedagogical context where individuals' world view and self-image are confronted, and to interpret and analyze them. The empirical part of this study involves two arenas. The first arena is an encounter between the school and the theatre. An analysis of group interviews shows how teachers talk about theatre and its potential in educational contexts. The second arena is a university course in cultural pedagogy in which the participants' written assignments comprise the empirical material. What happens when the participants experience counter-language? When conceptual worlds are confronted or challenged, we can react in different ways. We are faced with the choice to choose, to either look at or to look away. In encounters with counter-language, teachers and course participants are confronted with these choices. Should they engage in the pedagogical "game"? The results show what happens when the participants are confronted with counter-language. Three different action strategies are formulated: "to go into," "to stay put," and "to flee from." People strive to create order, to create meaning, in everything that happens. This involves both cognitive and existential meaning-making. In this perspective learning involves meaning-making processes in which pupils' understandings of themselves and the world are provoked and challenged. A frequently occurring notion about learning is that it is a linear process in which new knowledge is added to previously learned knowledge in a summative process. However, learning is more complex than this. Less frequently do people speak of challenging and provoking existing knowledge. It is my intention to problematize this. By way of conclusion, didactic issues concerning the school, and the teacher education are discussed in light of this study’s findings.
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| 7. |
- Gustafsson, Birgitta E.
(författare)
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Elevers meningsskapande i möte med historia
- 2013
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Ingår i: Historia som kunskap. - Lund : Nordic Academic Press. - 9789187351372 ; , s. 67-86
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 8. |
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| 9. |
- Hoven, E., et al.
(författare)
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Information needs of survivors and families after childhood CNS tumor treatment: a population-based study
- 2018
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Ingår i: Acta Oncologica. - : Informa UK Limited. - 0284-186X .- 1651-226X. ; 57:5, s. 649-657
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Tidskriftsartikel (refereegranskat)abstract
- Background: This study examines information needs and satisfaction with provided information among childhood central nervous system (CNS) tumor survivors and their parents.Material and methods: In a population-based sample of 697 adult survivors in Sweden, 518 survivors and 551 parents provided data. Information needs and satisfaction with information were studied using a multi-dimensional standardized questionnaire addressing information-related issues.Results: Overall, 52% of the survivors and 48% of the parents reported no, or only minor, satisfaction with the extent of provided information, and 51% of the survivors expressed a need for more information than provided. The information received was found useful (to some extent/very much) by 53%, while 47% did not find it useful, or to a minor degree only. Obtaining written material was associated with greater satisfaction and usefulness of information. Dissatisfaction with information was associated with longer time since diagnosis, poorer current health status and female sex. The survivors experienced unmet information needs vis-a-vis late effects, illness education, rehabilitation and psychological services. Overall, parents were more dissatisfied than the survivors.Conclusion: These findings have implications for improvements in information delivery. Information in childhood CNS tumor care and follow-up should specifically address issues where insufficiency was identified, and recognize persistent and with time changing needs at the successive stages of long-term survivorship.
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| 10. |
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