| 1. |
- Berg, Elisabeth Gräslund, et al.
(författare)
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Praktiker som gör skillnad : Om den verb-inriktade metoden
- 2013
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Ingår i: Historisk Tidskrift. - 0345-469X .- 2002-4827. ; 133:3, s. 335-354
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Tidskriftsartikel (refereegranskat)abstract
- This article discusses the so-called verb-oriented method and its role in the research project Gender and Work in early modern Sweden (GaW), which is based at Uppsala University. It provides a presentation of the GaW-database, which has been designed to allow analysis according to the verb-method. Finally, the article points out that this method can be combined with a number of different theoretical approaches as long as the focus is on practices. It is therefore compatible with the approaches of e.g., Judith Butler, Michel de Certeau, and Amartya Sen. Work is defined as "time-use with the purpose of making a living" and the article discusses why data on time-use, or actual work activities, are better suited for research into early modern Swedish working life than other types of data. It shows that activities are usually described in the sources by verb-phrases, and explains how and from what sources verb-phrases are collected and analyzed within the project. In order to allow for generalizations the verb-method presupposes large amounts of data. This is the rationale for the GaW-database, which at present includes around 5000 verb-phrases and 75000 data posts.
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| 3. |
- Bradley, Linda, 1961, et al.
(författare)
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A Design for Intercultural Exchange – An Analysis of Engineering Students’ Interaction with English Majors in a Poetry Blog
- 2011
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Ingår i: Second language teaching and learning with technology: views of emergent researchers. - 9781908416001
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Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Web based writing platforms allowing for exchanges across the world are increasingly being used in education. These recent forms of textual practice are highly related to conditions offered by the technology, allowing users, who previously were primarily consumers, to become producers of text. This chapter investigates student interaction over a blog in an intercultural student exchange between native speakers and nonnative speakers of English in higher education analysing and interpreting poetry. The groups of students involved in this study belong not only to different academic disciplines, but also differ in terms of nationality and language background. In the blog posts, the students’ cultural voices are heard, offering a meeting between very contrasting groups. Scrutinising the student postings, the threaded discussions show ways that students thematise content and meaning in the poems. The results show that there are a number of features at play in an intercultural environment where language and translation issues are prominent parts of the student discussions, offering extended perspectives to the students’ initial views. Collaborative efforts in such a diverse environment are important when negotiating meaning and extending students’ understanding of poetry.
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| 4. |
- Bradley, Linda, 1961, et al.
(författare)
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Language learning in a wiki: Student contributions in a web based learning environment
- 2010
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Ingår i: Themes in Science and Technology Education. - 1792-8788. ; 3:1-2, s. 63-80
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Tidskriftsartikel (refereegranskat)abstract
- Emerging social writing platforms offer possibilities for language learners to collaborate around joint assignments. One such environment is the wiki, generally hosting two prominent modes of usage, web pages and discussion forums. This study investigates software engineering students’ use of a wiki as an integrated tool within the frames of a language course. The purpose of the case study was to investigate the student interaction in a student driven design setting and what the implications are for language learning in such an environment. The findings show that the two modes of interaction host primarily three types of activity, contributing and writing together, evaluating and peer reviewing, and arguing and discussing. These three activities convey different ways of collaborating and sharing text online. Once a group had chosen a mode for their collaboration, they tend to stay with it throughout their work.
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| 5. |
- Bradley, Linda, 1961, et al.
(författare)
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Rationalities of collaboration for language learning in a wiki
- 2010
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Ingår i: ReCALL. - 0958-3440. ; 22:2, s. 247-264
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Tidskriftsartikel (refereegranskat)abstract
- For language learning, online environments allowing for user generated content are becoming increasingly important since they offer possibilities for learners to elaborate on assignments and projects. This study investigates what wikis can do as a means to enhance group interaction, when students are encouraged to participate in constructing text and exchanging peer response. The research focus is on exploring what interaction unfolds in the wiki and how it promotes language learning, from a sociocultural perspective. This interaction is framed both by affordances in the wiki but also by what is expected from students as language learners in an English for Specific Purposes class environment. The analysis has a multilevel approach, focusing on patterns of interaction and the nature of feedback. The study shows that collaboration becomes specifically interesting from a language learning perspective. In the findings, on the student wiki pages there are numerous contributions relating to both local language and global content. Revising co-constructed text opens up possibilities for the students to evaluate existing contributions and it also provides opportunities for them to suggest constructive changes. In addition, with the environment being web based, we discuss certain benefits arising from the fact that it allows for user-generated content.
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| 6. |
- German Millberg, Lena, et al.
(författare)
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Tensions related to implementation of postgraduate degree projects in specialist nursing education
- 2011
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Ingår i: Nurse Education Today. - Oxford : Elsevier. - 0260-6917 .- 1532-2793. ; 31:3, s. 283-288
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Tidskriftsartikel (refereegranskat)abstract
- In conjunction with the introduction of the Bologna process in Sweden, specialist nursing education programmes were moved up to the second cycle of higher education with the opportunity to take a one-year master's degree, which also meant that students would undertake a degree project carrying 15 ECTS. The purpose of this study was to examine the introduction of postgraduate degree projects on the second-cycle level into Swedish specialist nursing programmes in accordance with the Bologna process. Five universities were involved and the study design took the form of action research. Problem formulation, planning, evaluation and follow-up with reflection led to new actions over a period of 2 1/2 years. Through a review of local curriculum documents, the implementation of a postgraduate degree project was monitored and these reviews, together with field notes, were analysed by means of constant comparative analysis. The results revealed a variety of tensions that arose when postgraduate degree projects were introduced, taking the form of differing views on the relationship between research, clinical development, specific professional objectives and academic objectives. These tensions were reflected in six areas of change. In summary, it can be noted that implementation of the postgraduate degree projects highlighted tensions related to basic views of learning. © 2010 Elsevier Ltd.
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| 9. |
- Lindström, Irma, 1947, et al.
(författare)
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A Tentative Didactic Model for Theses in Collaboration with Clinical Practice: The Swedish Case of the Implementation of the Bologna Process in Specialist Nurse Programs
- 2010
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Ingår i: 2010 Nursing education in a global community: Collaboration and networking for the future. 3rd International Nurse Education Conference. 11-14 April, 2010 Sydney, Australia. ; 2010:Abstract Book, www.NETNEP-conference.elsevier.com
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Konferensbidrag (refereegranskat)abstract
- Introduction: The European higher education reform known as the “Bologna Process” implies further integration and harmonization of nursing education programs into the higher education system. The consequences for the specialist nurse programs are the following: all courses within the programs are on master’s level, called second cycle, and the programs include a degree project which corresponds to a master’s thesis. A collaborative project was initiated in the beginning of this implementation in order to jointly facilitate the development of structures for students’ degree projects. The purpose of this presentation is to report a tentative didactic model for degree projects in collaboration between universities and clinical practice. Methods: Framed by action research, an inductive multi-case study design was chosen. Five collaborating universities constitute one case respectively. A combination of methods has been used: questionnaires to students, focus groups with faculty members, descriptive analysis of curricula and field notes. Results: A tentative model for degree projects within the specialist nurse programs will be presented: didactic intentions, integration of evidence-based experienced-based and improvement knowledge, balancing generic skills with professional skills, and balancing aims and prerequisites from the university and clinical practice. Four collaborative foci are emphasized: identification of problems for research and development (R&D) in dialogues with clinical practice, development of R&D projects driven by clinical practitioners, thesis supervision by clinical practitioners and researchers, feedback of degree projects’ results to clinical practice. Discussion: The model could serve as a resource for enhancing the collaboration between educational and clinical settings, and thereby, constitute a significant facilitator for students to perform projects as part of clinical R&D projects. This is particularly important in the implementation of the Bologna process in the specialist nurse programs. Since we lack tradition to include theses in clinical R&D projects, we have a tendency to foremost connect students’ projects mostly to university driven research. Key words: Bologna Process, Master Thesis, Implementation, Tentative Didactive Model
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| 10. |
- Sundh, Henrik, 1976, et al.
(författare)
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Development of intestinal ion-transporting mechanisms during smoltification and seawater acclimation in Atlantic salmon Salmo salar
- 2014
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Ingår i: Journal of Fish Biology. - : Wiley. - 0022-1112. ; 85:4, s. 1227-1252
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Tidskriftsartikel (refereegranskat)abstract
- This study investigated the expression of ion transporters involved in intestinal fluid absorption and presents evidence for developmental changes in abundance and tissue distribution of these transporters during smoltification and seawater (SW) acclimation of Atlantic salmon Salmo salar. Emphasis was placed on Na+, K+-ATPase (NKA) and Na+, K+, Cl- co-transporter (NKCC) isoforms, at both transcriptional and protein levels, together with transcription of chloride channel genes. The nka alpha 1c was the dominant isoform at the transcript level in both proximal and distal intestines; also, it was the most abundant isoform expressed in the basolateral membrane of enterocytes in the proximal intestine. This isoform was also abundantly expressed in the distal intestine in the lower part of the mucosal folds. The protein expression of intestinal Nka alpha 1c increased during smoltification. Immunostaining was localized to the basal membrane of the enterocytes in freshwater (FW) fish, and re-distributed to a lateral position after SW entry. Two other Nka isoforms, alpha 1a and alpha 1b, were expressed in the intestine but were not regulated to the same extent during smoltification and subsequent SW transfer. Their localization in the intestinal wall indicates a house-keeping function in excitatory tissues. The absorptive form of the NKCC-like isoform (sub-apically located NKCC2 and/or Na+, Cl(-)co-transporter) increased during smoltification and further after SW transfer. The cellular distribution changed from a diffuse expression in the sub-apical regions during smoltification to clustering of the transporters closer to the apical membrane after entry to SW. Furthermore, transcript abundance indicates that the mechanisms necessary for exit of chloride ions across the basolateral membrane and into the lateral intercellular space are present in the form of one or more of three different chloride channels: cystic fibrosis transmembrane conductance regulator I and II and chloride channel 3.
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