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Exclusion
- 2018
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Ingår i: PARSE Journal. ; :8
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Annan publikation (övrigt vetenskapligt/konstnärligt)abstract
- The journal issue reflects a thematic focus on exclusion and highlighting various aspects of exclusion in education and the arts.
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| 4. |
- Hermansson, Christoffer, 1975, et al.
(författare)
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Artificiell intelligens och juristens kompetens
- 2021
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Ingår i: Noll, G. (Red.) (2021). AI, digitalisering och rätten : en lärobok. Studentlitteratur. - Lund : Studentlitteratur. - 9789144137858 ; , s. 159-201
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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- Hermansson, Cecilia, 1962-
(författare)
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Can self-assessed financial risk measures explain and predict bank customers' objective financial risk?
- 2018
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Ingår i: Journal of Economic Behavior and Organization. - : Elsevier. - 0167-2681 .- 1879-1751. ; April, s. 226-242
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Tidskriftsartikel (refereegranskat)abstract
- This paper evaluates risk preference measures by contrasting subjective or self-assessed risk with objective risk, as implicated by bank customers’ actual portfolio allocation. Using a detailed data set of 7,234 bank customers, we find that subjective risk measures can explain and predict objective risk, but that the relationship is relatively weak. Subjective measures that uses survey questions about the customers’ trade-off between risk and return is a better measure than the hypothetical lottery for explaining objective risk. Both measures are relatively weak at predicting objective risk, but perform better than using a naïve model. We also find that multiple-item variables are somewhat better than single-item variables for explaining objective risk.
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- Hermansson, Carina
(författare)
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Disembodied voice and embodied affect : e-reading in early childhood education
- 2017
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Ingår i: Nordic Journal of Literacy Research. - : Cappelen Damm AS - Cappelen Damm Akademisk. - 2464-1596. ; 3:1, s. 12-25
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Tidskriftsartikel (refereegranskat)abstract
- This article is based on observations made in a Swedish digital early childhood classroom during reading time. The question of ‘what is happening’ in the digital classroom when six-year-olds read a fictional electronic book is explored through video observations focusing on children learning to read by engaging in e-books. Informed by affect, as described by Baruch de Spinoza and interpreted by Gilles Deleuze, this article provides a way to attend to the highly dynamic encounters between bodies, ideas and materiality that characterize the children’s engagement in e-reading. The analysis suggests that the digital voice is a vital component for activating engagement in and a drive for reading through the moments and movements of embodied reading when children co-read a fictional e-book on their own. Focusing on how e-book reading is enacted in the educational everyday reading practices, this article is an empirically grounded contribution to the understanding of how e-reading is constituted in contemporary digital classroom in all its complexity.
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