| 71. |
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| 72. |
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| 73. |
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| 74. |
- Arvidsson, Elin
(författare)
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Physiological responses to acute physical and psychosocial stress- relation to aerobic capacity and exercise training.
- 2019
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Exercise training is an effective method to promote health and to prevent development of disease. Both physical and mental health have been shown to benefit from exercise training. It has also been speculated that physical exercise might affect responses to acute psychosocial stress. In an acute stress situation, several physiological systems respond to ensure survival and it is suggested that exercise training may influence these stress systems. The main purpose of this thesis was to study physiological responses to acute physical and psychosocial stress and possible associations with aerobic capacity and exercise training. The thesis is based on four papers analysing data from a randomized controlled trial (RCT). The participants were healthy individuals who reported themselves as untrained at screening. The RCT included testing of acute physical and psychosocial stress. Before and after the tests, hormonal and autonomic responses were assessed. After initial testing, the participants were randomized to either an intervention- or a control group. The intervention consisted of regular aerobic exercise training conducted for six months. At follow-up, the same tests were repeated for both groups. The main findings were that most participants showed an increase in the studied variables in response to acute stress. Aerobic capacity did not seem to have any relation to hormonal or blood pressure responses to acute psychosocial stress. Neither did the subjective perception of stress at the psychosocial stress test correlate with the actual physiological response. Due to methodological issues, it was not possible to evaluate the effects of exercise training. Thus, in healthy individuals, the stress systems seem to respond adequately to acute stress, irrespective of level of aerobic capacity or type of stressor.
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| 75. |
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| 76. |
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| 77. |
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| 78. |
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| 79. |
- Bennerstedt, Ulrika, 1979
(författare)
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Knowledge at play. Studies of games as members’ matters : Kunskap genom spelande. Studier av digitala spel och spelande som kunskapsdomän
- 2013
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- On a general level, this thesis seeks some answers to the broad question of what one can learn from digital games. With an analytical approach informed by ethnomethodology, the main thrust of the work is an exploration of members’ matters in the area of games and gaming. In response to prevailing discussions about how, where and what gamers learn, the aim is to examine emerging forms of knowledge embedded in practices in and around digital games. The first part of the thesis addresses three themes: the question of whether leisure gaming could be understood to have transfer effects; how games are positioned in a state of restlessness and multistableness; and how the domain encompassing gaming and game development is advancing in terms of professionalization and institutionalization. The second part is comprised of three empirical studies based on two sets of video recordings: collaborative gaming in The Lord of the Rings Online, and assessment practices in game development education. The studies begin to unravel the elusive phenomena of gaming by making some gameplay practices and conventions visible. For instance, the findings suggest that there are specialized coordination practices, developed through long-term engagement with the online game. Furthermore, from the perspective of the institutional framing, it is argued that understandings from other media are not applicable in a straightforward manner, but must be carefully calibrated to matters such as game genre conventions and control over gameplay conduct. By describing the reasoning and knowledge displayed by gamers and game developers, the thesis contributes to interrelated discussions about knowledge development, currently carried out in educational science, interaction studies and game studies. In conclusion, it is suggested that digital games are establishing autonomy from other forms of entertainment media and software industries as a result of the ways games and gaming as multistable objects of knowledge have become deeply embedded in society.
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| 80. |
- Bentley, Per Olof, 1945
(författare)
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Mathematics Teachers and Their Conceptual Models - A New Field of Research
- 2008
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Bok (övrigt vetenskapligt/konstnärligt)abstract
- Swedish mathematics teachers’ knowledge for conceptual teaching is the issue of the present study. Anglo-American research in this field shows that teachers lack this particular knowledge to a high degree. The aim was to study firstly, a number of mathematics teachers’ conceptual understanding, secondly, their knowledge of pupils’ conceptual understanding, thirdly, a number of their pupils’ conceptual understanding and fourthly, to try to develop a comprehensive theory of conceptual understanding for school mathematics. The fourteen interviewed teachers were selected by means of theoretical sampling in order to reach theoretical saturation. The data were transcribed and analysed within an extended Phenomenographic framework. By comparing the teachers’ own understanding with their knowledge of pupils’ understanding of the concepts of variable and proportionality, the variation consisted in two principally dissimilar patterns. Characteristic of the first pattern was that the teachers’ own understanding coincided with their knowledge of pupils’ understanding. Typical of the second pattern was that the teachers not only exposed mathematically qualitatively well-developed ways of understanding the concepts but also an awareness of pupils’ less developed ways of understanding. In order to compare teachers’ predictions of pupils’ understanding of the two concepts, variable and proportionality some of the teachers and a number of their pupils were interviewed altogether 15 persons. The teachers’ predictions displayed a high precision. It was shown that a decisive influence on the pupils’ ways of understanding the fraction concept was exerted by the conceptual models of vulgar fractions applied by the teachers in their instructional practice. It was possible to characterise each individuals’ conceptual understanding by taking the descriptive categories on group-level as a point of departure and by using each individual’s data. Whether or not a certain way of understanding will be exposed is determined by the powerfulness of the experiment problem. The results suggest that not all teachers have the necessary knowledge for conceptual teaching. Subsequently, the aim is reached. With few exceptions, the categories of conceptual understanding are in harmony with research. Since conceptual models were proved to influence pupils’ conceptual understanding, it would be fruitful to study how teachers apply the models in their teaching and how they are understood by pupils. Therefore, there are reasons for putting forward the role of conceptual models in school mathematics as a new field of research.
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