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- Norbergh, Karl-Gustaf, 1950-, et al.
(author)
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Omvårdnad på avancerad nivå : kärnkompetenser inom sjuksköterskans specialistområden
- 2013
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In: Omvårdnad på avancerad nivå. - Lund : Studentlitteratur. - 9789144071459 ; , s. webb artiklar-
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Editorial collection (other academic/artistic)abstract
- Denna bok och webb är den efterfrågade och fristående fortsättningen på Omvårdnadens grunder. Redan före sin publicering har Omvårdnad på avancerad nivå varit känd för många under det lekfulla arbetsnamnet Omvårdnadens höjder. Innehållet är två sammanflätade delar: en tryckt bokdel och en digital webbdel. Den senare är helt unik i sitt slag. Ett åttiotal forskande och/eller kliniskt verksamma sjuksköterskor har skapat en digital artikelsamling som beskriver tillämpningen av avancerad omvårdnad inom respektive specialistområde. Webbmaterialet innehåller även sammanfattande ljudklipp, frågor samt den tryckta boken i sin helhet så att den kan läsas på exempelvis iPad. Detta är det första bokverket i Sverige som beskriver huvudområdet omvårdnad på avancerad nivå. Utgångspunkten är de sex kärnkompetenser som är gemensamma för alla professioner inom hälso- och sjukvården och som Svensk sjuksköterskeförening rekommenderar bör utgöra en röd tråd med progression genom utbildningarnas nivåer: Personcentrerad vård Samverkan i team Evidensbaserad vård Förbättringskunskap för kvalitetsutveckling Säker vård Informations- och kommunikationsteknologi Tillsammans bildar bok och webb ett gemensamt och mångfaldigt innehåll för specialistsjuksköterskeutbildningarna. Avsikten är att skapa en grund för dessa utbildningar och deras motsvarigheter där omvårdnad på avancerad nivå kan beskrivas och problematiseras. Instruktioner för hur du kommer åt det digitala materialet finns på omslagets insida.
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- Holmberg, John, 1963, et al.
(author)
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Low-carbon transitions and the good life
- 2012
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Reports (other academic/artistic)abstract
- A transition to a low-carbon economy requires farreaching reductions in emissions, which in addition will have to take place at the same time as the global population is growing. A growing population also makes ever greater demands on welfare, while the ecological, social and economic systems that have to sustain this development are already under severe strain. It is commonly argued that emission reductions in a growing world economy can and should be achieved by technical innovations so that the transition to a low-carbon economy does not imply a negative impact on human well-being.This report discusses whether there might perhaps be another way of understanding the situation. Is the presumed linkage between well-being and climate impact always negative? Could a greater focus on human well-being be a driver of, rather than an obstacle to, sustainable development? This report attempts to identify possible strategies to support both [the good life] and decreased emissions. By adopting this research approach, the authors aim to make a contribution to the discussion of low-carbon transitions in society.
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Algebra, Geometry, and Mathematical Physics 2010
- 2012
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In: Journal of Physics: Conference Series. - : IOP Publishing. - 1742-6596 .- 1742-6588.
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Editorial collection (other academic/artistic)abstract
- This proceedings volume presents results obtained by the participants of the 6th Baltic–Nordic workshop 'Algebra, Geometry, and Mathematical Physics (AGMP-6)' held at the Sven Lovén Centre for Marine Sciences in Tjärnö, Sweden on October 25–30, 2010. The Baltic–Nordic Network AGMP 'Algebra, Geometry, and Mathematical Physics' http://www.agmp.eu was created in 2005 on the initiative of two Estonian universities and two Swedish universities: Tallinn University of Technology represented by Eugen Paal (coordinator of the network), Tartu University represented by Viktor Abramov, Lund University represented by Sergei Silvestrov, and Chalmers University of Technology and the University of Gothenburg represented by Alexander Stolin. The goal was to promote international and interdisciplinary cooperation between scientists and research groups in the countries of the Baltic–Nordic region in mathematics and mathematical physics, with special emphasis on the important role played by algebra and geometry in modern physics, engineering and technologies. The main activities of the AGMP network consist of a series of regular annual international workshops, conferences and research schools. The AGMP network also constitutes an important educational forum for scientific exchange and dissimilation of research results for PhD students and Postdocs. The network has expanded since its creation, and nowadays its activities extend beyond countries in the Baltic–Nordic region to universities in other European countries and participants from elsewhere in the world. As one of the important research-dissimilation outcomes of its activities, the network has a tradition of producing high-quality research proceedings volumes after network events, publishing them with various international publishers.
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- Danielsson, Anna, 1978-, et al.
(author)
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Studying Power and Knowledge in the Technology Classroom: Towards a Conceptual Framework
- 2014
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In: BERA Annual Conference 2014.
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Conference paper (other academic/artistic)abstract
- This paper reports on an empirical exploration of the constitution of power and knowledge in science and technology (S&T) classrooms. A deepened examination of the teaching of S&T is partly motivated by high status of these subjects in society, how they are portrayed as crucial both for the individual, in order to function in an increasingly technologically advanced society, and for the society at large, while finding it increasingly difficult to attract interest among the youth. The aim of this paper is to develop and illustrate the use of a conceptual framework for exploring how power relations are constituted in the technology classroom – in terms of what Foucault (1982/2002) conceptualises as ‘actions upon actions’ (p. 340) – by the research questions: 1) How are teacher actions communicating how and what knowledge is privileged in the classroom? 2) How is this knowledge privileging establishing power relations, in terms of possibilities for student actions? The conceptual framework makes use of practical epistemological analysis (Wickman & Östman 2002) as an analytical tool for describing teacher actions that involves a privileging of a certain educational content. Furthermore, it also utilises an adaptation of Brousseau’s (1997) concept ‘didactical contract’ that includes a Foucauldian conceptualisation of power. The empirical design relies on a purposive sampling of classrooms, documenting classroom activities using video recordings. This paper will illustrate the use of the conceptual framework, by an analysis of a case of three lessons in one Swedish technology classroom in grade 8. The topic of these lessons concerns solid and stable constructions. The pupils work in smaller groups with construction of bridges, a very common activity when working with this topic in Swedish classrooms. The first stage of the analysis focuses the actions initiated by the teacher, through the identification of epistemological moves (Lidar et al. 2006), such as instructional or confirming moves. In a second stage, the analysis focuses on how these ‘moves’ are functional in constituting a ‘didactical contract’, that is ‘the (specific) set of behaviours of the teacher which are expected of the students and the set of behaviours of the student which are expected by the teacher’ (Brousseau & Warfield 1999, p. 47). In summary, we argue that the investigation of how power and knowledge interrelate in moment-to-moment interactions in the classroom may provide additional clues to how micro-inequalities, adding up to patterns of exclusion in S&T (Rosser 2012), occur in the classroom context.
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- Johansson, Helena, 1971-
(author)
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Mathematical Reasoning in Physics Tests : Requirements, Relations, Dependence
- 2013
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Licentiate thesis (other academic/artistic)abstract
- By analysing and expanding upon mathematical reasoning requirements in physics tests, this licentiate thesis aims to contribute to the research studying how students’ knowledge in mathematics influence their learning of physics. A sample of physics tests from the Swedish National Test Bank in Physics was used as data, together with information of upper secondary students’ scores and grades on the tests. First it was decided whether the tasks in the tests required mathematical reasoning at all and if they did, that reasoning was characterised. Further, the relation between students’ grades and mathematical reasoning requirements was examined. Another aim in this thesis is to try out if the Mantel-Haenszel procedure is an appropriate statistical method to answer questions about if there is a dependence between students’ success on different physics tasks requiring different kinds of mathematical reasoning. The results show that 75% of the tasks in the physics tests require mathematical reasoning and that it is impossible to pass six out of eight tests without mathematical reasoning. It is also revealed that it is uncommon that a student gets a higher grade than Pass without solving tasks that require the student to come up with not already familiar solutions. It is concluded that the Mantel-Haenszel procedure is sensitive to the number of students each teacher accounts for. If there are not too few students, the procedure can be used. The outcome indicates that there is a dependence between success on tasks requiring different kinds of reasoning. It is more likely that a student manages to solve a task that requires the produce of new reasoning if the student has solved a task that is familiar from before.
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