| 1. |
- Biggs, Reinette, et al.
(författare)
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The Southern African Program on Ecosystem Change and Society : an emergent community of practice
- 2023
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Ingår i: Ecosystems and People. - : Informa UK Limited. - 2639-5908 .- 2639-5916. ; 19:1
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Tidskriftsartikel (refereegranskat)abstract
- Sustainability-focused research networks and communities of practice have emerged as a key response and strategy to build capacity and knowledge to support transformation towards more sustainable, just and equitable futures. This paper synthesises insights from the development of a community of practice on social-ecological systems (SES) research in southern Africa over the past decade, linked to the international Programme on Ecosystem Change and Society (PECS). This community consists of a network of researchers who carry out place-based SES research in the southern African region. They interact through various cross-cutting working groups and also host a variety of public colloquia and student and practitioner training events. Known as the Southern African Program on Ecosystem Change and Society (SAPECS), its core objectives are to: (1) derive new approaches and empirical insights on SES dynamics in the southern African context; (2) have a tangible impact by mainstreaming knowledge into policy and practice; and (3) grow the community of practice engaged in SES research and governance, including researchers, students and practitioners. This paper reflects on experiences in building the SAPECS community, with the aim of supporting the development of similar networks elsewhere in the world, particularly in the Global South.
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| 2. |
- Bellamy, R., et al.
(författare)
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Incentivising bioenergy with carbon capture and storage (BECCS) responsibly : Comparing stakeholder policy preferences in the United Kingdom and Sweden
- 2021
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Ingår i: Environmental Science and Policy. - : Elsevier Ltd. - 1462-9011 .- 1873-6416. ; 116, s. 47-55
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Tidskriftsartikel (refereegranskat)abstract
- Bioenergy with carbon capture and storage (BECCS) plays a central role in scenario pathways that limit global warming in line with the objectives of the Paris Agreement. Yet deliberate policy efforts to incentivise BECCS—whether through amending existing climate policies or introducing entirely new ones—remain rare. In this paper, we contend that BECCS must be incentivised responsibly, through policy-making processes which account for diverse and geographically varying societal values and interests. More specifically, we make the case for responsible incentivisation by undertaking a comparative analysis of stakeholder attitudes to four idealised policy scenarios for BECCS, including representatives of government, business, nongovernmental and academic communities, in the UK and Sweden. The scenarios were: business as usual; international policy reform; national BECCS policy; and national policy for negative emissions technologies. Based on our findings, we recommend that policymakers 1) recognise the need to develop new incentives and make enabling reforms to existing policy instruments; 2) consider the risk of mitigation deterrence in their real world (and not abstracted) contexts; 3) employ multi-instrument approaches to incentivisation that do not overly rely on carbon pricing or 4) force a choice between technology specific or technology neutral policies; and 5) attend to the diversity of stakeholder and wider public perspectives that will ultimately determine the success—or failure—of their policy designs.
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| 4. |
- Areskoug Sandberg, E., et al.
(författare)
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A 10-Week School-Based Mindfulness Intervention and Symptoms of Depression and Anxiety Among School Children and Adolescents : A Controlled Study
- 2024
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Ingår i: School Mental Health. - : Springer. - 1866-2625 .- 1866-2633.
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Tidskriftsartikel (refereegranskat)abstract
- Mental health problems are increasing among children and adolescents. School-based mindfulness interventions are gaining popularity worldwide and may be a way to decrease depression and anxiety symptoms in students. However, before introducing large-scale mindfulness interventions in school settings, more research is needed on feasible, easily applicable practices that are possible to fit in the school schedule. In this controlled intervention study, a total of 1399 students aged 9-16 were included. The 10-week classroom-based mindfulness intervention comprised daily, brief mindfulness sessions led by schoolteachers or via audio files. Symptoms of depression and anxiety were evaluated with Beck scales prior to and after the intervention. In addition to whole group analyses, subgroup analyses on age, sex as well as mode of delivery were performed. ClinicalTrials.gov ID: NCT03327714. No significant differences between the intervention and control group in change of depression or anxiety symptoms after the intervention were detected. However, the subgroup of students who received teacher-led mindfulness sessions (16%) had a significant decrease of depression and anxiety symptoms after 10 weeks compared to those who received the sessions via audio files. Brief mindfulness sessions on daily basis did not have any detectable overall effect on depression and anxiety symptoms among schoolchildren. Our findings do not support an introduction of large-scale mindfulness interventions in schools although the potential influence of mode of delivery needs to be further examined.Clinical trial registration: The study was registered at ClinicalTrials.gov (identifier: NCT03327714).
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| 5. |
- Frankenberg, Sofia J., et al.
(författare)
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Bidirectional collaborations in an intervention randomized controlled trial performed in the Swedish early childhood education context
- 2019
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Ingår i: Journal of Cognition and Development. - : Informa UK Limited. - 1524-8372 .- 1532-7647. ; 20:2, s. 182-202
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Tidskriftsartikel (refereegranskat)abstract
- Within the field of developmental science, there is a general agreement of the need to work together across academic disciplinary boundaries in order to advance the understandings of how to optimize child development and learning. However, experience also shows that such collaborations may be challenging. This paper reports on the experiences of bidirectional collaboration between researchers in a multidisciplinary research team and between researchers and stakeholders, in the first randomized controlled trial in Swedish preschool. The objective of the trial was to investigate the effects of two pedagogical learning strategies evaluating language, communication, attention, executive functions and early math. The interdisciplinary team includes researchers from early childhood education, linguistics, developmental psychology and cognitive neuro science. Educational researchers and theorists within the field of early childhood education in Sweden have during the last two decades mainly undertaken small-scale qualitative praxis-oriented and participative research. There is a widespread skepticism with regards to some of the core principles in controlled intervention methodologies, including a strong resistance towards individual testing of children. Consequently unanticipated disagreements and conflicts arose within the research team, as RCT methodology requires the measurement of effects pre and post the intervention. The aim of this article is to discuss the conditions for bidirectional collaboration both between researchers and stakeholders and between researchers in the research team. The findings illustrate strategies and negotiations that emerged in order to address ontological and epistemological controversies and disagreements. These include (a) the negotiation of research ethics, (b) making divergences visible and learning from each other, (c) using a multi-epistemological and methodological approach as a complement to the RCT design and (d) the negotiation of research problems that are shared between educators and researchers.
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| 7. |
- Juter, Kristina, et al.
(författare)
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Mathematics and physics at upper secondary school : an analysis of two lectures
- 2021
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Ingår i: Sustainable mathematics education in a digitalized world. - Göteborg : Nationellt centrum för matematikutbildning (NCM). ; , s. 264-264
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Bokkapitel (populärvet., debatt m.m.)abstract
- A physics lecture and a mathematics lecture, by the same teacher and partly the same students, were studied at upper secondary school. Both lectures covered ordinary differential equations. The main aim of the present paper was to investigate the teacher’s different and similar ways to handle related mathematical content in the two school subjects. The findings show a structural use of mathematics with an analytical approach in mathematics and an applied approach in relation to formulas in physics. This study is part of a larger study about mathematics in physics education funded by the Swedish research council.
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| 8. |
- Juter, Kristina
(författare)
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Pre-service teachers’ explanations of division by zero and denseness of the number line
- 2021
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Ingår i: Sustainable mathematics education in a digitalized world. - Göteborg : Nationellt centrum för matematikutbildning (NCM). ; , s. 260-260
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Bokkapitel (populärvet., debatt m.m.)abstract
- Students’ beliefs about division by zero and numbers on the number line were studied through explanations of the concepts in questionnaires and interviews during their teacher education to become primary school teachers in the years 4–6. The concepts were chosen for students’ proven cognitive challenges in coping with them, with the aim to add to the existing knowledge in terms of specific and general explanation types. General and specific parts of the students’ concept images were contradictory in several cases and the examples used for explaining were often based on other mathematical structures than the ones explained, e.g. 2/1 instead of 2/0 or a finite decimal recitation instead of an infinite one.
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