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| 2. |
- Daunfeldt, Sven-Olov, 1970-, et al.
(author)
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Retail and Place Attractiveness : The Effects of Big-Box Entry on Property Values
- 2021
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In: Geographical Analysis. - : John Wiley and Sons Inc. - 0016-7363 .- 1538-4632. ; 53:3, s. 467-498
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Journal article (peer-reviewed)abstract
- The opponents of big-box entry argue that large retail establishments generate a variety of negative externalities. The advocates, on the contrary, argue that access to a large retail market not only delivers direct economic benefits, but also a variety of positive spill-over effects, and therefore, can be considered a consumer amenity that increases the attractiveness of the entry location. To test the validity of these competing arguments, we use the entry of IKEA in Sweden as a quasi-experiment and investigate if increased access to retail is associated with place attractiveness, where attractiveness is proxied by residential property values. We find that entry by IKEA increases prices of the properties sold in the entry cities by, on average, 4.2% or 62,980 SEK (approximately 6,600 USD), but such an effect is statistically insignificant for the properties in the immediate vicinity of the new IKEA retail trade area. We also observe an attenuation of the effect with distance from the new IKEA store, where the properties located 10 km away experience a 2% price increase. Our results indicate that large retailers have the potential to increase place attractiveness, but perhaps not in the immediate vicinity of the new establishment.
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| 3. |
- Fritz, Johanna, et al.
(author)
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Patients' health outcomes after an implementation intervention targeting the physiotherapists' clinical behaviour.
- 2021
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In: Archives of physiotherapy. - : Springer Science and Business Media LLC. - 2057-0082. ; 11:1
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Journal article (peer-reviewed)abstract
- BACKGROUND: A behavioural medicine approach in physiotherapy has shown positive effects on increased and sustained activities and participation, including reduced sick leave for patients with persistent musculoskeletal pain. The aim of this study was to explore the health outcomes of patients with persistent musculoskeletal pain treated by physiotherapists who had received active compared with passive support when implementing a behavioural medicine approach.METHODS: An explorative and comparative pre-/post-test trial was conducted. A total of 155 patients with musculoskeletal pain ≥4 weeks were consecutively recruited by physiotherapists in primary healthcare who had received active or passive support when implementing a behavioural medicine approach. Data concerning health outcomes for patients were collected using questionnaires before and after the physiotherapy treatment and at half-, one- and two-year follow-ups. Descriptive, non-parametric and parametric bi- and multivariate statistics were used.RESULTS: There were no differences over time between the patients treated by physiotherapists who had received active compared to passive implementation support regarding pain-related disability, pain intensity, self-rated health, self-efficacy in performing daily activities, catastrophic thinking related to pain, and fear of movement. Significant improvements over time were identified in both groups regarding all variables and the effect sizes were large. The percentage of patients on sick leave significantly decreased in the patient group treated by physiotherapists who had received active implementation support.CONCLUSION: It is very important to include patient outcomes when evaluating the implementation of multicomponent interventions. It seems that the implementation method did not play a major role for the patients' outcomes in this study. Most of the patients' health outcomes improved regardless of whether they were treated by physiotherapists who had received active or passive support when implementing a behavioural medicine approach. This was likely because the active implementation support was not extensive enough to enable the physiotherapists to sustain the behavioural medicine approach.TRIAL REGISTRATION: The study protocol was retrospectively registered in ClinicalTrials.gov . ID NCT03118453 , March 20, 2017.
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| 4. |
- Häggström, Margaretha, et al.
(author)
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Enhancing children’s literacy and ecological literacy through critical place-based pedagogy
- 2020
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In: Environmental Education Research. - : Taylor & Francis. - 1350-4622 .- 1469-5871. ; 26:12, s. 1729-1745
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Journal article (peer-reviewed)abstract
- This article advocates a holistic approach to education concerning literacy and ecological literacy development and builds on data from two different case studies in compulsory school classes in Sweden. The study is built on action-based research and the data material was analysed through directed qualitative content analysis. We argue that place is an aspect of pedagogical settings that needs more consideration in teaching practices, and that various features of education, such as language, meaning-making, literacy development of various kinds, and identity building, are intertwined with place. The results of this study show that interactions between students and direct encountering with two outdoor places are connected with student agency, emancipation and empowerment. The learning opportunities enabled in these two pedagogical settings were, at least in part, due to the teachers? non-prescriptive directions and an ?outside-the-box? way of thinking. Such approaches supported and empowered students and allowed them develop critical thinking on their own terms.
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| 5. |
- Häggström, Margaretha, et al.
(author)
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Futures literacy – To belong, participate and act! : An Educational perspective
- 2021
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In: Futures. - : Elsevier. - 0016-3287 .- 1873-6378. ; 132
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Journal article (peer-reviewed)abstract
- This article examines ‘futures literacy’ as a pedagogical framework and thus contributes to the conversation about the epistemology of futures literacy, the possibility of envisioning approaches for the future, and a unified approach to literacy, based on the assumption that education is transformative and entails critical-thinking. Specifically, we explore and discuss what futures literacy means in a pedagogical context in general and in early school years education in particular. We reflect on what futures literacy may include based on the Four Resources model of literacy, and we elaborate on the epistemology of futures literacy. In our conclusions, we advocate a pedagogical approach that is active- and sensory-based. We claim that multimodal literacy approaches hold potential for democratic opportunities and alternative discourses which integrate students’ corporeal actions, sensation, and play whilst recognising diverse expressions.
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| 6. |
- Häggström, Margaretha, 1962, et al.
(author)
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Introduction: A Holistic Perspective on Futures Literacy and Education for Sustainable Development
- 2022
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In: Relational and Critical Perspectives on Education for Sustainable Development Belonging and Sensing in a Vanishing World. - Cham : Springer Nature. - 2523-3084 .- 2523-3092. - 9783030845094 - 9783030845100
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Book chapter (peer-reviewed)abstract
- We are facing a challenging and demanding time, which has been declared a climate emergency (CEDAMIA, 2020). A climate emergency (and thus the present state of affairs) is described as ‘a situation in which urgent action is required to reduce or halt climate change and avoid potentially irreversible environmental damage resulting from it’ (Oxford Dictionaries, 2019). The impact of climate change and pollution of water, air and land is affecting human and non-human lives all over the world. Environmental activists and climate scientists have continued, persistently and diligently, the work of bringing evidence-based arguments to the public. Their efforts, unfortunately, do not seem to be convincing enough; they are not relevant or do not get through to people. The sustainability rhetoric may have had its day, and new ways of communicating climate issues are called for. Raising awareness and discussing environmental issues do not directly result in behavioural change or policy action, as Moser and Dilling (2011) point out. Nor does providing more and improved facts, nor inculcating fear. Communication for social change must, they claim, entail efforts to increase the motivation to make a change, and efforts to lower the barriers to realizing it. In line with Moser and Dillon, we argue that people, in a democratic spirit, ought to be actively committed to environmental and/or social issues, making their voices and values heard, and not least to be able to contribute to the making of collective responses. In other words, environmental education needs to reach the hearts of students within various levels of education. Accordingly, the challenge is to acknowledge our emotions, which are responses to an uncertain situation: fear, anger, anxiety, desperation but also hope, optimism, faith, confdence and expectation. Acknowledging these feelings may be a powerful beginning of an essential conversation, which can open up possibilities for new understandings, new actions and new connections between people, and between people and more-than-humans. Actions – or inactions – we take today will make a difference in the future.
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| 7. |
- Jansson, Peter M., Filosofie Doktor, 1965-, et al.
(author)
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Working with emotions in social work practice : A pride-building model for institutional care of young people
- 2024
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In: Children and youth services review. - : Elsevier. - 0190-7409 .- 1873-7765. ; 161
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Journal article (peer-reviewed)abstract
- In this article we point out why social workers and treatment staff must have knowledge of how to identify emotions, understand their own emotions and understand the emotions they elicit in others as a prerequisite for successful rehabilitation. In particular, the emotions of shame and pride play a crucial role in the interaction between social workers and clients. There is currently a need for empirically applicable models that facilitate social workers and therapists in institutional care to identify shame and pride in the interaction with clients. Here we provide a model that can be used to analyze the quality of the social bonds between treatment staff and young clients in institutional care. Institutionalized treatment of young people is often based on an asymmetrical power relationship and the transformation of deviant young people's identity into normal ones. This is fraught with risks, as the power imbalance can preserve and reinforce deviant identities. To encourage the emergence of a normalized identity, the client's good qualities must form the basis of treatment. Greater understanding of the emotions evoked in a treatment situation is necessary for successful rehabilitation.
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| 8. |
- Kirvalidze, Mariam, et al.
(author)
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Effectiveness of integrated person-centered interventions for older people's care : Review of Swedish experiences and experts' perspective
- 2024
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In: Journal of Internal Medicine. - : John Wiley & Sons. - 0954-6820 .- 1365-2796.
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Journal article (peer-reviewed)abstract
- Older adults have multiple medical and social care needs, requiring a shift toward an integrated person-centered model of care. Our objective was to describe and summarize Swedish experiences of integrated person-centered care by reviewing studies published between 2000 and 2023, and to identify the main challenges and scientific gaps through expert discussions. Seventy-three publications were identified by searching MEDLINE and contacting experts. Interventions were categorized using two World Health Organization frameworks: (1) Integrated Care for Older People (ICOPE), and (2) Integrated People-Centered Health Services (IPCHS). The included 73 publications were derived from 31 unique and heterogeneous interventions pertaining mainly to the micro- and meso-levels. Among publications measuring mortality, 15% were effective. Subjective health outcomes showed improvement in 24% of publications, morbidity outcomes in 42%, disability outcomes in 48%, and service utilization outcomes in 58%. Workshop discussions in Stockholm (Sweden), March 2023, were recorded, transcribed, and summarized. Experts emphasized: (1) lack of rigorous evaluation methods, (2) need for participatory designs, (3) scarcity of macro-level interventions, and (4) importance of transitioning from person- to people-centered integrated care. These challenges could explain the unexpected weak beneficial effects of the interventions on health outcomes, whereas service utilization outcomes were more positively impacted. Finally, we derived a list of recommendations, including the need to engage care organizations in interventions from their inception and to leverage researchers' scientific expertise. Although this review provides a comprehensive snapshot of interventions in the context of Sweden, the findings offer transferable perspectives on the real-world challenges encountered in this field. image
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| 9. |
- Lindberg, Ylva, et al.
(author)
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Postdigital educational futures
- 2023
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In: Encyclopedia of Postdigital Science and Education. - Cham : Springer Publishing Company. - 9783031354694 - 9783031354694
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Book chapter (other academic/artistic)abstract
- This entry departs from promissory imaginaries about educational technology to show how postdigital research adopts a critical stance on futures. Futures are observed as both a research object and a methodological frame to understand an increasingly complex and technology-dense reality. Temporalities are identified as follows: futures in the present, near futures, far futures, and alternative futures. These situated time-spaces cater for different methodological approaches. Anticipatory methods are elaborated in relation to a near future, while far futures can be grasped through speculatively methods. Alternative futures are usually formulated in the literary vein of science fiction. The tendency in recent futures studies is to make explicit dimensions of ethics, care, and values in the crafting of educational futures.
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