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- Gallardo Fernández, Gloria, et al.
(författare)
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Reflections on a Process of Research with Reindeer Herding Communities in Sweden’s Norrbotten
- 2020
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Ingår i: Co-creating Actionable Science. - : Cambridge Scholars Publishing. - 9781527548473 ; , s. 158-175
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Bokkapitel (refereegranskat)abstract
- Research about or with local communities entails particular challengesboth in the field and when interpreting empirical results. The purpose of this essay is to reflect on the research process that underpinned the generation of the article “We adapt … but is it good or bad? Locating the political ecology and social-ecological systems debate in reindeer herdingin the Swedish Sub-Arctic”. This article discusses the implications of different theoretical and methodological approaches for grasping complexsocio-ecological relations by examining four reindeer herding communities (Samebyar) in Norrbotten County. The methodological, ethical and epistemological challenges and tensions we encountered in undertaking this task are discussed, including: 1) developing the research design; 2)formulating the research agenda; 3) deciding on criteria of representation;4) the ethics of paying informants and 5) validating results. By examining these issues through reflecting on our research experience, we hope to contribute to the discussion on the challenges of field studies of communities.
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- Gallardo, Gloria, 1953-, et al.
(författare)
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Efterord – förändringens horisont
- 2018
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Ingår i: Ekonomi för Antropocen. - Stockholm : Carlsson Bokförlag. - 9789173316750 ; , s. 338-349
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Bokkapitel (populärvet., debatt m.m.)
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- Josefsson, Per O, et al.
(författare)
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Jones fracture. Surgical versus nonsurgical treatment
- 1994
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Ingår i: Clinical Orthopaedics and Related Research. - 0009-921X. ; 299, s. 252-255
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Tidskriftsartikel (refereegranskat)abstract
- Sixty-three patients with 66 transverse and short oblique fractures of the proximal shaft of the fifth metatarsal bone (Jones fracture) were evaluated an average of five years (range, one to ten years) after the injury. There were 27 acute fractures and 39 chronic, or stress, fractures. The primary treatment was surgical for one third of the injuries and nonsurgical for the others. Surgical treatment consisted of the insertion of medullary screws. Nonsurgical treatment consisted of the application of either a plaster cast or an elastic bandage. Almost one fourth of the fractures treated nonsurgically later had to be treated surgically because of delayed unions or refractures. Late surgery was required in 12% of acute fractures and in 50% of chronic fractures with sclerosis narrowing the medullary canal. Irrespective of the primary treatment, all the patients had full function at the time of the follow-up evaluation, and no nonunions were diagnosed.
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- Josefsson, Pernilla, et al.
(författare)
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Role confusion in Facebook groups
- 2014
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Ingår i: An Education in Facebook?. - Abingdon-on-Thames : Routledge. - 9780415713191 - 9780415713177 ; , s. 162-170
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- During recent years communication between teachers and students in the context of higher education has become increasingly visible. One explanation is the use of parallel educational venues, such as learning platforms and the broad admittance of social networking services (SNSs). The use of SNSs such as Facebook-that are public by default-leads to changed conditions for teaching, providing by design others the ability to view any individual’s performance and, depending on the individual’s privacy settings, to follow their digital traces. This increased visibility has great impact on how teachers carry out their profession, and there is an imminent risk of confusion between the professional and private role. To better understand how student and teacher roles are managed and performed today we will here investigate how the increased visibility affects the performance of these actors in higher education, and to what Goffman (1959) refers to as roles.
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- Josefsson, Pernilla, et al.
(författare)
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TEL - What is it good for?
- 2015
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Ingår i: KTH Scholarship of Teaching and Learning 2015. - : KTH Royal Institute of Technology.
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Konferensbidrag (refereegranskat)abstract
- Technology Enhanced Learning (TEL) is the use of technology to enhance and enrich learning situations or learning experiences. At the conference we will argue that research in TEL is needed in order to assess and gain knowledge under which circumstances the use of certain technologies will enhance the learning experience. The use of the word technology is here to be understood in a broad sense and includes both analog and digital technology, see McLuhan that described technology as any extension of ourselves [1]. With this view of technology, several analog milestones in the history of learning such as the alphabet, books, pencils and paper is to be considered uses of TEL. Furthermore, the research field of TEL should not be restricted to digital or electronic technologies, which could narrow our view of what could be accomplished. This view further implies that electronic-learning e-learning) becomes a subset of TEL. From an activity theory perspective TEL can be seen as the use of technology as a mediating artifact or tool) for enhancing learning in various kinds of activities, either in formal or informal learning situations [2]. Vygotsky [3] introduced the one of proximal development as the difference between what a learner can do without help, and what she can do with help. TEL is intended to provide the learner with such help, which then goes beyond helping to learn but also helping to do i.e., carrying out tasks, whether in a classroom or at work). This help can be regarded as an augmentation of performance, as well as of learning. To conclude, technology can be used to enhance and enrich the learning experience and the learning situation as an extension to ourselves or as a mediating artifact with the intention to expand the of proximal development. The mission of research in TEL is to contribute to the knowledge about under which circumstances the use of (a certain) technology will enhance the learning experience.*McLuhan uses the words medium, media and technology interchangeably.
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