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| 2. |
- Christenson, Nina, 1975-, et al.
(författare)
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Undervisning för krisberedskap i grundskolans tidigare år – en förstudie
- 2023
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Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Omvärldsutvecklingen, Sveriges rustning av det civila försvaret, barnrättsfrågor och att barn är särskilt utsatta i krissituationer är starka skäl till att krisberedskapsundervisning i skolans lägre årskurser bör införas.I denna rapport presenteras en förstudie med syfte att undersöka förutsättningar för undervisning för krisberedskap i skolans lägre årskurser. Rapportens inledande forskningsöversikt visar att krisberedskapsundervisning för barn stärker krismedvetenheten och krishanteringsförmågan i det omgivande samhället och att det är gynnsamt att undervisa om krisberedskap redan i tidig ålder. Undervisning som anammar elevaktiva metoder och samverkar med föräldrar och lokalsamhälle har särskilt positiva effekter på elevers lärande. Resultaten från förstudien visar att svenska kursplaner och läroböcker riktade mot årskurserna ett till sex inte ger någon explicit vägledning för undervisning om krisberedskap. Dock visar kursplane- och läroboksanalysen att befintliga skrivningar och innehållsteman ger öppningar för att inkludera undervisning om krisberedskap inom ramen för flera olika ämnen.Riskerna för att grundläggande samhällsfunktioner störs eller slås ut motiverar att ge plats åt krisberedskapsundervisning i skolan, men det är viktigt att sådan undervisning vilar på en solid grund. Därför avslutas rapporten med en rekommendation om ett kombinerat forsknings- och utvecklingsarbete där yrkesverksamma lärare, forskare och beredskapsexperter tillsammans bidrar med sin expertis i framtagandet av ett undervisningsmaterial för krisberedskap i skolans lägre årskurser.Förstudien tar tagits fram av forskare vid Karlstads universitet knutna till Centrum för forskning om samhällsrisker inom ramen för ett projekt, Krisberedskap i skolan (etapp 1), med Räddningstjänsten Karlstadsregionen som projektledare och Myndigheten för samhällsskydd och beredskap (MSB) som finansiär.
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| 3. |
- Frändberg, Birgitta, 1955, et al.
(författare)
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Communicating about Molecules
- 2009
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Ingår i: ESERA 2009 CONFERENCE Istanbul, Turkey.
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Konferensbidrag (övrigt vetenskapligt/konstnärligt)abstract
- In 2008, the Hasselblad Foundation started a graduate school in Molecular Science Education. The aim is to study how formal, informal and virtual learning environments can contribute to developing students and citizens understanding of scientific phenomena from a molecular perspective. The separate studies are intended to illuminate and enrich each other in an early stage in order to develop common research interests, but also each individual project. Five Ph. D-students are currently working on individual projects all grounded in these general research questions: How are submicroscopic phenomena communicated in different contexts? What impact do submicroscopic representations have on the understanding of chemical phenomena and how do these representations offer meaning in communication?
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- Gericke, Niklas, 1970-, et al.
(författare)
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Epigenetic literacy and the implementation of epigenetics in school biology
- 2018
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Konferensbidrag (refereegranskat)abstract
- In this study we aim to define what epigenetic literacy should be, and further investigate how it can be implemented in school biology. Epigenetics is the understanding of how the environment interplays with genes, and thus how the environment can affect human characteristics and behaviour. ‘Epi’ derives from the Greek word for ‘over’ and ‘above’ and the word ‘epigenetics’ refers to the mechanisms acting ‘above’ the sequence of the DNA base-pairs. Epigenetics has revolutionized biological theory since it explains how our life style, including factors such as exercise, stress and nutrition, influences our genes. Hence, everyday lifestyle decisions can materialistically explain cell changes and give information about the future health of, for example, students. Health issues are highly profiled in media and society today. However, epigenetics is not yet included in the biology curricula in Sweden or many other countries. Therefore, this study aims to identify what should be taught in school biology about epigenetics, and investigate how it can be integrated in genetics education.The study includes two ongoing sub-studies: a Delphi study and a Design study we investigate what epigenetic processes and conceptions a citizen needs to know to be able to make relevant decisions concerning both personal and social issues related to epigenetics. In the design study we develop, implement and evaluate a teaching module based on the findings from the Delphi study. Twelve in-service biology teachers at lower and upper secondary schools will take part in this study.In the Delphi study we identified three main areas of epigenetic literacy regarding 1) Epigenetic content knowledge, including core ideas of mechanisms, chromatin, cell differentiation, cell memory, enzymatic control, life history, reversibility and risk; 2) Epigenetic and society, including core ideas of epigenetics related to its influence on lifestyle, diseases, pregnancy, ethics, manipulation of organisms, policy, forensics, policy and crimes; 3) Organization of teaching epigenetics, an area in which most experts recommend that epigenetics should mainly be integrated with the genetic units, but also with other biology topics such as evolution, ecology and health education. The Delphi study show that epigenetics is considered a controversial topic from a scientific perspective because the view of epigenetics as a paradigm shift or not differs among the experts. Therefore, many experts recommended that epigenetics should be taught from a nature of science perspective. At the ERIDOB conference results relating to the design study will also be presented.
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| 6. |
- Headrick, L. A., et al.
(författare)
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Exemplary Care and Learning Sites : A Model for Achieving Continual Improvement in Care and Learning in the Clinical Setting
- 2016
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Ingår i: Academic Medicine. - : Wolters Kluwer. - 1040-2446 .- 1938-808X. ; 91:3, s. 354-359
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Tidskriftsartikel (refereegranskat)abstract
- Problem Current models of health care quality improvement do not explicitly describe the role of health professions education. The authors propose the Exemplary Care and Learning Site (ECLS) model as an approach to achieving continual improvement in care and learning in the clinical setting.Approach From 2008-2012, an iterative, interactive process was used to develop the ECLS model and its core elements-patients and families informing process changes; trainees engaging both in care and the improvement of care; leaders knowing, valuing, and practicing improvement; data transforming into useful information; and health professionals competently engaging both in care improvement and teaching about care improvement. In 2012-2013, a three-part feasibility test of the model, including a site self-assessment, an independent review of each site's ratings, and implementation case stories, was conducted at six clinical teaching sites (in the United States and Sweden).Outcomes Site leaders reported the ECLS model provided a systematic approach toward improving patient (and population) outcomes, system performance, and professional development. Most sites found it challenging to incorporate the patients and families element. The trainee element was strong at four sites. The leadership and data elements were self-assessed as the most fully developed. The health professionals element exhibited the greatest variability across sites.Next Steps The next test of the model should be prospective, linked to clinical and educa tional outcomes, to evaluate whether it helps care delivery teams, educators, and patients and families take action to achieve better patient (and population) outcomes, system performance, and professional development.
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| 7. |
- Hult, Håkan, et al.
(författare)
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Pedagogical Processes in Health Care.
- 2007
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Ingår i: NERA (Nordic Educational Research Association) confererence in ÅBO , March 2007.
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Konferensbidrag (refereegranskat)
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| 8. |
- Hult, Håkan, et al.
(författare)
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Pedagogical processes in health care : an exploratory study of pedagogic work with patients and next of kin
- 2009
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Ingår i: Education for Health. - : Carfax Publishing. - 1357-6283 .- 1469-5804. ; 22:3, s. 1-11
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Tidskriftsartikel (refereegranskat)abstract
- BACKGROUND: Care and education have much in common, and work in the healthcare sector is closely associated with learning and teaching. It is felt that many in the healthcare and medical services are not aware of their pedagogic skills and how they can be developed. FRAME OF REFERENCE: Belonging to a community of practice means that you share perspectives, methods and language. OBJECTIVE: The aim is to describe the pedagogical discourse by identifying pedagogical processes and studying the staffs awareness of such processes or situations in which a pedagogical approach would be useful in their work with patients and next of kin. METHOD: A qualitative study based on individual and group interviews. The analysis is directed by grounded theory. RESULTS: The pedagogical processes varied in length and quality. Most were unplanned and were usually embedded in treatment. The pedagogical process is linear (planning, goal setting, teaching and evaluating) in an educational setting but we found that the beginning and end can be unclear and the goals can be vague or non-existent. The pedagogical process is best described using the concepts Read, Guide and Provide learning support. DISCUSSION: The pedagogical discourse in healthcare is almost silent. Data indicate that at the collective level there is very little support for professional development of pedagogical ability. Tacit knowledge may therefore remain silent even though it may be possible to formulate and describe it. CONCLUSIONS: There is a strong need to focus on the pedagogical parts of the work and to encourage and support the development of professional pedagogical knowledge.
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| 9. |
- Jansson, Inger, et al.
(författare)
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Beyond conventional healthcare for mental health problems : Experiences of existential group conversations
- 2024
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Ingår i: Scandinavian Journal of Occupational Therapy. - : Taylor & Francis. - 1103-8128 .- 1651-2014. ; 31:1
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Tidskriftsartikel (refereegranskat)abstract
- Background: Mental health problems (MHP) are a major public health challenge. Conventional healthcare has shown limitation on reducing MHP and there is a call for offering methods beyond healthcare as well as improve access to healthcare.Aims: To explore experiences among people having MHP of (i) taking part in existential conversations in groups beyond conventional healthcare and (ii) seeking and receiving conventional healthcare.Materials and methods: Four focus group interviews were conducted after finishing existential conversations in groups. Data was analyzed following thematic analysis.Results: The theme Access to a community for exploration and acceptance describes communication through impressions and expressions together with others. A reflective perspective on everyday life, describes re-evaluation through reflection. Within the theme Experiences of healthcare related encounters, referring to the second aim, participants recollected feelings of disconnectedness, difficulties verbalizing MHP and dealing with rigid, standardized measures.Conclusion: Existential conversations in group may contribute to a more reflected doing in accordance with one’s own values as well as improved mental health literacy. Design and measures within healthcare need to explicitly address MHP and consider individual’s own preferences.Significance: This study contributes to understanding of coping with MHP in everyday life from an existential perspective.
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| 10. |
- Kamel, Ashraf F, et al.
(författare)
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Age-dependent regulation of lipogenesis in human and rat adipocytes.
- 2004
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Ingår i: Journal of Clinical Endocrinology and Metabolism. - : The Endocrine Society. - 0021-972X .- 1945-7197. ; 89:9, s. 4601-4606
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Tidskriftsartikel (refereegranskat)abstract
- The regulation of adipocyte metabolism is of importance for adipose tissue growth and therefore also for the development of obesity. This study was designed to investigate the regulation of basal and insulin-induced lipogenesis, glucose transport, and glucose transporter protein expression in human and rat adipocytes from different age groups. The study included 21 infants, 21 children, nine adults, and 80 male weaned and 20 male adult Fischer rats. The lipogenesis experiments were performed under conditions at which glucose transport is rate limiting. Basal lipogenesis was approximately three times higher in infants and children than in adults, whereas insulin-induced lipogenesis was two times higher in infants than in children and adults. In rats, basal lipogenesis, insulin-induced lipogenesis, and insulin sensitivity were two times higher in weaned than in adult animals. Moreover, basal and insulin-induced glucose transport were two times higher in weaned than in adult rats. No differences were detected in GLUT1 or GLUT4 content between any of the age groups in human or in rat adipocytes. In conclusion, basal and insulin-stimulated lipogenesis are increased in adipocytes early in life. This may promote adipose tissue growth in early age. The data indicate that age-dependent variation in basal and insulin-stimulated lipogenesis is differently regulated.
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