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- Andersson, Peter, 1974, et al.
(författare)
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En historisk studie av pseudosamordning: konstruktionen gå och V i svenskan
- 2018
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Ingår i: Studier i svensk språkhistoria 14 / Lönnroth, Harry; Haagensen, Bodil; Kvist, Maria; West, Kim Sandvad (red.). - Vasa : Vasa universitet. - 2489-2556 .- 2489-2564. - 9789524767996
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Konferensbidrag (refereegranskat)abstract
- This article studies a special type of verbal coordination in Swedish, pseudocoordination, which involves two verbs or verb phrases typically combined with och ‘and’. Although it consists of two verbs with a conjunction between them, pseudocoordination in many ways behaves like a subordinating complex-predicate construction. In the literature, pseudocoordination is treated more or less explicitly as a unitary phenomenon, but previous diachronic studies of some types of pseudocoordination point in slightly different directions regarding the origin of pseudocoordinations with different first verbs. It has been claimed that they originate in (canonical) verbal coordinations, but it has also been claimed that they are originally hypotactic structures in which the conjunction is a covert infinitival marker (both are typically pronounced in the same way today). To the best of our knowledge, the gå och V ‘walk/go and V’ construction has not previously been studied both diachronically and corpus-based. By examining gå och V in historical corpora, we therefore add to the historical knowledge of pseudocoordination with gå in Swedish. The gå och V construction is particularly interesting since it has multiple meanings and since it, unlike the bulk of Swedish pseudocoordinations, also has subordination counterparts in Modern Swedish.
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- Andersson, Peter, 1974
(författare)
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Koncessiva konstruktioner i förändring. Grammatikalisering möter konstruktionsgrammatik.
- 2016
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Ingår i: Svenskans beskrivning 34, Förhandlingar vid trettiofjärde sammankomsten för svenskans beskrivning, Lund den 22-24 oktober 2014 / Anna W. Gustafsson, Lisa Holm, Katarina Lundin, Henrik Rahm och Mechtild Tronnier, [redaktörer]. - Lund : Lunds universitet. - 1102-3619. - 9789187833779
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Konferensbidrag (refereegranskat)
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- Bergviken Rensfeldt, Annika, 1969, et al.
(författare)
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Education policy-making networks: the case of the digitization of schools
- 2017
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Ingår i: Nordic Educational Research Association 2017, Copenhagen. March 23-25, 2017.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Research topic/Aim: As in many other parts around the world, the Nordic countries have undergone a radical marketization and neo-liberal restructuring of the public sector. As a part of these changes, policy-making networks are now a current feature of government, connecting public and private interests, and local and global actors. Similar to the UK, the changes within Nordic countries have become particularly evident in the educational sector and in relation to the digitalisation of schools (cf. Williamson, 2015). In Sweden, this has meant that the so-called edu-business, with IT consultants, technology and infrastructure suppliers, are key players in shaping public IT education policy at the same time as they displaying strong links to global policy networks (Player Koro & Beach 2014). Theoretical frameworks: The contributions within the symposia all consider policy networks as conceptual tools and central part of current education policy formations (Ball, 2016) as they mobilize and connect actors, technologies as well as ideas and discourses. Theoretically, critical and dynamic approaches to how such policy networks are formed have been a starting point, however based on different approaches to aspects of how policy networks take form, e.g. through policy events and fast policy discourses, processes that have ‘real effects’ and therefore are possible to act upon and change. These kinds of policy processes make new centers, or dislocations of policy possible. Methodology/research design: The symposia will provide a critical commentary of policy network formations both from the Nordic and European context and by the use of for example networked ethnography and documentary analyses. –Abstract 1 Selling technology to teachers: education trade shows as a policy network event –Abstract 2 Fast policy networks, digital citizenship and computing in the curriculum –Abstract 3 Methodological considerations when researching IT education policy networks Expected conclusions/Findings: The changing political landscape where private and public sector now ‘work together’ has meant that the boundary between the private and the public sector as parts of the society has been weakened. The consequences for the school, the students and for those working in the school sector – as for the education system as a whole – are many, profound and serious. The aim with this symposium is to address these consequences by: –Providing empirical, conceptual and methodological contributions from scholars investigating the emergence of trans-national spaces of policy-making and their relation to intra national spaces of policy. –Discussing the consequences these occurrences will have for policy formation as an enactment and central arena of educational policy-making. In particular, we are drawing on the case of the digitization of schools and exemplify how this is played out in Nordic education contexts. Relevance for Nordic Educational Research: Marked-based reforms in education and the formation of policy networks have reworked the nature of public education in Norway, Sweden and Denmark as well as in UK. To research, explore, and analyse the consequences of this is both necessary and relevant, not least in relation to issues of democracy and in discussion about the purpose and function of the education system for individuals and society.
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- Caesar, Ulla, 1964
(författare)
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Bakomliggande orsaker till fördröjningar av oplanerad ortopediska ingrepp; en studie av 36 017 fall över sju år
- 2018
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Ingår i: Svensk Ortopedisk Förening ORTOPEDIVECKAN 2018, Karlstad. - Karlstad.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Introduction Emergency surgery is unplanned by definition and patients are scheduled for surgery with minimal preparation. Some patients who have sustained emergency orthopaedic trauma or other conditions must be operated on immediately or within a few hours, while others can wait until the hospital’s resources permit or the patients’ health status has been optimised. This affect the prioritisation procedures for both emergency and elective surgery and might result in waiting lists, not only for planned procedures but also for emergencies. Patients and Methods The purpose of the retrospective, observational, single-centre study was to evaluate and describe for the number and reasons of delays, as well as waiting times in emergency orthopaedic surgery using data derived from the hospital’s records and registers. All the emergency patients scheduled for emergency surgery whose procedures were rescheduled and delayed between 1 January 2007 and 31 December 2013 were studied. Results We found that 24% (8,474) of the 36,017 patients scheduled for emergency surgeries were delayed and rescheduled at least once, some several times. 80 % of these delays were due to organisational causes. 21 % of all the delayed patients had surgery within 24 hours, whilst 41% waited for more than 24 hours, upto three days. Conclusions Much of the clinic’s emergency orthopaedic procedures were rescheduled and delayed and the majority of the delays were related to organisational reasons. The results can be interpreted in two ways; first, organisational reasons are avoidable and the potential for improvement is great and, secondly and most importantly, the delays might negatively affect patient outcomes.
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- Caesar, Ulla
(författare)
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Delays in emergency orthopaedic procedures : a single-centre experience of 36,017 consecutive cases over seven years
- 2018
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Ingår i: NORNA, Nordic Operating Room Nurses Association Congress 2018, Come together - Building Bridges in Perioperative Nursing. - Stockholm.
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Konferensbidrag (refereegranskat)abstract
- Emergency surgery is unplanned by definition and patients are scheduled for surgery with minimal preparation. Some patients who have sustained emergency orthopaedic trauma or other conditions must be operated on immediately or within a few hours, while others can wait until the hospital’s resources permit or the patients’ health status has been optimised. This affect the prioritisation procedures for both emergency and elective surgery and might result in waiting lists, not only for planned procedures but also for emergencies. Purpose of the retrospective, observational, single-centre study was to evaluate and describe for the number and reasons of delays, as well as waiting times in emergency orthopaedic surgery using data derived from the hospital’s records and registers. All the emergency patients scheduled for emergency surgery whose procedures were rescheduled and delayed between 1 January 2007 and 31 December 2013 were studied. We found that 24% (8,474) of the 36,017 patients scheduled for emergency surgeries were delayed and rescheduled at least once, some several times. 80 % of these delays were due to organisational causes. 21 % of all the delayed patients had surgery within 24 hours, whilst 41% waited for more than 24 hours, up to three days. Much of the clinic’s emergency orthopaedic procedures were rescheduled and delayed and the majority of the delays were related to organisational reasons. The results can be interpreted in two ways; first, organisational reasons are avoidable and the potential for improvement is great and, secondly and most importantly, the delays might negatively affect patient outcomes.
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- Erikson, Martin G., 1964-, et al.
(författare)
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Quality Hazards in the Learning Outcome Model
- 2016
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Ingår i: Paper presented at 111th European Quaity Assurance Forum, Ljubljana 17-19 November 2016.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Core academic principles and purposes of higher education can be expressed in such terms as students’ personal development or academic identity. These are important in the Bologna process, for example in relation to life-long learning. At the same time, policies about learning outcomes regulate much of the teachers’ everyday practice. The paper analyse the extent to which this combination of perspectives can be a quality hazard, and it is argued that two particular areas can be problematic. The first is that desirable effects of higher education that cannot be expressed as learning outcomes are at risk of being neglected. The second is that learning outcomes can become a roof, restricting students’ ambitions and their entire outlook on what higher education is supposed to be. How these risks can be taken into account when formulating quality criteria is discussed in relation to the responsibilities of students, teachers and institutional management.
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