| 11. |
- Borg, Carola, 1973-, et al.
(författare)
-
Subject- and experience-bound differences in teachers' conceptual understanding of sustainable development
- 2014
-
Ingår i: Environmental Education Research. - : Routledge. - 1350-4622 .- 1469-5871. ; 20:4, s. 526-551
-
Tidskriftsartikel (refereegranskat)abstract
- This article describe the results of a nationwide questionnaire study of 3229 Swedish upper secondary school teachers’ understanding of sustainable development in relation to their subject discipline and teaching experience. Previous research has shown that teachers have difficulties understanding the complex concept of sustainable development. According to the Swedish curriculum all teachers in all subjects should integrate a holistic perspective of sustainable development including economic, ecological and social dimensions. This study shows that teachers differ in their understanding of the concept mostly according to their subject traditions. Social science teachers emphasize social dimensions, and science teachers’ ecological dimensions, respectively. Teachers are aware of the relevance of the three dimensions to various degrees, but do not generally have a holistic understanding. The greatest uncertainty in teachers’ understanding is related to the economic dimension. Science and social science teachers are critical of incorporating economic growth into the concept of sustainable development while language, vocational and esthetical-practical teachers are not. No experience-bound differences of the teachers’ understanding could be found, but recently qualified teachers consider their understanding of sustainable development to be poorer in comparison to more experienced teachers’ self-evaluation. The study highlights the need for further training in sustainable development since more than 70 % of the questioned teachers stated that they need such training.
|
|
| 12. |
- Borg, Carola, 1973-, et al.
(författare)
-
The barriers encountered by teachers implementing education for sustainable development
- 2012
-
Ingår i: Research in Science & Technological Education. - : Informa UK Limited. - 0263-5143 .- 1470-1138. ; 30:2, s. 185-207
-
Tidskriftsartikel (refereegranskat)abstract
- Background : According to the Swedish curriculum teachers in all subjects have a responsibility to integrate a holistic perspective of sustainable development (SD) and teach according to an education for sustainable development (ESD) approach. However previous research has shown that teachers from different subjects perceive SD differently. Purpose : The study aimed at investigating if and how teachers’ subject area influences their ability to implement a holistic perspective of ESD; we investigated both the impact of teaching traditions and the barriers that teachers experienced. Sample : A stratified sample of 224 Swedish upper secondary schools participated. An online questionnaire was sent and answered by a total of 3229 teachers at these schools. In total, there were 669 science teachers, 373 social science teachers, 483 language teachers, 713 vocational and esthetical–practical teachers, and 739 teachers from other disciplines who participated in the survey. Design and methods : The questionnaire consisted of questions requiring Likert-scale responses and multiple-choice questions. The data from the questionnaire were analyzed using Pearson’s Chi-square test and one-way ANOVA. The significance level accepted was p < 0.05. Results : Teachers were influenced by their own subject traditions. Science teachers in our study were grounded in the fact-based tradition and lectures were the most common teaching method used. The teaching tradition of the social science teachers seemed to be most in line to an ESD approach. Many language teachers (41%) stated they did not include SD issues in their teaching at all. Among the barriers identified, the most common obstacles were that the teachers lacked inspiring examples of how to include SD in their teaching and that they lacked the necessary expertise about SD. Conclusion : This study highlights the need for the management within schools to create opportunities for teachers to work collaboratively when teaching ESD. It is also important to provide further training that is adjusted to the needs of different disciplines.
|
|
| 13. |
- Borg, Carola, 1973-
(författare)
-
Utbildning för hållbar utveckling ur ett lärarperspektiv : Ämnesbundna skillnader i gymnasieskolan
- 2011
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis investigates how teachers from different disciplines understand and implement education for sustainable development in their teaching. A nationwide questionnaire study was conducted with 3229 upper secondary school teachers representing 224 schools in Sweden. The concept of sustainable development is complex and research has shown that teachers exhibit uncertainties in their understanding of it, and that the way they conceptualize sustainable development can have consequences for how they incorporate it into their teaching. Previous research has emphasized that Education for Sustainable Development (ESD) should promote interdisciplinary and holistic learning rather than traditional subject-based learning. This is in accordance with the Swedish curriculum, which emphasizes that all teachers in all subjects should integrate education for sustainable development. The teachers in the study were grouped into four disciplines; science-, social science-, language-, and vocational/esthetical-practical teachers. The results showed that there were many subject-bound barriers to successful implementation of ESD. Teachers were influenced by their subject tradition in: 1) how they understand sustainable development, 2) which teaching methods they use, 3) which barriers they experience, and 4) which teaching tradition they work within. Because of these differences it is important to adjust any further training of teachers according to their discipline. This study highlights the need for improved teacher education and further training of in-service teachers; more than 70% of the teachers stated that they need such training. It also highlights the issue how strong subject-bound traditions make it difficult to implement general goals of the curricula such as sustainable development.
|
|
| 14. |
- Brink, Eva, et al.
(författare)
-
Caring about symptoms in person-centred care
- 2013
-
Ingår i: Open Journal of Nursing. - : Scientific Research Publishing, Inc.. - 2162-5336 .- 2162-5344. ; 3:8, s. 563-567
-
Tidskriftsartikel (refereegranskat)abstract
- In the present article, we emphasize the symptom experience perspective in person-centred care and discuss barriers to implementation of this approach. There are obstacles to overcome: the diversity of understandings of symptoms in clinical settings, the current biomedical discourse and the incompleteness of symptom research. Since the 19th century, the bio-medical perspective has been powerful in conceptualizing symptoms in terms of pathology and diagnosis. Many diagnoses conjure up preconceived notions about the persons receiving them. This perspective may influence person-centred care negatively. Yet symptoms often mean something beyond the diagnosis. Recognizing this discrepancy, it is crucial that we consider a perspective that starts from each person’s symptom experience, thus complementing the biomedical perspective. Using the notion caring about symptoms, we advocate a person-centred approach that includes a symptom experience perspective. This requires that health-care professionals be skilled in listening to patient narratives and acquire knowledge about how symptom experiences can be individually expressed and interpreted. Listening to symptom experiences may give insights into the personal meaning of illness as well as information about bodily and social restrictions caused by symptom distress. In this way, caring about symptoms will improve the prerequisites for establishing person-centred care planning.
|
|
| 15. |
- Burnett, Alissa J., et al.
(författare)
-
The role of parental congruence in pre-school children's screen time, moderated by parental education
- 2023
-
Ingår i: Acta Paediatrica. - : John Wiley & Sons. - 0803-5253 .- 1651-2227. ; 112:7, s. 1504-1510
-
Tidskriftsartikel (refereegranskat)abstract
- AimThis study investigated whether parental congruency regarding screen time (ST) is associated with ST in pre-school children. In addition, we investigated whether parental education levels moderated this relationship.MethodsA cross-sectional study was conducted in 2015–2016 in Finland (N = 688). Parents completed a questionnaire reporting their children's sedentary behaviour, their parental congruency regarding ST rules, and their educational level. Associations were examined using linear regression.ResultsChildren of parents with higher congruence regarding ST rules engaged in less ST, this was moderated by parental education levels. Children whose parents had a high level of education and parents' who strongly agree or somewhat agree on ST rules was negatively associated with ST. Furthermore, children whose parents had a medium level of education and parents' who strongly agree on ST rules was negatively associated with ST.ConclusionChildren of parents who agree on ST rules engaged in less ST compared with children of parents who do not agree on ST rules. Providing advice to parents regarding parental congruency could be the focus of future interventions.
|
|
| 16. |
- Dagar, Janardan, et al.
(författare)
-
Stability assessment of p-i-n perovskite photovoltaic mini-modules utilizing different top metal electrodes
- 2021
-
Ingår i: Micromachines. - : MDPI AG. - 2072-666X. ; 12:4
-
Tidskriftsartikel (refereegranskat)abstract
- Long-term stability is one of the major challenges for p-i-n type perovskite solar modules (PSMs). Here, we demonstrate the fabrication of fully laser-patterned series interconnected p-i-n perovskite mini-modules, in which either single Cu or Ag layers are compared with Cu/Au metalbilayer top electrodes. According to the scanning electron microscopy measurements, we found that Cu or Ag top electrodes often exhibit flaking of the metal upon P3 (top contact removal) laser patterning. For Cu/Au bilayer top electrodes, metal flaking may cause intermittent short-circuits between interconnected sub-cells during operation, resulting in fluctuations in the maximum power point (MPP). Here, we demonstrate Cu/Au metal-bilayer-based PSMs with an efficiency of 18.9% on an active area of 2.2 cm2 under continuous 1-sun illumination. This work highlights the importance of optimizing the top-contact composition to tackle the operational stability of mini-modules, and could help to improve the feasibility of large-area module deployment for the commercialization of perovskite photovoltaics.
|
|
| 17. |
- Dellenborg, Liselott (Lisen), 1966, et al.
(författare)
-
Transcultural Encounters in a Medical Ward in Sweden: Experiences of Health Care Practitioners
- 2012
-
Ingår i: Journal of Transcultural Nursing. - : SAGE Publications. - 1043-6596 .- 1552-7832. ; 23:4, s. 342-350
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this study was to explore the approach adopted by health care practitioners when handling transcultural encounters. The study was performed by means of action research, a reflective process led by practitioners and researchers working together to improve practice and solve problems. Data were collected through participant observations at a coronary unit in Sweden and group discussions with the health care professionals and were analyzed and interpreted using a hermeneutic approach. The narratives in the interview text illustrated a switch between three levels of understanding human behavior: the individual level (personality), the collective or group level (what is termed culture), and the universal level (human nature), focusing on differences in the first two and similarities in the third. This study highlights the importance of practitioners comprehending the complex relationship between individuality and cultural context and understanding cultural identity as being fluid and coexisting with other differences, such as class, education, gender, and age.
|
|
| 18. |
- Dykes, Charlotta, et al.
(författare)
-
Parents experience a sense of guilt when their newborn is diagnosed small for gestational age, SGA : A grounded theory study in Sweden
- 2022
-
Ingår i: Journal of Pediatric Nursing. - : Elsevier BV. - 0882-5963 .- 1532-8449. ; 62, s. e8-e15
-
Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: To become a parent of a child who is born small for gestational age can lead to challenges in addition to the newly acquired parenting role. There is currently a lack of knowledge regarding parents' experiences of having a child born small for gestational age.PURPOSE: The purpose of this study was to describe the experience of becoming a parent of a child small for gestational age DESIGN AND METHOD: A qualitative inductive approach was chosen with grounded theory as a method, a strategic selection was used and individual interviews with open questions were performed.RESULTS: The results showed that the parents expressed guilt over the child's size and focused on the ability to nourish their child to keep their unexpectedly small child alive. An experienced concern about the child's food intake could be seen throughout the entire interview material and the need for information was great. A common experience of the parents was that constant feeding of the child dominates their lives.CONCLUSION: The conclusion is that the unexpectedly small size of the child awakens the parent's instinct to provide life-sustaining care and the parents need increased support and more information around the child's condition. This requires well-trained professionals, because parents to children born SGA often harbour feelings of unpreparedness and guilt.PRACTICE IMPLICATIONS: Increased understanding and knowledge about the parents' experience of having a child born SGA, healthcare services can optimize the potential for better attachment between parent and child as well as offer appropriate support.
|
|
| 19. |
- Engberg, Elina, et al.
(författare)
-
Parental Happiness Associates With the Co-occurrence of Preschool-Aged Children’s Healthy Energy Balance-Related Behaviors
- 2022
-
Ingår i: Journal of Happiness Studies. - : Springer Nature. - 1389-4978 .- 1573-7780. ; 23:4, s. 1493-1507
-
Tidskriftsartikel (refereegranskat)abstract
- We examined whether parental happiness associate with preschoolers’ healthy energy balance-related behaviors (EBRBs) and with the co-occurrence of multiple healthy EBRBs. This cross-sectional study included 647 pairs of parents (88% mothers) and children (mean age 4.7, SD 0.9 years). Parents completed the Subjective Happiness Scale. In addition, ActiGraph accelerometers measured children’s physical activity, and parents reported screen time and food consumption on behalf of their children. We defined four healthy EBRBs: meeting physical activity guidelines; meeting screen time guidelines; a higher consumption of vegetables, fruits and berries; and a lower consumption of sugary foods, treats and drinks. Parental happiness scores did not associate with children’s healthy EBRBs when each behavior was analyzed separately. However, parents with higher happiness scores were more likely to have a child with 2 or 3–4 healthy EBRBs than a child with 0–1 healthy EBRBs. To conclude, parents who are happier have children with multiple healthy EBRBs. Targeting parental wellbeing should be considered when promoting children’s healthy EBRBs.
|
|
| 20. |
- Falck, Eva, et al.
(författare)
-
SKY analysis revealed recurrent numerical and structural chromosome changes in BDII rat endometrial carcinomas
- 2011
-
Ingår i: Cancer Cell International. - : BioMed Central (BMC). - 1475-2867. ; 11
-
Tidskriftsartikel (refereegranskat)abstract
- Background: Genomic alterations are common features of cancer cells, and some of these changes are proven to be neoplastic-specific. Such alterations may serve as valuable tools for diagnosis and classification of tumors, prediction of clinical outcome, disease monitoring, and choice of therapy as well as for providing clues to the location of crucial cancer-related genes. Endometrial carcinoma (EC) is the most frequently diagnosed malignancy of the female genital tract, ranking fourth among all invasive tumors affecting women. Cytogenetic studies of human ECs have not produced very conclusive data, since many of these studies are based on karyotyping of limited number of cases and no really specific karyotypic changes have yet been identified. As the majority of the genes are conserved among mammals, the use of inbred animal model systems may serve as a tool for identification of underlying genes and pathways involved in tumorigenesis in humans. In the present work we used spectral karyotyping (SKY) to identify cancer-related aberrations in a well-characterized experimental model for spontaneous endometrial carcinoma in the BDII rat tumor model. Results: Analysis of 21 experimental ECs revealed specific nonrandom numerical and structural chromosomal changes. The most recurrent numerical alterations were gains in rat chromosome 4 (RNO4) and losses in RNO15. The most commonly structural changes were mainly in form of chromosomal translocations and were detected in RNO3, RNO6, RNO10, RNO11, RNO12, and RNO20. Unbalanced chromosomal translocations involving RNO3p was the most commonly observed structural changes in this material followed by RNO11p and RNO10 translocations. Conclusion: The non-random nature of these events, as documented by their high frequencies of incidence, is suggesting for dynamic selection of these changes during experimental EC tumorigenesis and therefore for their potential contribution into development of this malignancy. Comparative molecular analysis of the identified genetic changes in this tumor model with those reported in the human ECs may provide new insights into underlying genetic changes involved in EC development and tumorigenesis.
|
|
