| 1. |
- Alvariza, Anette, et al.
(författare)
-
How to support teenagers who are losing a parent to cancer : Bereaved young adults' advice to healthcare professionals-A nationwide survey
- 2017
-
Ingår i: Palliative & Supportive Care. - : Cambridge University Press. - 1478-9515 .- 1478-9523. ; 15:3, s. 313-319
-
Tidskriftsartikel (refereegranskat)abstract
- Objective: The loss of a parent to cancer is considered one of the most traumatic events a teenager can experience. Studies have shown that teenagers, from the time of diagnosis, are already extremely worried about the consequences of a parent's cancer but tend to be left to manage these concerns on their own. The present study aimed to explore young adults' advice to healthcare professionals on how to support teenagers who are losing a parent to cancer. Methods: This work derives from a Swedish nationwide survey and employs a qualitative approach with a descriptive/interpretive design to obtain answers to an open-ended question concerning advice to healthcare professionals. Of the 851 eligible young adults who had lost a parent to cancer when they were 13-16 years of age within the previous 6 to 9 years, 622 participated in our survey (response rate = 73%). Of these 622 young adults, 481 responded to the open-ended question about what advice to give healthcare professionals. Results: Four themes emerged: (1) to be seen and acknowledged; (2) to understand and prepare for illness, treatment, and the impending death; (3) to spend time with the ill parent, and (4) to receive support tailored to the individual teenager's needs. Significance of Results: This nationwide study contributes hands-on suggestions to healthcare staff regarding attitudes, communication, and support from the perspective of young adults who, in their teenage years, lost a parent to cancer. Teenagers may feel better supported during a parent's illness if healthcare professionals take this manageable advice forward into practice and see each teenager as individuals; explain the disease, its treatments, and consequences; encourage teenagers to spend time with their ill parent; and recommend sources of support.
|
|
| 2. |
- Ambrazaitis, Gilbert, et al.
(författare)
-
Acoustic features of multimodal prominences : Do visual beat gestures affect verbal pitch accent realization?
- 2017
-
Ingår i: Proceedings of The 14th International Conference on Auditory-Visual Speech Processing (AVSP2017). - Stockholm : International Speech Communication Association. - 2308-975X.
-
Konferensbidrag (refereegranskat)abstract
- The interplay of verbal and visual prominence cues has attracted recent attention, but previous findings are inconclusive as to whether and how the two modalities are integrated in the production and perception of prominence. In particular, we do not know whether the phonetic realization of pitch accents is influenced by co-speech beat gestures, and previous findings seem to generate different predictions. In this study, we investigate acoustic properties ofprominent words as a function of visual beat gestures in a corpus of read news from Swedish television. The corpus was annotated for head and eyebrow beats as well as sentence-level pitch accents. Four types of prominence cues occurredparticularly frequently in the corpus: (1) pitch accent only, (2) pitch accent plus head, (3) pitch accent plus head plus eyebrows, and (4) head only. The results show that (4) differs from (1-3) in terms of a smaller pitch excursion and shorter syllable duration. They also reveal significantly larger pitch excursions in (2) than in (1), suggesting that the realization of a pitch accent is to some extent influenced by the presence of visual prominence cues. Results are discussed in terms of the interaction between beat gestures and prosody with a potential functional difference between head and eyebrow beats.
|
|
| 3. |
- Ambrazaitis, Gilbert, 1979-, et al.
(författare)
-
Multimodal prominences : Exploring the patterning and usage of focal pitch accents, head beats and eyebrow beats in Swedish television news readings
- 2017
-
Ingår i: Speech Communication. - : Elsevier B.V.. - 0167-6393 .- 1872-7182. ; 95, s. 100-113
-
Tidskriftsartikel (refereegranskat)abstract
- Facial beat gestures align with pitch accents in speech, functioning as visual prominence markers. However, it is not yet well understood whether and how gestures and pitch accents might be combined to create different types of multimodal prominence, and how specifically visual prominence cues are used in spoken communication. In this study, we explore the use and possible interaction of eyebrow (EB) and head (HB) beats with so-called focal pitch accents (FA) in a corpus of 31 brief news readings from Swedish television (four news anchors, 986 words in total), focusing on effects of position in text, information structure as well as speaker expressivity. Results reveal an inventory of four primary (combinations of) prominence markers in the corpus: FA+HB+EB, FA+HB, FA only (i.e., no gesture), and HB only, implying that eyebrow beats tend to occur only in combination with the other two markers. In addition, head beats occur significantly more frequently in the second than in the first part of a news reading. A functional analysis of the data suggests that the distribution of head beats might to some degree be governed by information structure, as the text-initial clause often defines a common ground or presents the theme of the news story. In the rheme part of the news story, FA, HB, and FA+HB are all common prominence markers. The choice between them is subject to variation which we suggest might represent a degree of freedom for the speaker to use the markers expressively. A second main observation concerns eyebrow beats, which seem to be used mainly as a kind of intensification marker for highlighting not only contrast, but also value, magnitude, or emotionally loaded words; it is applicable in any position in a text. We thus observe largely different patterns of occurrence and usage of head beats on the one hand and eyebrow beats on the other, suggesting that the two represent two separate modalities of visual prominence cuing.
|
|
| 4. |
- Andrady, Anthony, et al.
(författare)
-
Environmental effects of ozone depletion and its interactions with climate change: Progress report, 2016
- 2017
-
Ingår i: Photochemical and Photobiological Sciences. - : Springer Science and Business Media LLC. - 1474-9092 .- 1474-905X. ; 16:2, s. 107-145
-
Tidskriftsartikel (refereegranskat)abstract
- The Parties to the Montreal Protocol are informed by three Panels of experts. One of these is the Environmental Effects Assessment Panel (EEAP), which deals with two focal issues. The first focus is the effects of UV radiation on human health, animals, plants, biogeochemistry, air quality, and materials. The second focus is on interactions between UV radiation and global climate change and how these may affect humans and the environment. When considering the effects of climate change, it has become clear that processes resulting in changes in stratospheric ozone are more complex than previously believed. As a result of this, human health and environmental issues will be longer-lasting and more regionally variable. Like the other Panels, the EEAPproduces a detailed report every four years; the most recent was published as a series of seven papers in 2015 (Photochem. Photobiol. Sci., 2015, 14, 1–184). In the years in between, the EEAP produces less detailed and shorter Progress Reports of the relevant scientific findings. The most recent of these was for 2015 (Photochem. Photobiol. Sci., 2016, 15, 141–147). The present Progress Report for 2016 assesses some of the highlights and new insights with regard to the interactive nature of the direct and indirect effects of UV radiation, atmospheric processes, and climate change. The more detailed Quadrennial Assessment will bemade available in 2018.
|
|
| 5. |
- Arjmand, Reza
(författare)
-
Public Urban Space, Gender and Segregation : Women-only urban parks in Iran
- 2017. - 1
-
Bok (refereegranskat)abstract
- Public spaces are the renditions of the power symmetry within the social setting it resides in, and is both controlling and confining of power. In an ideologically-laden context, urban design encompasses values and meanings and is utilized as a means to construct the identity and perpetuate visible and invisible boundaries. Hence, gendered spatial dichotomy based on a biological division of sexes is often employed systematically to evade the transgression of women into the public spaces. The production of modern urban space in the Middle East is formed in the interplay between modernity, tradition and religion. Examining women in public spaces and patterns of interaction with gender -segregated and -mixed space, this book argues that gendered spaces are far from a static physical spatial division and produce a complex and dynamic dichotomy of men/public and women/private. Taking the example of Iran, normative and ideologically-laden gender segregated public spaces have been used as a tool for the Islamization of everyday life. The most recent government effort includes women-only parks, purportedly designed and administered through women's contributions, as well as to accommodate their needs and provide space for social interasction and activities. Combining research approaches from urban planning and social sciences, this book analyses both technical and social aspects of women-only parks. Addressing the relationships between ideology, urban planning and gender, the book interprets power relations and how they are used to define and plan public and semi-public urban spaces. Lack of communication across disciplinary boundaries as result of complexities of urban life has been one of the major hindrances in studying urban spaces in the Middle East. Addressing the concern, the cross-disciplinary approach employed in this volume is an amalgamation of methods informed by urban planning and social sciences, which includes an in-depth analysis of the morphological, perceptual, social, visual, functional, and temporal dimensions of the public space, the women-only parks in Iran. Based on critical ethnography, this volume uses a phenomenological approach to understating women in gendered spaces. Interaction of women in women-only parks in Iran, a gendered space which is growing in popularity across the Muslim world is discussed thoroughly and compared vis-à-vis gender-neutral public spaces. The book targets scholars and students within a wide range of academic disciplines including urban studies, urban planning, gender studies, political science, Middle Eastern studies, cultural studies, urban anthropology, urban sociology, Iranian studies and Islamic studies.
|
|
| 6. |
- Avery, Helen
(författare)
-
At the bridging point : tutoring newly arrived students in Sweden
- 2017
-
Ingår i: International Journal of Inclusive Education. - : Informa UK Limited. - 1360-3116 .- 1464-5173. ; 21:4, s. 404-415
-
Tidskriftsartikel (refereegranskat)abstract
- In Sweden, tutoring in the mother tongue is a special support measure primarily intended for newly arrived students to facilitate their transition into the Swedish school system. Tutoring is premised on the collaboration between the class teacher, responsible for subject-related expertise, and the tutor, who contributes with knowledge of the student’s mother tongue and previous context of studies. In this case study of class teachers’ and mother tongue tutors’ conditions for collaboration at a multi-ethnic primary school, six mother tongue tutors and six class teachers were asked about the purpose of their work, how it was organised, and what could be done to improve working conditions. Interviews with head teachers, and data on work organisation from observations, document study, and participation in meetings for a period of one and a half years supplemented the teacher interviews. The analysis focuses on whether tutors and teachers belong to the same or different Communities of Practice, based on shared concerns and opportunities for collaboration, as well as looking at the relative positioning of languages and teaching roles. Findings suggest that the degree of collaboration between tutors and teachers was not sufficient to allow tutoring to function in the way it is envisaged by national steering documents. Tutoring was instead based on the tutors’ own knowledge of the subjects they taught. Recruitment of suitable tutors was difficult. However, conditions for collaboration and more effective tutoring in the schools could be improved with relatively simple support structures at the level of the municipality.
|
|
| 7. |
- Avery, Helen, et al.
(författare)
-
From policy to practice : Roma education in Albania and Sweden
- 2017
-
Ingår i: The Urban review. - : Springer Science and Business Media LLC. - 0042-0972 .- 1573-1960. ; 49:3, s. 463-477
-
Tidskriftsartikel (refereegranskat)abstract
- This paper aims to make a contribution to recentering practice- and practitioner-oriented issues in Roma education studies. Gaps can be observed today between conditions of educational work in practice and the ways education is understood in mainstream academic discussions, compounded by the fact that educational workers in the field have limited access to academic environments. Also, as a subject dealing with minorities, education for Roma and Roma communities tends to occupy a marginal position in academic departments of Education. Inversely, in Roma studies, focus often lies on culture or history, and education is mainly considered through the lens of identity. This means that many important experiences in Roma educational work remain silent, and significant aspects of practices are not sufficiently shared across contexts. In this paper, experiences from education projects in Albania and Sweden are presented and considered against the background of Roma education policies in these countries generally. An analysis is made of the ways these projects directly or indirectly connect to local academic structures. Finally, suggestions are made of potential strategies for developing practice- and practitioner-driven research in this area, to make relevant experiences more accessible across linguistic and national borders.
|
|
| 8. |
- Avery, Helen, et al.
(författare)
-
Higher Education for Refugees : The Case of Syria
- 2017
-
Ingår i: Policy & Practice. - : Centre for Global Education. - 1748-135X. ; :24, s. 104-125
-
Tidskriftsartikel (refereegranskat)abstract
- The refugee crisis is also a crisis in education. While attention is frequently directed toward primary and secondary school levels, higher education is a strategic issue for refugees, both as individuals and for long term processes of post-conflict recovery and peacebuilding. Education prospects and content are drivers of onwards migration, but also affect economic structures on return. Higher education has the potential to support sustainable socio-economic development, but impacts will depend on which strategies are adopted and which types of capacity are prioritised. The article examines the issue of access to higher education for Syrian refugees, describing the situation in Lebanon in particular. Foreign interests can fuel sectarianism as well as creating economic structural dependencies. Both existing and possible future options supported by the international community are considered here, and discussed with respect to how they might affect opportunities for democratic and autonomous societal developments.
|
|
| 9. |
|
|
| 10. |
- Bardel, Camilla, 1963-, et al.
(författare)
-
Offering research education for in-service language teachers
- 2017
-
Ingår i: Language Teaching. - : Cambridge University Press. - 0261-4448 .- 1475-3049. ; 50:2, s. 290-293
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- Since 2008, the Swedish government has launched occasional offers of funding for graduate schools aimed at practising teachers. The fundamental purpose of this initiative is to enhance quality in the Swedish school system by implementing what is stated in the Education Act, namely that education at all levels should be based upon scientific knowledge and evidence-based experience.
|
|
