| 1. |
- Lindahl, Britt, et al.
(författare)
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Socio-scientific Issues : A Way to Improve Students’ Interest and Learning?
- 2011
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Ingår i: US-China Education Review B. - New York : David Publishing Company. - 2161-6248 .- 1548-6613 .- 1930-1529. ; 8:9, s. 342-347
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Tidskriftsartikel (refereegranskat)abstract
- According to many documents, there is a strong need to renew science education. One way could be to work with SSI (socio-scientific issues). This paper reports on both students' and teachers' experiences and learning when working with socio-scientific issues in science education in secondary school (aged from 13 to 16). The approach is multidimensional, as factors that influence cognition as well as motivation and the forming of attitudes are complex. Results suggest that SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work seem to be important aspects of successful SSI work together with structure provided by the teacher, and information that challenges previous knowledge. In general, SSI seems to be most efficient for students, who believe that they learn from presenting and discussing their knowledge, focus on "the large picture", acknowledge own responsibility for learning, find school science personally relevant and are self-efficacious. It seems that the outcomes from SSI work are much in the hands of the teacher. This paper is a short summary of the first year and quantitative part of the project. Further results from the project will later be found in our homepage (http://www.sisc.se).
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| 2. |
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| 3. |
- Berg, Lotta, et al.
(författare)
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Yttrande från SLUs vetenskapliga råd för djurskydd om hållande av hund och katt
- 2018
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- Detta yttrande är skrivet på uppdrag av Jordbruksverket i samband med verkets översyn av föreskrifterna för hund och katt. För att Jordbruksverkets föreskrifter ska vara väl förankrade i den senaste forskningen önskar verket inhämta underlag från det vetenskapliga rådet för djurskydd vid Sveriges lantbruksuniversitet, specifikt gällande områdena rörelsebehov, social kontakt och avvänjning.
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| 4. |
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| 5. |
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| 6. |
- Eliasson, Eva, 1960-, et al.
(författare)
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Health and social care teachers' descriptions of challenges in their teaching at upper secondary school
- 2017
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Ingår i: Nordic Journal of Vocational Education and Training. - 2242-458X. ; 7:1, s. 42-63
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Tidskriftsartikel (refereegranskat)abstract
- Since vocational teachers not only mediate theoretical and practical knowledge, but also ideals concerning the professionals’ personalities and actions, the aim of this study is to analyse if and how these ideals influence the highlighted challenges of teaching. The study is drawing on a social constructionist perspective; the method used involves 17 qualitative interviews. The challenges mentioned were as follows: lack of motivation, language and cultural factors, low status of the occupation and plagiarism. Underlying ideals rooted in the health care sector were that students should become a carer because of an inner desire. Moral and ethical values were other ideals that underpinned themes such as dealing with plagiarism and the problems experienced with non-native Swedes. An underlying fact is also the low traditional status of the nursing assistants, a challenge the teachers try to handle without effective tools. In the order to understand the challenges and handle them, the teachers construct categories of differences. This is visible when the categorisation of students is made based on motivation and ethnicity. The findings highlight the importance of courses
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| 7. |
- Hafström, Maria, 1962, et al.
(författare)
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Cerebral Palsy in Extremely Preterm Infants
- 2018
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Ingår i: Pediatrics. - : American Academy of Pediatrics (AAP). - 0031-4005 .- 1098-4275. ; 141:1
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND AND OBJECTIVES: The risk of cerebral palsy (CP) is high in preterm infants and is often accompanied by additional neurodevelopmental comorbidities. The present study describes lifetime prevalence of CP in a population-based prospective cohort of children born extremely preterm, including the type and severity of CP and other comorbidities (ie, developmental delay and/or cognitive impairment, neurobehavioral morbidity, epilepsy, vision and hearing impairments), and overall severity of disability. In this study, we also evaluate whether age at assessment, overall severity of disability, and available sources of information influence outcome results.METHODS: All Swedish children born before 27 weeks' gestation from 2004 to 2007 were included (the Extremely Preterm Infants in Sweden Study). The combination of neonatal information, information from clinical examinations and neuropsychological assessments at 2.5 and 6.5 years of age, original medical chart reviews, and extended chart reviews was used.RESULTS: The outcome was identified in 467 (94.5%) of eligible children alive at 1 year of age. Forty-nine (10.5%) children had a lifetime diagnosis of CP, and 37 (76%) were ambulatory. Fourteen (29%) had CP diagnosed after 2.5 years of age, 37 (76%) had at least 1 additional comorbidity, and 27 (55%) had severe disability. The probability for an incomplete evaluation was higher in children with CP compared with children without CP.CONCLUSIONS: Children born extremely preterm with CP have various comorbidities and often overall severe disability. The importance of long-term follow-up and of obtaining comprehensive outcome information from several sources in children with disabilities is shown.
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| 8. |
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| 9. |
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| 10. |
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| 11. |
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| 12. |
- Lindahl, Britt, 1948-, et al.
(författare)
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Socio-scientific issues : a way to improve students' interest and learning?
- 2009
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Ingår i: ESERA. - Ankara : Gazi University. ; , s. 120-, s. 427-
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Konferensbidrag (refereegranskat)abstract
- In the past decade, there has been mounting evidence that the problem has become more acute. Studies, such as those performed under the ROSE project, (Sjøberg & Schreiner, 2006), have indicated that most youth surveyed expressed positive attitudes on the importance of scientific and technological issues to society. However, the students show a diminishing interest. There are four different papers being presented in this symposium. They are from ongoing large-scale projects on Socio-Scientific Issues (SSI). The three first are part of a European project, CoReflect (www.coreflect.org). The forth is from a national project in Sweden SISC (www.sisc.se). The two projects take different perspectives on scaffolding, inquiry and collaboration in SSI. One project is focusing on data-driven inquiry, where collaboration and scaffolding are important aspects. The other has a more pronounced humanistic perspective and focus interest, knowledge and self-efficacy of the students. One project has a designed-based approach with teachers taking part in the developmental phase, while in the other a large group of teachers have implement pre-designed materials. A digital learning environment is used in a collaborative setting in one project, whereas teachers in the other project are using the materials in different ways.
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| 13. |
- Lindahl, Britt, et al.
(författare)
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Socio-scientific issues : a way to improve students’ interest and learning?
- 2009
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Ingår i: ESERA : European Science Education Research Association. ; , s. 427-
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Konferensbidrag (refereegranskat)abstract
- According to many documents there is a strong need to renew science education. One way could be to work with socio scientific issues (SSI). This paper reports about both students and teachers' experiences and learning when working with socioscientific issues in science education at senior level (age 13-16). The approach is multidimensional as factors that influence cognition as well as motivation and the forming of attitudes are complex. Results suggest SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work seem to be important aspects of successful SSI work together with structure provided by the teacher, and information that challenges previous knowledge. In general, SSI seems to be most efficient for students, who believe they learn from presenting and discussing their knowledge, focus on ‘the large picture’, acknowledges own responsibility for learning, finds school science personally relevant and are self-efficacious. It seems that the outcomes from SSI work are much in the hands of the teacher. Thus, working with SSI could be considered as an appropriate activity for all students. However, educators should continue to look for ways to promote development of students’ attitudes and epistemological beliefs.
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| 14. |
- Lindahl, Britt, et al.
(författare)
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Socio-scientific issues : a way to improve students' interest and learning?
- 2009
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In the past decade, there has been mounting evidence that the problem has become more acute. Studies, such as those performed under the ROSE project, (Sjøberg & Schreiner, 2006), have indicated that most youth surveyed expressed positive attitudes on the importance of scientific and technological issues to society. However, the students show a diminishing interest. There are four different papers being presented in this symposium. They are from ongoing large-scale projects on Socio-Scientific Issues (SSI). The three first are part of a European project, CoReflect (www.coreflect.org). The forth is from a national project in Sweden SISC (www.sisc.se). The two projects take different perspectives on scaffolding, inquiry and collaboration in SSI. One project is focusing on data-driven inquiry, where collaboration and scaffolding are important aspects. The other has a more pronounced humanistic perspective and focus interest, knowledge and self-efficacy of the students. One project has a designed-based approach with teachers taking part in the developmental phase, while in the other a large group of teachers have implement pre-designed materials. A digital learning environment is used in a collaborative setting in one project, whereas teachers in the other project are using the materials in different ways.
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| 15. |
- Lindahl, Britt, et al.
(författare)
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Socio-scientific issues - a way to improve students´interest and learning?
- 2010
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Konferensbidrag (refereegranskat)abstract
- According to many documents there is a strong need to renew science education. One way could be to work with socio scientific issues (SSI). This paper reports about both students and teachers' experiences and learning when working with socioscientific issues in science education at senior level (age 13-16). The approach is multidimensional as factors that influence cognition as well as motivation and the forming of attitudes are complex. Results suggest SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work seem to be important aspects of successful SSI work together with structure provided by the teacher, and information that challenges previous knowledge. In general, SSI seems to be most efficient for students, who believe they learn from presenting and discussing their knowledge, focus on ‘the large picture’, acknowledges own responsibility for learning, finds school science personally relevant and are self-efficacious. It seems that the outcomes from SSI work are much in the hands of the teacher. Thus, working with SSI could be considered as an appropriate activity for all students. However, educators should continue to look for ways to promote development of students’ attitudes and epistemological beliefs.
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| 16. |
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| 17. |
- Lindahl, Britt, et al.
(författare)
-
Socio-scientific issues - a way to improve students´interest and learning?
- 2010
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- According to many documents there is a strong need to renew science education. One way could be to work with socio scientific issues (SSI). This paper reports about both students and teachers' experiences and learning when working with socioscientific issues in science education at senior level (age 13-16). The approach is multidimensional as factors that influence cognition as well as motivation and the forming of attitudes are complex. Results suggest SSI work forms are more important than personal factors for explaining outcomes. Relevant issues, autonomy and functioning group work seem to be important aspects of successful SSI work together with structure provided by the teacher, and information that challenges previous knowledge. In general, SSI seems to be most efficient for students, who believe they learn from presenting and discussing their knowledge, focus on ‘the large picture’, acknowledges own responsibility for learning, finds school science personally relevant and are self-efficacious. It seemsthat the outcomes from SSI work are much in the hands of the teacher. Thus, working with SSI could be considered as an appropriate activity for all students. However, educators should continue to look for ways to promote development of students’ attitudes and epistemological beliefs.
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| 18. |
- Lindquist, Barbro, 1950, et al.
(författare)
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Cognitive functions in children with myelomeningocele without hydrocephalus.
- 2009
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Ingår i: Child's nervous system : ChNS : official journal of the International Society for Pediatric Neurosurgery. - : Springer Science and Business Media LLC. - 1433-0350. ; 25:8, s. 969-75
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Tidskriftsartikel (refereegranskat)abstract
- OBJECTIVE: The aim of this study was to explore the separate effects of myelomeningocele (MMC) and hydrocephalus on intelligence and neuropsychological functions in a population-based series of children. MATERIAL AND METHODS: Of the 69 children with MMC born in 1992-1999 in western Sweden, nine did not develop hydrocephalus. Eight of them participated in this study and were compared with age- and gender-matched children with MMC in combination with hydrocephalus and with controls. RESULTS: Children with only MMC had an IQ of 103 compared with 75 in those with hydrocephalus added to the MMC and they had significantly better immediate and long-term memory and executive functions. When compared with controls, they had difficulty with learning and executive functions, but when the two children with an IQ of <70 were excluded, those with only MMC performed just as well as the controls. CONCLUSION: Hydrocephalus rather than MMC in itself appeared to cause the cognitive deficits found in children with MMC.
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| 19. |
- Rehn, Helena, 1966-, et al.
(författare)
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Caring disposition and subordination. Swedish health and social care teachers' conceptions of important vocational knowledge
- 2015
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Ingår i: Journal of Vocational Education and Training. - : Informa UK Limited. - 1363-6820 .- 1747-5090. ; 67:4, s. 558-577
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Tidskriftsartikel (refereegranskat)abstract
- Based on the increasing demands for vocational training in upper secondary school to adapt to workplace conditions, the aim of this article is to explore vocational teachers’ conceptions regarding vocational knowledge. Drawing on a social constructionist perspective, this study analysed data from 17 interviews. The study showed how power dynamics, such as gender and class, affect the teachers’ conceptions. The most important expertise, according to the teachers, was related to a feminine caring disposition in which empathy and communication were identified as core abilities. However, these abilities needed to be balanced in order to avoid becoming too emotional. There was a strong link to class, for example, the hierarchical structure was revealed when the teachers spoke of a nursing assistant having to know when to call a nurse rather than a doctor or an ambulance. The findings raise questions concerning what it means for the construction of vocational habitus when a superordinate group trains a subordinate group.
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| 20. |
- Rehn, Moa, et al.
(författare)
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Highest Vaccine Uptake after School-Based Delivery - A County-Level Evaluation of the Implementation Strategies for HPV Catch-Up Vaccination in Sweden
- 2016
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Ingår i: PLOS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 11:3
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Tidskriftsartikel (refereegranskat)abstract
- Background The Swedish school-based vaccination programme offers HPV vaccine to girls born >= 1999 in 5-6th grade. In 2012, all counties introduced free-of-charge catch-up vaccination campaigns targeting girls born 1993-1998. Varying vaccine uptake in the catch-up group by December 2012 suggested that some implementation strategies were more successful than others. In order to inform future vaccination campaigns, we assessed the impact of different implementation strategies on the county-level catch-up vaccine uptake. Methods We conducted an ecological study including all Swedish counties (n = 21), asking regional health offices about the information channels they used and where vaccination of the catch-up target group took place in their counties. The uptake of >= 1 dose by 30 September 2014 was estimated using data from the voluntary national vaccination register. We investigated associations between counties' catch-up vaccine uptake, information channels and vaccination settings by calculating incidence rate ratios (IRR) and 95% confidence intervals (CI), using negative binomial regression models. Results County level catch-up vaccine uptake varied between 49-84%. All counties offered vaccination through primary health care settings. Apart from this eight (34%) also offered the vaccine in some of their schools, four (19%) in all their schools, and two (10%) in other health care centres. The information channels most frequently used were: information at the national on-line health care consulting web-page (100%), letter/invitations (90%), and advertisement (81%). Counties offering vaccination to girls in all schools and counties offering vaccination in some of their schools, reached higher vaccine uptake compared to counties not offering vaccination in any of their schools (all schools adjusted IRR: 1.3, 95% CI: 1.1-1.5, some schools adjusted IRR: 1.2, 95% CI: 1.1-1.3). Conclusion Counties offering HPV vaccination to catch-up groups in schools reached the highest vaccine uptake. No information channel explained differences in county-level vaccine uptake. Our findings suggest that catch-up vaccination outside the national vaccination program can reach a high uptake at the population level if it is implemented primarily with an organized delivery (e.g. in schools).
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| 21. |
- Rehn, Matilda, et al.
(författare)
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Hypoxic induction of vascular endothelial growth factor regulates murine hematopoietic stem cell function in the low-oxygenic niche.
- 2011
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Ingår i: Blood. - : American Society of Hematology. - 1528-0020 .- 0006-4971. ; 118:6, s. 1534-1543
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Tidskriftsartikel (refereegranskat)abstract
- Hypoxia is emerging as an important characteristic of the hematopoietic stem cell (HSC) niche, but the molecular mechanisms contributing to quiescence, self-renewal, and survival remain elusive. Vascular endothelial growth factor A (VEGFA) is a key regulator of angiogenesis and hematopoiesis. Its expression is commonly regulated by hypoxia-inducible factors (HIF) that are functionally induced in low-oxygen conditions and that activate transcription by binding to hypoxia-response elements (HRE). Vegfa is indispensable for HSC survival, mediated by a cell-intrinsic, autocrine mechanism. We hypothesized that a hypoxic HSC microenvironment is required for maintenance or upregulation of Vegfa expression in HSCs and therefore crucial for HSC survival. We have tested this hypothesis in the mouse model Vegfa(δ/δ), where the HRE in the Vegfa promoter is mutated, preventing HIF binding. Vegfa expression was reduced in highly purified HSCs from Vegfa(δ/δ) mice, showing that HSCs reside in hypoxic areas. Loss of hypoxia-regulated Vegfa expression increases the numbers of phenotypically defined hematopoietic stem and progenitor cells. However, HSC function was clearly impaired when assessed in competitive transplantation assays. Our data provide further evidence that HSCs reside in a hypoxic microenvironment and demonstrate a novel way in which the hypoxic niche affects HSC fate, via the hypoxia-Vegfa axis.
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