| 1. |
- Jonmarker, Sandra, et al.
(författare)
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A retrospective multicenter cohort study of the association between anti-Factor Xa values and death, thromboembolism, and bleeding in patients with critical COVID-19
- 2023
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Ingår i: Thrombosis Journal. - 1477-9560. ; 21, s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Patients with critical COVID-19 have a high risk of thromboembolism, but intensified thromboprophylaxis has not been proven beneficial. The activity of low-molecular-weight heparins can be monitored by measuring anti-Factor Xa. We aimed to study the association between anti-Factor Xa values and death, thromboembolism, and bleeding in patients with critical COVID-19.METHOD: This retrospective cohort study included adult patients with critical COVID-19 admitted to an intensive care unit at three Swedish hospitals between March 2020 and May 2021 with at least one valid peak and/or trough anti-Factor Xa value. Within the peak and trough categories, patients' minimum, median, and maximum values were determined. Logistic regressions with splines were used to assess associations.RESULTS: In total, 408 patients had at least one valid peak and/or trough anti-Factor Xa measurement, resulting in 153 patients with peak values and 300 patients with trough values. Lower peak values were associated with thromboembolism for patients' minimum (p = 0.01), median (p = 0.005) and maximum (p = 0.001) values. No association was seen between peak values and death or bleeding. Higher trough values were associated with death for median (p = 0.03) and maximum (p = 0.002) values and with both bleeding (p = 0.01) and major bleeding (p = 0.02) for maximum values, but there were no associations with thromboembolism.CONCLUSIONS: Measuring anti-Factor Xa activity may be relevant for administrating low-molecular-weight heparin to patients with critical COVID-19. Lower peak values were associated with an increased risk of thromboembolism, and higher trough values were associated with an increased risk of death and bleeding. Prospective studies are needed to confirm the results.TRIAL REGISTRATION: The study was retrospectively registered at Clinicaltrials.gov, NCT05256524, February 24, 2022.
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| 2. |
- Sorokowska, Agnieszka, et al.
(författare)
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Affective Interpersonal Touch in Close Relationships : A Cross-Cultural Perspective
- 2021
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Ingår i: Personality and Social Psychology Bulletin. - : Sage Publications. - 0146-1672 .- 1552-7433. ; 47:12, s. 1705-1721
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Tidskriftsartikel (refereegranskat)abstract
- Interpersonal touch behavior differs across cultures, yet no study to date has systematically tested for cultural variation in affective touch, nor examined the factors that might account for this variability. Here, over 14,000 individuals from 45 countries were asked whether they embraced, stroked, kissed, or hugged their partner, friends, and youngest child during the week preceding the study. We then examined a range of hypothesized individual-level factors (sex, age, parasitic history, conservatism, religiosity, and preferred interpersonal distance) and cultural-level factors (regional temperature, parasite stress, regional conservatism, collectivism, and religiosity) in predicting these affective-touching behaviors. Our results indicate that affective touch was most prevalent in relationships with partners and children, and its diversity was relatively higher in warmer, less conservative, and religious countries, and among younger, female, and liberal people. This research allows for a broad and integrated view of the bases of cross-cultural variability in affective touch.
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| 3. |
- Sorokowski, Piotr, et al.
(författare)
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Universality of the Triangular Theory of Love : Adaptation and Psychometric Properties of the Triangular Love Scale in 25 Countries
- 2021
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Ingår i: Journal of Sex Research. - : Informa UK Limited. - 0022-4499 .- 1559-8519. ; 58:1, s. 106-115
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Tidskriftsartikel (refereegranskat)abstract
- The Triangular Theory of Love (measured with Sternberg's Triangular Love Scale - STLS) is a prominent theoretical concept in empirical research on love. To expand the culturally homogeneous body of previous psychometric research regarding the STLS, we conducted a large-scale cross-cultural study with the use of this scale. In total, we examined more than 11,000 respondents, but as a result of applied exclusion criteria, the final analyses were based on a sample of 7332 participants from 25 countries (from all inhabited continents). We tested configural invariance, metric invariance, and scalar invariance, all of which confirmed the cultural universality of the theoretical construct of love analyzed in our study. We also observed that levels of love components differ depending on relationship duration, following the dynamics suggested in the Triangular Theory of Love. Supplementary files with all our data, including results on love intensity across different countries along with STLS versions adapted in a few dozen languages, will further enable more extensive research on the Triangular Theory of Love.
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| 4. |
- Walter, Kathryn, et al.
(författare)
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Sex Differences in Mate Preferences Across 45 Countries : A Large-Scale Replication
- 2020
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Ingår i: Psychological Science. - : SAGE Publications. - 0956-7976 .- 1467-9280. ; 31:4, s. 408-423
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Tidskriftsartikel (refereegranskat)abstract
- Considerable research has examined human mate preferences across cultures, finding universal sex differences in preferences for attractiveness and resources as well as sources of systematic cultural variation. Two competing perspectives-an evolutionary psychological perspective and a biosocial role perspective-offer alternative explanations for these findings. However, the original data on which each perspective relies are decades old, and the literature is fraught with conflicting methods, analyses, results, and conclusions. Using a new 45-country sample (N = 14,399), we attempted to replicate classic studies and test both the evolutionary and biosocial role perspectives. Support for universal sex differences in preferences remains robust: Men, more than women, prefer attractive, young mates, and women, more than men, prefer older mates with financial prospects. Cross-culturally, both sexes have mates closer to their own ages as gender equality increases. Beyond age of partner, neither pathogen prevalence nor gender equality robustly predicted sex differences or preferences across countries.
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| 5. |
- Alm, Karin, et al.
(författare)
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Advancing SDG competencies in higher education : exploring an interdisciplinary pedagogical approach
- 2021
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Ingår i: International Journal of Sustainability in Higher Education. - : Emerald Group Publishing Ltd.. - 1467-6370. ; 22:6, s. 1450-1466
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – This study aims to explore an interdisciplinary pedagogical approach for advancing knowledge and understanding of the sustainable development goals (SDGs) at higher education institutions (HEIs). Design/methodology/approach – This qualitative study conducted an explorative experiment to elaborate on forms to advance a pedagogical approach that embeds sustainability. The design of the pedagogical project was explorative and interdisciplinary, using a predefined framework on key competencies for sustainability. Findings – The findings showed that an interdisciplinary approach can create a learning setting that stimulates students’ problem-solving competencies for sustainability-related issues. Students were trained in the five key sustainable competencies addressed by Wiek et al. (2011). Moreover, although it is not always possible to arrange an interdisciplinary pedagogical setting, this might be a key condition for the development of students’ key competencies regarding their understanding of the SDGs. Addressing the SDGs from an interdisciplinary perspective paved the way for the development of students’ strategic competencies, including systems thinking and anticipatory competencies. Practical implications – The pedagogical project, as an interdisciplinary explorative experiment, was shown to be a potentially suitable method to counteract “cherry-picking” approaches to teaching the SDGs at HEI. Originality/value – The pedagogical approach advanced in this paper, extends active learning and interdisciplinarity in higher education. The authors argue that this approach encourages students to take ownership of and responsibility for their learning process and indicates a changed mindset and behavior.
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| 6. |
- Alm, Karin, et al.
(författare)
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Advancing SDG competencies in higher education exploring an interdisciplinary pedagogical approach : exploring an interdisciplinary pedagogical approach
- 2021
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Ingår i: International Journal of Sustainability in Higher Education. - 1467-6370 .- 1758-6739. ; 22:6, s. 1450-1466
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Tidskriftsartikel (refereegranskat)abstract
- Purpose – This study aims to explore an interdisciplinary pedagogical approach for advancing knowledge and understanding of the sustainable development goals (SDGs) at higher education institutions (HEIs).Design/methodology/approach – This qualitative study conducted an explorative experiment to elaborate on forms to advance a pedagogical approach that embeds sustainability. The design of the pedagogical project was explorative and interdisciplinary, using a predefined framework on key competencies for sustainability.Findings – The findings showed that an interdisciplinary approach can create a learning setting that stimulates students’ problem-solving competencies for sustainability-related issues. Students were trained in the five key sustainable competencies addressed by Wiek et al. (2011). Moreover, although it is not always possible to arrange an interdisciplinary pedagogical setting, this might be a key condition for the development of students’ key competencies regarding their understanding of the SDGs. Addressing the SDGs from an interdisciplinary perspective paved the way for the development of students’ strategic competencies, including systems thinking and anticipatory competencies. Practical implications – The pedagogical project, as an interdisciplinary explorative experiment, was shown to be a potentially suitable method to counteract “cherry-picking” approaches to teaching the SDGs at HEI.Originality/value – The pedagogical approach advanced in this paper, extends active learning and interdisciplinarity in higher education. The authors argue that this approach encourages students to take ownership of and responsibility for their learning process and indicates a changed mindset and behavior.
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| 7. |
- Alm, Karin, et al.
(författare)
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Arbetsintegrerat lärande som undervisningsmetod : tillämpning av studenters kompetenser för hållbar utveckling
- 2022
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Framtidens student och arbetsplats: "Hur påverkar globalisering och hållbar utveckling vilket arbete våra ekonomstudenter förväntas göra i arbetslivet?" Frågeställningar som diskuteras är om våra program kan komma att behöva förändras radikalt eller är de fortfarande relevanta (både innehållsmässigt och pedagogiskt)? Vi föreslår att arbetsintegrerat lärande kan berika ekonomstudenternas nyckelkompetenser och göra studenterna förberedda för sitt framtida arbetsliv.
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| 8. |
- Alm, Karin, et al.
(författare)
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Bridging the Theory–practice Gap Through Work Integrated Learning- educating Students as Change Agents Advancing the SDGs : A Case Study of WIL in Higher Education at a Master’s Program in Sweden
- 2024
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Ingår i: The Contribution of Universities Towards Education for Sustainable Development. - Springer Cham : Springer. ; , s. 579-593
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Bokkapitel (populärvet., debatt m.m.)abstract
- This chapter has two key objectives. The first is to explore how Work Integrated Learning (WIL) as a pedagogy can advance education for sustainability in higher education to ensure a sustainable future. The second is to facilitate educators escape dualism between theory and practice while shaping employable graduates able to serve society as change agents. This mixed method study has a qualitative case study design, with an empirical focus on student’ engagement throughout WIL in a Swedish Higher Education Institution (HEI) context. The findings show how WIL addresses unanswered questions in the HEIs collaborative practices that can support the sustainable development considering inherent influences of local and national contexts. Extrapolating from this, this chapter contributes by identifying how WIL can enable students as future change agents through engaging with industry and communities while applying theory on real-life challenges of implementing the Sustainable Development Goals (SDGs).
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| 9. |
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| 10. |
- Alm, Maria, 1956-, et al.
(författare)
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Kompletterande yrkesgrupper i skolan : Socialpedagogens roll och uppdrag
- 2022
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Rapporten syftar till att ge en översiktlig bild av socialpedagogers uppdrag och roll i skolan. Detta görs mot bakgrund av den aktuella diskussionen om behovet av att avlasta lärare arbetsuppgifter så att de kan fokusera på kärnuppdraget, dvs undervisning. Rapporten bygger på två empiriska delar: delstudie I är en textanalys av annonser för lediga tjänster som socialpedagog respektive lärarassistent och i delstudie II har fyra fokusgruppsintervjuer genomförts med socialpedagoger som arbetar i skolan. Resultatet av delstudie I visar att skolor i större utsträckning söker efter lärarassistenter än socialpedagoger. I studien gjordes en fördjupad analys av annonserna som socialpedagog. Denna visade att socialpedagogernas arbetsuppgifter kunde kategoriseras under sju områden: specialistkompetens, samordning och samarbete, individinriktat arbete, förebyggande arbete, trygghet och tillgänglighet samt kartläggning och administration. Sammantaget beskrevs arbetsuppgifterna som att de i huvudsak handlade om arbete med den sociala situationen kring elever i skolan.I delstudie II intervjuades 11 socialpedagoger som arbetar i skolan och som har tagit en examen från utbildningsprogrammet Socialpedagogik med inriktning mot ungdoms- och missbruksvård vid Linnéuniversitetet i Växjö. De intervjuade socialpedagogerna hade olika yrkestitlar, och beroende på anställning delvis olika arbetsuppgifter. Flera av dem hade själva varit med och utformat sin befattningsbeskrivning, medan andra saknade en sådan. Det är bara en av intervjupersonerna som har en yrkestitel som socialpedagog. Vidare visade analysen att socialpedagoger i skolan har ett komplext och otydligt uppdrag och att det finns gränsdragningsproblematik i relation till andra yrkeskategorier i skolan. De intervjuade personerna ser som sitt huvuduppdrag att skapa relationer med eleverna och få dem att må bra så att de i förlängningen kan klara av skolan. Socialpedagogerna uttrycker vidare att de vill vara tillgängliga för alla elever och skapa trygghet i skolan samt arbeta förebyggande. De drar en skarp gräns mot att undervisa i skolämnen men flera av dem arbetar i klasserna med områden som de uppfattar ligger nära deras kompetens, som t.ex. värdegrundsarbete eller olika gruppaktiviteter.En annan viktig del av socialpedagogernas arbetsuppgifter innebär samarbete med olika personer och instanser, både i skolan och utanför. De anser att de med sin utbildningsbakgrund har en lämplig kompetens för att arbeta i skolan, men flera uppger att de önskat mer kunskap om skolans uppdrag och kontext i utbildningen. En slutsats som kan dras är att när nya yrkeskategorier införs i skolan krävs ett engagemang och en tydlighet från skolledningen. Det är viktigt att det finns tydliga befattningsbeskrivningar om tjänsternas innehåll och att detta är kommunicerat med övrig personal. Mot bakgrund av lärares ökande arbetsbelastning och behovet av att stödja elever som har social problematik eller andra svårigheter i skolan tycks det finnas ett behov av kompletterande yrkesgrupper i skolan. En sådan kompletterande yrkesgrupp kan vara högskoleutbildade socialpedagoger, vilket är mer förekommande i andra europeiska länder i jämförelse med Sverige.
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