| 1. |
- Kehoe, Laura, et al.
(författare)
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Make EU trade with Brazil sustainable
- 2019
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Ingår i: Science. - : American Association for the Advancement of Science (AAAS). - 0036-8075 .- 1095-9203. ; 364:6438, s. 341-
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Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)
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| 2. |
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- 2017
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Ingår i: Physical Review D. - 2470-0010 .- 2470-0029. ; 96:2
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Tidskriftsartikel (refereegranskat)
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| 3. |
- Al-Chalabi, Ammar, et al.
(författare)
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July 2017 ENCALS statement on edaravone
- 2017
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Ingår i: Amyotrophic Lateral Sclerosis and Frontotemporal Degeneration. - : TAYLOR & FRANCIS LTD. - 2167-8421 .- 2167-9223. ; 18:7-8, s. 471-474
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Tidskriftsartikel (refereegranskat)abstract
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| 4. |
- Glimelius, Bengt, et al.
(författare)
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U-CAN : a prospective longitudinal collection of biomaterials and clinical information from adult cancer patients in Sweden.
- 2018
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Ingår i: Acta Oncologica. - : Taylor & Francis. - 0284-186X .- 1651-226X. ; 57:2, s. 187-194
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Tidskriftsartikel (refereegranskat)abstract
- Background: Progress in cancer biomarker discovery is dependent on access to high-quality biological materials and high-resolution clinical data from the same cases. To overcome current limitations, a systematic prospective longitudinal sampling of multidisciplinary clinical data, blood and tissue from cancer patients was therefore initiated in 2010 by Uppsala and Umeå Universities and involving their corresponding University Hospitals, which are referral centers for one third of the Swedish population.Material and Methods: Patients with cancer of selected types who are treated at one of the participating hospitals are eligible for inclusion. The healthcare-integrated sampling scheme encompasses clinical data, questionnaires, blood, fresh frozen and formalin-fixed paraffin-embedded tissue specimens, diagnostic slides and radiology bioimaging data.Results: In this ongoing effort, 12,265 patients with brain tumors, breast cancers, colorectal cancers, gynecological cancers, hematological malignancies, lung cancers, neuroendocrine tumors or prostate cancers have been included until the end of 2016. From the 6914 patients included during the first five years, 98% were sampled for blood at diagnosis, 83% had paraffin-embedded and 58% had fresh frozen tissues collected. For Uppsala County, 55% of all cancer patients were included in the cohort.Conclusions: Close collaboration between participating hospitals and universities enabled prospective, longitudinal biobanking of blood and tissues and collection of multidisciplinary clinical data from cancer patients in the U-CAN cohort. Here, we summarize the first five years of operations, present U-CAN as a highly valuable cohort that will contribute to enhanced cancer research and describe the procedures to access samples and data.
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| 5. |
- Nolgård, Olle, et al.
(författare)
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Considering the past and present of Romani in Sweden : Secondary school pupils' thinking and caring about the history of the Romani in national tests
- 2019
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Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 10:4, s. 344-367
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Tidskriftsartikel (refereegranskat)abstract
- In this study, we analyse 126 secondary pupils’ responses to national test questions designed to make them think and care about the history of national minorities in Sweden. Using a mixed method approach we find that historical thinking and empathy as caring are tightly interlinked in the responses. In particular, the cognitive act of corroborating historical sources about the treatment of minorities is linked to historical empathy as caring – while sourcing seems like a separate process. We also find that pupils struggle to link the past to the present and the future more than they do with sourcing and corroboration. Engaging with the past of discrimination of minorities makes pupils take critical positions beyond established dimensions of historical thinking. Our findings highlight how we need to better understand how to scaffold pupils’ practical knowledge, skills and attitudes in ideologically and emotionally charged issues.
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| 6. |
- Nordkvist, Rickard, 1978-
(författare)
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Att begripliggöra det förflutna : En studie av hur åtta historielärare i samtal och planering föreställer sig historieundervisning inriktad mot att motverka fragmentering
- 2017
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Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Fragmentation refers to the difficulties that students face when attempting to utilise substantive knowledge to make a useable big picture of the past. What possibilities are there to prevent fragmentation, within the framework of regular history teaching in school? In this thesis I tackle this question with interest in teaching methods proposed by history teachers.The research project is designed with the intention to provide the participating teachers with “reasonably good conditions” to be able to form an opinion about the problem of fragmentation. In the research project the participating teachers take part of litterature from the research field of history teaching, and processing the problem of fragmentation through discussion in focus groups and through planning of a history course.In this study I investigate how eight history teachers, given “reasonably good conditions”, imagine feasible teaching in order to prevent fragmentation within the frames of a History 1a1 course. Three research objects are being investigated. What are the teachers´ views regarding: 1) efficient teaching to prevent fragmentation? 2) the framework of teaching? 3) a History course that is including an action plan in order to prevent fragmentation?The study shows that the teachers experience limited possibilities to conduct efficient teaching to prevent fragmentation within the frames of a History 1a1-course. The teachers still, regardless of these limitations, find it possible to conduct strategically focused teaching to prevent fragmentation. The teaching strategies presented by the teachers can be more or less significant and the teachers are not necessarily prepared to allot time and resources to these strategies. Feasible teaching in order to prevent fragmentation is not necessarily associated with strategically aimed teaching.
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| 7. |
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| 8. |
- Nygren, Thomas, 1972-, et al.
(författare)
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Critical thinking in national tests across four subjects in Swedish compulsory school
- 2019
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Ingår i: Education Inquiry. - : Routledge. - 2000-4508. ; 10:1, s. 56-75
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Tidskriftsartikel (refereegranskat)abstract
- Critical thinking is brought to the fore as a central competence in today’s society and in school curricula, but what may be emphasised as a general skill may also differ across school subjects. Using a mixed methods approach we identify general formulations regarding critical thinking in the Swedish curriculum of school year nine and seven more subject-specific categories of critical thinking in the syllabi and national tests in history, physics, mathematics and Swedish. By analysing 76 individual students’ critical thinking as expressed in national tests we find that a student that thinks critically in one subjects does not necessarily do so in other subjects. We find that students’ grades in different subjects are closely linked to their abilities to answer questions designed to test critical thinking in the subjects. We also find that the same formulations of critical thinking in two subjects may mean very different things when translated into assessments. Our findings suggest that critical thinking among students comprise different, subject-specific skills. The complexity of our findings highlights a need for future research to help clarify to students and researchers what it means to think critically in school.
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| 9. |
- Nygren, Thomas, 1972-
(författare)
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Digital källkritik i nyhetsflöden och undervisning
- 2018
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Ingår i: Medie-och informationskunnighet (MIK) i den digitala tidsåldern. - : Nordicom. - 9789187957963 - 9789187957970 ; , s. 63-67
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)
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| 10. |
- Nygren, Thomas, 1972-, et al.
(författare)
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Diversity and credibility in young people’s news feeds : A foundation for teaching and learning citizenship in a digital era
- 2019
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Ingår i: Journal of Social Science Education. - 1618-5293. ; 18:2, s. 87-109
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Tidskriftsartikel (refereegranskat)abstract
- Key points: – Citizen science approach to map young people’s digital news feeds.− Students predominately read hard news.− Digital news comes primarily from established news media sites deemed credible by students.− On social media, students mostly share news they find credible.− Students' authentic news feeds as potentials and challenges in education and democracy.Purpose: The credibility of digital news is presently a topic of debate, and curricula underline the importance of media literacy. However, the content and credibility of young people’s news feeds have not been investigated in detail in any large-scale studies. Here we explore the nature of news featured in Swedish upper secondary school students’ news feeds, how news is shared, and how credible the news is according to the students.Approach: Using citizen science and a mixed methods approach we review 2617 news from authentic news feeds.Findings: The students’ news feeds primarily contain hard news from established news media. News is predominately found on news domains, not through social media. Soft news is less common and is perceived as less credible. Boys find more sports while girls identify more entertainment and lifestyle news. The news feeds also contain some highly biased political information.Research limitations: The study was carried out in Sweden, and further international research on authentic news feeds is needed to view results in relation to society and educational practices.Research and practical implications: In education, students’ news feeds can be used to scrutinize credibility and help students navigate towards credible news domains to support democratic engagement.
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| 11. |
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| 12. |
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| 13. |
- Nygren, Thomas, 1972-, et al.
(författare)
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Mixed Digital Messages : The ability to determine news credibility among Swedish teenagers
- 2018
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Ingår i: PROCEEDINGS OF THE15th INTERNATIONAL CONFERENCE ON COGNITION AND EXPLORATORY LEARNING IN THE DIGITAL AGE (CELDA 2018). - 9789898533814 ; , s. 375-378
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Konferensbidrag (refereegranskat)abstract
- In this study we investigate the abilities to determine credibility of digital news among 532 teenagers. Using an onlinetest we assess to what extent teenagers are able to determine the credibility of different sources, evaluate credible and biased uses of evidence, and corroborate information. Many respondents fail to identify the credibility of false, biased and vetted news. We identify a digital divide between people with and without the ability to determine credibility. We also find that a large proportion of the respondents struggle to identify the source of information in Sweden’s most read online newspaper. Respondents struggle to determine the bias of news reports regarding racism and weight loss, but are better at debunking manipulated images. Respondents who value the importance of credible news and who indicate that they have learned media literacy in school seem to hold a mind-set helping them to determine credibility better than other respondents. Our findings provide a basis for further research of how to better understand and support digital civic literacy in classrooms and society.
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| 14. |
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| 15. |
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| 16. |
- Nygren, Thomas, 1972-, et al.
(författare)
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Promoting a Historiographic Gaze Through Multiperspectivity in History Teaching
- 2017
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Ingår i: International perspectives on teaching rival histories. - London : Palgrave Macmillan. - 9781137554314 - 9781137554321 ; , s. 207-228
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Bokkapitel (refereegranskat)abstract
- In this chapter, Nygren, Vinterek, Thorp, and Taylor show how a limited educational effort may support students’ historiographic gaze—the ability to identify, learn from, and critically reflect upon divergent perspectives and popularized representations of the past. This is a rare and constructive example of implementing multiperspectivity in secondary schools. Findings show how students’ understanding of divergent historical perspectives and critical attitudes toward popular historical writing can be affected by processing and problematizing historians’ conflicting perspectives on the causes of World War One. This exploratory study also highlights differences between Swedish and English students’ historical understanding and critical attitudes and raises questions about gender differences and how history in schools may support multiperspectivity among students, not least students with lower grades.
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| 17. |
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| 18. |
- Nygren, Thomas, 1972-, et al.
(författare)
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Swedish teenagers’ difficulties and abilities to determine digital news credibility
- 2019
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Ingår i: Nordicom Review. - : Walter de Gruyter GmbH. - 1403-1108 .- 2001-5119. ; 40:1, s. 23-42
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Tidskriftsartikel (refereegranskat)abstract
- In this study we investigate the abilities to determine the credibility of digital news among 483 teenagers. Using an online survey with a performance test we assess to what extent teenagers are able to determine the credibility of different sources, evaluate credible and biased uses of evidence, and corroborate information. Many respondents fail to identify the credibility of false, biased and vetted news. Respondents who value the importance of credible news seem to hold a mindset helping them to determine credibility better than other respondents. In contrast, respondents self-reporting to be good at searching informa-tion online and who find information online trustworthy are not very good at civic online reasoning. Our findings, which may be linked to theories of disciplinary literacy, science curiosity and overconfidence, provide a basis for further research of how to better under-stand and support civic online reasoning in classrooms and society.
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| 19. |
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| 20. |
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| 21. |
- Nygren, Thomas, 1972-
(författare)
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Thinking and caring about indigenous peoples’ human rights : Swedish students writing history beyond scholarly debate
- 2016
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Ingår i: Journal of Peace Education. - : Routledge. - 1740-0201 .- 1740-021X. ; 13:2, s. 113-135
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Tidskriftsartikel (refereegranskat)abstract
- According to national and international guidelines, schools should promote historical thinking and foster moral values. Scholars have debated, but not analysed in depth in practice, whether history education can and should hold a normative dimension. This study analyses current human rights education in two Swedish senior high school groups, in classes meant to promote what has been described as conflicting ideals of historical thinking and empathy as caring. Content analysis of students’ exam essays shows intertwined relationships between critical thinking and judgements. The results also highlight how students care that people are treated unjustly; can identify different perspectives; link the past to the present and the future; and use corroboration of information to get the best grade. This analysis shows that the students focus on historical empathy as caring rather than sourcing and corroboration. However, all students combine normative judgements with the complicated act of more neutral perspective recognition in their papers. Evidently, students may combine historical thinking and empathy as caring in line with recommendations of international understanding when they write history about indigenous peoples’ human rights. These findings are significant to all researchers, teachers and decision-makers interested in furthering analytical skills or moral values in education.
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| 22. |
- Nygren, Thomas, 1972-
(författare)
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UNESCO Teaches History : Implemeting International Understanding in Sweden
- 2016
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Ingår i: A History of UNESCO. - : Palgrave Macmillan. - 9781137581181 - 9781137581204 ; , s. 201-230
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Bokkapitel (refereegranskat)abstract
- International organizations aiming to promote peace and development throughout the world rose from the ashes of World War II. In a world troubled by conflicts and gaps between rich and poor, UNESCO faced many challenges and used different strategies in its struggle to shape a better world, many of them highlighted in this book.This chapter shows how history education became an important part of UNESCO’s mission to promote international understanding, unity in diversity and safeguard world heritage. It also highlights how UNESCO was more successful than the League of Nations and the Council of Europe in reforming history education in Sweden, and how UNESCO’s efforts impacted the way students after World War II started to write a more peaceful, global and multicultural history.
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| 23. |
- Nygren, Thomas, 1972-, et al.
(författare)
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Unmasking fake news
- 2017
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Ingår i: The Learning Teacher Magazine. - 2000-2610. ; :4, s. 7-8
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Tidskriftsartikel (populärvet., debatt m.m.)
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| 24. |
- Nygren, Thomas, 1972-, et al.
(författare)
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What Would Martin Luther King Jr. Say? : Teaching the Historical and Practical Past to Promote Human Rights in Education
- 2018
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Ingår i: Journal of Human Rights Practice. - : Oxford University Press (OUP). - 1757-9619 .- 1757-9627. ; 10:2, s. 287-306
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Tidskriftsartikel (refereegranskat)abstract
- How might teachers challenge oversimplified narratives regarding the life and deedsof Martin Luther King Jr. (MLK), in order to support ideals of human rights in education?In this study, we examine ongoing history education where teachers try to promotea more radical human rights perspective on the history and legacy of MLK bycontrasting contemporary uses of history with primary sources from the era of thecivil rights movement. Teachers ask students to engage in tandem with what we callthe ‘historical’ and ‘practical’ past and we find that this may be constructive, but alsochallenging, in human rights education. We observe that students are able to deconstructtextbook narratives but find it difficult to challenge authorities and media thatoversimplify popular perceptions of the past. Yet many students did learn a more activeperspective on the life and deeds of MLK, evident even a year after the initialteaching took place, clearly influenced by the authentic historical writings of MLK.This study highlights important potentials and limitations in the attempts to teachstudents about, through and for human rights by making the past both historicaland practical. This study also illustrates ways that promoting alternative historicalperspectives can help students interrogate the past alongside their own present.
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| 25. |
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| 26. |
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| 27. |
- Standish, Katerina, et al.
(författare)
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Looking for peace in the Swedish National Curricula
- 2018
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Ingår i: Nordic Journal of Studies in Educational Policy. - : Taylor & Francis. - 2002-0317. ; 4:2, s. 92-106
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Tidskriftsartikel (refereegranskat)abstract
- This study analyses, in the light of peace educational theory, the presence and absence of peace elements in the Swedish national curriculum for compulsory schooling. Using the theoretical framework developed within the international Peace Education Curricular Analysis Project, content analysis and mixed methods we identify how the Swedish curricu-lum underscore and lack the peace elements of recognizing violence, non-violent conflict transformation and positive peace. Our analysis shows that the Swedish curriculum supports teaching and learning which may help pupils to identify violence in society and internation-ally, lack many aspects of non-violent conflict transformation (especially conflict resolution) and emphasize positive peace in numerous but limited ways. We find that many dimensions of peace are underscored in the syllabus of civics, making peace education primarily a concern for a few teachers. Noting how peace in education is a wide-ranging concern for all educators, we highlight how peace may in more nuanced ways become a part of the Swedish curriculum, today and in the future.
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| 28. |
- Wahlström, Åsa, et al.
(författare)
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Decision making process for constructing low-energy buildings in the public housing sector in Sweden
- 2016
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Ingår i: Sustainability. - : MDPI AG. - 2071-1050. ; 8:10
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Tidskriftsartikel (refereegranskat)abstract
- The built environment accounts for a significant share of energy consumption and energy efficiency in this sector is important for the Swedish environmental objectives. Only a limited share of the total new construction of multifamily houses are constructed as low-energy buildings. Current building regulations lay down requirements for energy efficiency for new construction, and these will be tightened further in the future. Public housing companies often aim to be at the forefront, and the public housing sector has now built half of Sweden's low-energy blocks of flats. Many public housing companies have tried, but it is uncertain if they will, or have, the possibilities to construct low-energy buildings on a large scale. Twenty public housing companies around Sweden have been interviewed with the aim of identifying obstacles and possibilities to be forerunners and build better than required by the building regulations. The study shows that the public housing companies build better than the law demands and intend to continue doing so. Low-energy buildings are particularly suitable in central locations where land is attractive and the required returns lower. The driving motivation is to be at the forefront and to build green. The new pressure to increase house building can lead to a risk of energy and quality issues being passed over. For the increase in the construction of low-energy buildings to continue, extended, shared and comparable decision making support for the public housing companies is needed.
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