| 1. |
- Andersson, Ulrika, et al.
(författare)
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The unbounded body of the law of rape : the intrusive criterion of non-consent
- 2018
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Ingår i: Responsible selves. - : Routledge. - 075462160X - 9780815376514 - 9781315193656 ; , s. 331-352
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Bokkapitel (refereegranskat)abstract
- In the judicial context, the law of rape is plied chiefly around two central concepts: force and non-consent. These concepts are analogues to male and female sexuality and lie at the heart of what may be described as the dichotomy of rape law. When force is part of the legislative definition of rape, non-consent seems to be used in case law as an instrument to decide whether force may be proven. On the contrary, when the legislative definition contains non-consent, force is generally looked at in order to prove non-consent.
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| 2. |
- Björklund, Lars, 1956, et al.
(författare)
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Examinatorns erfarenhet avgör bedömningen
- 2016
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Ingår i: Vetenskapsrådets resultatdialog 2016. - 9789173073363 ; , s. 36-44
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Bokkapitel (övrigt vetenskapligt/konstnärligt)
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| 3. |
- Hagström, Mirjam, 1976-
(författare)
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Raka spår, sidospår, stopp : Vägen genom gymnasieskolans språkintroduktion som ung och ny i Sverige
- 2018
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Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Avhandlingen undersöker hur ungdomar som nyligen har kommit till Sverige upplever sin vardag, i och utanför skolan, under den första tiden efter migrationen, samt hur de ser på sin framtid i det svenska samhället. Studien bygger på intervjuer med 45 ungdomar i åldern 16 - 20, som alla studerar på gymnasieprogrammet språkintroduktion. Genom att visa på och analysera så väl likheter som variationer i ungdomarnas erfarenheter framträder en komplex väv av institutionella, strukturella och relationella praktiker som skapar specifika villkor för ungdomarna i studien. Skolan är ett ytterst betydelsefullt sammanhang i ungdomarnas vardag. Genom skolan får de tillgång till ett socialt sammanhang, och utbildningen gör det möjligt för ungdomarna att blicka framåt. Samtidigt framkommer organisatoriska, rumsliga och sociala gränser i skolan som i olika grad begränsar deras upplevda hemmastaddhet och rörlighet inom utbildningssystemet. På ett liknande sätt framträder upplevda sociala och rumsliga gränser i vardagen utanför skolan. Det innebär att tillvaron som ung och ny i Sverige kan beskrivas som en vardag vid sidan av, i och utanför skolan.
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| 4. |
- Lundström, Johanna, et al.
(författare)
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Comparing buffer zone alternatives in forest planning using a decision support system
- 2018
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Ingår i: Scandinavian Journal of Forest Research. - : Informa UK Limited. - 0282-7581 .- 1651-1891. ; 33, s. 493-501
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Tidskriftsartikel (refereegranskat)abstract
- Increased awareness of the connection between forest management activities and negative effects on water quality means that forestry needs to consider its potential impact on the aquatic environment when planning operations. Protective buffer zones are effective, but their design can vary. To be able to incorporate up-to-date scientific theory into practical applications easy-to-use planning tools are needed. In this study, we evaluate different buffer zone alternatives by using the freely available decision support system Heureka. The consequences on both economic and ecological values over a time period of 100 years were evaluated for two buffer zone approaches and three management alternatives within the buffer zones. Results indicated that there is a trade-off between economic and ecological values when managing the buffer zones. To be able to perform the analyses within Heureka, a new tool was developed. This software development provides access to a forest planning tool that can help improve nature conservation.
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| 5. |
- Lundström, Johanna, et al.
(författare)
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Considering Future Potential Regarding Structural Diversity in Selection of Forest Reserves
- 2016
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Ingår i: PLoS ONE. - : Public Library of Science (PLoS). - 1932-6203. ; 11
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Tidskriftsartikel (refereegranskat)abstract
- A rich structural diversity in forests promotes biodiversity. Forests are dynamic and therefore it is crucial to consider future structural potential when selecting reserves, to make robust conservation decisions. We analyzed forests in boreal Sweden based on 17,599 National Forest Inventory (NFI) plots with the main aim to understand how effectiveness of reserves depends on the time dimension in the selection process, specifically by considering future structural diversity. In the study both the economic value and future values of 15 structural variables were simulated during a 100 year period. To get a net present structural value (NPSV), a single value covering both current and future values, we used four discounting alternatives: (1) only considering present values, (2) giving equal importance to values in each of the 100 years within the planning horizon, (3) applying an annual discount rate considering the risk that values could be lost, and (4) only considering the values in year 100. The four alternatives were evaluated in a reserve selection model under budget-constrained and area-constrained selections. When selecting young forests higher structural richness could be reached at a quarter of the cost over almost twice the area in a budget-constrained selection compared to an area-constrained selection. Our results point to the importance of considering future structural diversity in the selection of forest reserves and not as is done currently to base the selection on existing values. Targeting future values increases structural diversity and implies a relatively lower cost. Further, our results show that a re-orientation from old to young forests would imply savings while offering a more extensive reserve network with high structural qualities in the future. However, caution must be raised against a drastic reorientation of the current old-forest strategy since remnants of ancient forests will need to be prioritized due to their role for disturbance-sensitive species.
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| 6. |
- Lundström, Mats, et al.
(författare)
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Assessing student theses : differences and similarities between examiners from different academic disciplines
- 2016
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Ingår i: Practitioner Research in Higher Education. - : University of Cumbria. - 1755-1382. ; 10:1, s. 217-226
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Tidskriftsartikel (refereegranskat)abstract
- The writing of student theses is an important activity at universities and is expected to demonstrate the students’ academic skills. In the teacher-education programme, examiners from different academic disciplines are involved in supervising and examining student theses. Moreover, different subject disciplines have different traditions concerning what is seen as knowledge and the way research is performed, which could result in different assessment practices and judgements. Earlier studies demonstrate a fragmented picture concerning the importance of the examiners’ academic discipline in judging theses. The purpose of this article is to investigate whether examiners from different academic subject disciplines emphasise similar or different criteria when assessing student theses. A total of 66 examiners from six universities with teacher education programmes in Sweden have answered an online Q-survey where they compared different criteria and rank-ordered them. The results demonstrate minor differences between individuals from different academic disciplines: Only two out of the 45 criteria had significant differences between academic discipline groups. Thus, the results indicate that teacher education is a boundary-crossing, multi-disciplinary field which primarily uses generic criteria.
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| 7. |
- Lundström, Mats, et al.
(författare)
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Examine student theses : similarities and differences in relation to examiners’ experience
- 2015
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- Background As one important examination among others, students in higher education are supposed to write different kind of texts that are academically correct. It is common that the student in the end of their under-graduate education write some kind of thesis. This thesis should in the Swedish education system fulfill two different goals. By this means that the student thesis should be used for both demonstrating knowledge of different subjects as science or pedagogy and as qualification for future studies, for instance Ph D-studies. However, what is regarded as academically correct and of good quality may differ between both different subject traditions and between different examiners. Some studies (e.g. Härnqvist, 1999) have demonstrated large differences in examiners opinion on what is good quality in theses. On the other hand, Bettany-Saltikov et al. (2009) found very good inter-rater reliability between examiners from different disciplines in a small-scale investigation, when using generic assessment criteria on master thesis. The mentioned double aim with the theses might reinforce or at least generate different emphasis on criteria among examiners depending on experience, subject tradition and different focus on purpose. This paper discusses which criteria examiners at teacher education programmes use when they examine students’ theses. Method A web-based questionnaire has been sent out to 120 examiners from three different universities in Sweden. The main part of the survey contains 45 criteria that examiners in earlier interviews have stated as important in student theses (e.g. relevant research questions, deep in analysis, red thread) and a Q-methodology was used (Shemmings, 2006). In the Q-methodology the informants were first asked to sort out the criteria in three piles; less important, important, and most important. Thereafter the informants once again sorted out the same criteria in different piles, in the end they have ranked the criteria from 1-9 where 9 is most important. This ranking formed a Q-grid. The informants were also asked some background questions about their experience as examiners, major subject and what kind of pre-service teacher education they mainly work at. Analysis/ Results Focus in the first analysis was similarities and differences between novices and experienced examiners. Earlier research (Kiley & Mullins, 2004) indicates that less experienced examiners pay more attention to institutional criteria. In the same study, experienced examiners tended to take a more holistic approach on examination. Results will be presented at the conference.
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| 8. |
- Lundström, Mats, et al.
(författare)
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Konsumtionsuppsatser som ny bedömningspraktik för lärarutbildare
- 2019
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Ingår i: Pedagogisk forskning i Sverige. - : Linnaeus University. - 1401-6788. ; 24:1, s. 25-45
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Tidskriftsartikel (refereegranskat)abstract
- Vid den senaste lärarutbildningsreformen beslutades att på de flesta lärarutbildningsprogrammen ska lärarstudenter skriva självständiga arbeten omfattande totalt 30 högskolepoäng. Vid många lärosäten har detta lett till en uppdelning i två olika självständiga arbeten: en konsumtions- och en produktionsuppsats. Denna studie undersöker om konsumtionsuppsatser – en typ av kunskapsöversikter – innebär en ny bedömningspraktik för lärarutbildare som examinatorer. Examinatorer vid lärosäten med lärarutbildning har blivit intervjuade och fått besvara en enkät rörande dessa bedömningskriterier. Resultaten indikerar att en majoritet av examinatorerna inte ser stora skillnader mellan att bedöma en konsumtionsuppsats och en mer traditionell produktionsuppsats där egen empiri i form av till exempel intervjuer samlas in och analyseras. Vid intervjuerna framkom dock några skillnader mellan de två uppsatstyperna. Dessa hänger huvudsakligen ihop med antingen hur strukturen byggs upp, vad som är metod eller hur forskningsförankringen är framskriven. Slutsatsen blir att den nya form av uppsatser som konsumtionsuppsatser innebär inte tycks ha renderat i någon stor förändring av bedömningspraktiken hos examinatorerna.
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| 9. |
- Lundström, Mats, et al.
(författare)
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Konsumtionsuppsatser som ny bedömningspraktik för lärarutbildare [Systematic reviews as new assessment practice for teacher educators]
- 2019
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Ingår i: Pedagogisk forskning i Sverige. - : Linnaeus University. - 1401-6788 .- 2001-3345. ; 24:1, s. 25-45
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Tidskriftsartikel (refereegranskat)abstract
- Vid den senaste lärarutbildningsreformen beslutades att på de flesta lärarutbildningsprogrammen ska lärarstudenter skriva självständiga arbeten omfattande totalt 30 högskolepoäng. Vid många lärosäten har detta lett till en uppdelning i två olika självständiga arbeten: en konsumtions- och en produktionsuppsats. Denna studie undersöker om konsumtionsuppsatser – en typ av kunskapsöversikter – innebär en ny bedömningspraktik för lärarutbildare som examinatorer. Examinatorer vid lärosäten med lärarutbildning har blivit intervjuade och fått besvara en enkät rörande dessa bedömningskriterier. Resultaten indikerar att en majoritet av examinatorerna inte ser stora skillnader mellan att bedöma en konsumtionsuppsats och en mer traditionell produktionsuppsats där egen empiri i form av till exempel intervjuer samlas in och analyseras. Vid intervjuerna framkom dock några skillnader mellan de två uppsatstyperna. Dessa hänger huvudsakligen ihop med antingen hur strukturen byggs upp, vad som är metod eller hur forskningsförankringen är framskriven. Slutsatsen blir att den nya form av uppsatser som konsumtionsuppsatser innebär inte tycks ha renderat i någon stor förändring av bedömningspraktiken hos examinatorerna.
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| 10. |
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