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- Christensen, Jonas, 1963-, et al.
(author)
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Knowledge Creation in Reflective Teaching and Shared Values in Social Education : A Design for an International Classroom
- 2020
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In: Educatia 21 Journal. - : Educational Sciences Department, Babeș‐Bolyai University. - 1841-0456 .- 2247-8671. ; 2:19, s. 12-23
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Journal article (peer-reviewed)abstract
- This article is based on an international comparative social policy module held annually at MalmöUniversity (Sweden) with partner universities from several countries. Our study examines the results ofintra- and interpersonal dynamics among participants and lecturers, which we call "productive tension", inrelation to overarching questions about knowledge acquisition and the importance of reflexivity andreflectivity in the learning process. Students and faculty create a "community of practice" (CoP) (Lave &Wenger 1991) that benefits from a continuous interactive environment and direct engagement. Our studyuses a mixed method approach. The analysis considers qualitative data from interviews with theparticipating students and quantitative data from questionnaires. In this article, we focus on theproductive tension inherent in the reflective and reflexive processes. Reflective and reflexive processes areidentified that influence the students' experience of cross-border cooperation and their professionalidentity. Our study also demonstrates how the knowledge about "Social Work" as a profession can bebroadened through international comparative teaching and learning. The main conclusion of this work isthat reflective and reflexive learning processes in social work education enable participants to see andunderstand themselves from a broader perspective and strengthen their own professional identity.
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| 2. |
- Lind, Lars, et al.
(author)
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Heterogeneous contributions of change in population distribution of body mass index to change in obesity and underweight NCD Risk Factor Collaboration (NCD-RisC)
- 2021
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In: eLife. - : eLife Sciences Publications Ltd. - 2050-084X. ; 10
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Journal article (peer-reviewed)abstract
- From 1985 to 2016, the prevalence of underweight decreased, and that of obesity and severe obesity increased, in most regions, with significant variation in the magnitude of these changes across regions. We investigated how much change in mean body mass index (BMI) explains changes in the prevalence of underweight, obesity, and severe obesity in different regions using data from 2896 population-based studies with 187 million participants. Changes in the prevalence of underweight and total obesity, and to a lesser extent severe obesity, are largely driven by shifts in the distribution of BMI, with smaller contributions from changes in the shape of the distribution. In East and Southeast Asia and sub-Saharan Africa, the underweight tail of the BMI distribution was left behind as the distribution shifted. There is a need for policies that address all forms of malnutrition by making healthy foods accessible and affordable, while restricting unhealthy foods through fiscal and regulatory restrictions.
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| 3. |
- Mishra, A, et al.
(author)
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Diminishing benefits of urban living for children and adolescents' growth and development
- 2023
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In: Nature. - : Springer Science and Business Media LLC. - 1476-4687 .- 0028-0836. ; 615:7954, s. 874-883
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Journal article (peer-reviewed)abstract
- Optimal growth and development in childhood and adolescence is crucial for lifelong health and well-being1–6. Here we used data from 2,325 population-based studies, with measurements of height and weight from 71 million participants, to report the height and body-mass index (BMI) of children and adolescents aged 5–19 years on the basis of rural and urban place of residence in 200 countries and territories from 1990 to 2020. In 1990, children and adolescents residing in cities were taller than their rural counterparts in all but a few high-income countries. By 2020, the urban height advantage became smaller in most countries, and in many high-income western countries it reversed into a small urban-based disadvantage. The exception was for boys in most countries in sub-Saharan Africa and in some countries in Oceania, south Asia and the region of central Asia, Middle East and north Africa. In these countries, successive cohorts of boys from rural places either did not gain height or possibly became shorter, and hence fell further behind their urban peers. The difference between the age-standardized mean BMI of children in urban and rural areas was <1.1 kg m–2 in the vast majority of countries. Within this small range, BMI increased slightly more in cities than in rural areas, except in south Asia, sub-Saharan Africa and some countries in central and eastern Europe. Our results show that in much of the world, the growth and developmental advantages of living in cities have diminished in the twenty-first century, whereas in much of sub-Saharan Africa they have amplified.
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| 8. |
- Christensen, Jonas, 1963-
(author)
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Glocalization and Sustainability in Education : Reflective Perspectives in Social Work
- 2024
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In: Die Zukunft der Sozialen Arbeit. - Wiesbaden : Springer Nature. - 9783658443207 - 9783658443214 ; , s. 141-153
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Book chapter (peer-reviewed)abstract
- This chapter is a theoretically based reflection on how social work education could be developed as there is a growing awareness that social work is an international profession. This due to societal challenges and comparable sustainable developments. Societal challenges become more complex to face and we´ll need more of a holistic understanding in which levels of knowledge acquisition out of different perspectives is a part when countering societal crises and changes. This call for a focus on Glocal awareness and perspectives in social work education in curriculum development. A Social Ecological and Challenge Based Learning approach could strengthen this.
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| 9. |
- Christensen, Jonas, 1963-
(author)
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Professional Meaningfulness in Elderly Care : Transnational Shared Knowledge in A Scandinavian Context
- 2019
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In: Societal Studies. - Vilnius : Mykolas Romeris University. - 2029-2244 .- 2029-2236. ; 11:1, s. 37-54
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Journal article (peer-reviewed)abstract
- This paper focuses on the exchange of knowledge that stems from staff’s experiences of working with the elderly in Sweden and Denmark. The article will, on the one hand, focus on how work in groups consisting of representatives from different levels in the elderly care sector previously served as learning spaces and cultural encounters. On the other hand, it will focus on tendencies to narrow the diversity of perceptions of elderly people and their care. The empirical material takes its points of departure from interviews, a film, and the work of project groups from learning, caring, and political perspectives. One main conclusion reached is that by studying professional meetings in comparison, we can contribute to shaping access to knowledge, identity, and the position of the individual. When several professional voices are heard, it adds value when we want to understand the care of the elderly and the meaningfulness of the profession.
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| 10. |
- Christensen, Jonas, 1963-, et al.
(author)
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Reflective Writing in Course Design for Active Learning in Social Work Education
- 2023
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In: Journal of social work education. - : Routledge. - 1043-7797 .- 2163-5811. ; 59:3, s. 756-771
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Journal article (peer-reviewed)abstract
- This qualitative study explores student learning progression through reflective writing on a tertiary-level course in social work. The study is based on the content analysis of three sets of data: student reflective writing, instructor formative feedback on this writing, and student end-of-course reflections. Our findings demonstrate that structured, scaffolded reflection and continuous formative feedback stimulated learning progression, increased awareness of one’s own learning strategies, and supported the adoption of an explorative, reflective stance in students. Therefore, the experimental course design with several reflective tasks created the sought-after intersection of the academic and professional literacies. This design stimulated student engagement and resulted in high attendance. This design is particularly suitable in heterogeneous classrooms and promotes student inclusion and active learning.
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