| 1. |
- Anderson, Pia
(författare)
-
Textuell makt : Fem gymnasieelever läser och skriver i svenska och samhällskunskap
- 2011
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this thesis was to study how five students linguistically express textual power in conversation and writing about reading, as well as to investigate their possibilities to linguistically express textual power. The study was performed within some of the literacy practices in the subjects of Swedish and Social Studies at the social sciences programme in upper secondary school. “Textual power” is here defined as both ability and possibility: to position oneself in relation to the text, to read/interpret critically and to show mobility in the actual literacy sphere. Two analytical tools were used: Langer’s theories about envisionment building and Martin & White’s appraisal framework for attitude and engagement. The linguistic expressions are contextualised in a model inspired by Linell. I base my discussion of the students’ mobility in the actual literacy sphere on the New Literacy theories of Barton and Street, while Anward gives the means to understand text-reproducing practices. The results indicate that the students used a limited range of positions in relation to texts, rarely expressed critical literacy and showed limited mobility in the actual literacy spheres. The students’ possibilities to linguistically express textual power were determined by the design of the teaching contexts. The students were given few possibilities to develop their ability to linguistically express textual power. To compensate for this, the students used a strategy of task solving. This caused a gap between ideally desired and actually produced text. The acceptance of the gap can be explained if the practice is considered text-reproducing. The literacy sphere where the students found themselves seems to consist of an ecological system based on a consensus-driven text-reproducing practice where critical and comparative reading and writing do not take root and thrive.
|
|
| 2. |
- Andersson Varga, Pernilla, 1961, et al.
(författare)
-
Writing for life? : A case study of affordances of writing in four L1 upper secondary classrooms
- 2015
-
Ingår i: L1-Educational Studies in Language and Literature. - 1567-6617 .- 1573-1731. ; 15:SpecialIssue, s. 1-19
-
Tidskriftsartikel (refereegranskat)abstract
- During the period of 1994-2011 all programmes in Swedish upper secondary school comprised a set of core subjects with the aim to entail equity on the policy level. However, a division between programmes still prevailed on the school level, particularly in the core subject L1 Swedish. The main purpose of this study has been to explore how the teaching of writing in two academic and two vocational programmes differs, which writing repertoires are developed and how writing is assessed. The study is part of a long-term ethnography of writing in upper secondary school (Andersson Varga, 2014). The data produced during the two-year field study contain field notes from writing lessons, lesson observations and talks with four teachers, as well as recorded and transcribed, semi-structured teacher and student interviews, instructions on writing tasks, student texts and teachers’ responses to student texts. This article focus-ses on the preparation for the National Test, the afforded assignments, the realisations of the student texts and the assessment. The teachers in the four programmes handle the national syllabus in relation to the students, resulting in four different curricula in the classroom. Thus, issues of inequity, disparities in curricula as well as different expectations on students, depending on programme, became obvious. To understand the processes of social reproduction, we use Bernstein’s sociology of education (1996, 2000) and the concept of the pedagogic device and pedagogic identity. However, we also show one example of interruption (Singh, 2013) in one of the four classrooms. Thus, the main results demonstrate how one particular teacher brings about change to a group of working class girls. © 2015 International Association for the Improvement of Mother tongue Education.
|
|
| 3. |
|
|
| 4. |
- Andreasson, Ingela, 1953, et al.
(författare)
-
Individual Educational Plans in Swedish schools - forming identity and governing function in pupils' documentation
- 2013
-
Ingår i: International Journal of Special Education. - 0827-3383 .- 1917-7844. ; 28:3, s. 58-67
-
Tidskriftsartikel (refereegranskat)abstract
- The documentation of pupils in Swedish schools is extensive and a documentation culture has come to characterize the schools in recent years. In the context of decentralization and changing governance, focus has increasingly been directed towards assessment, follow-up and evaluation of pupils’ learning and social development. This article examines the Individual Educational Plans (hereafter IEP) used for pupils with special educational needs in Swedish compulsory schools from the perspective of text analyses based on discourse theory. The aim of this study is to shed light on how pupils are constructed in the school’s documentation. The study examines how these IEPs are used as a pedagogical technique for new ways of governing in order to impose self-regulation, individual responsibility and social control.The documents, which comprise the empirical material in this article, are gathered from 14 different schools and consist of documents for a total of 136 pupils with special educational needs.
|
|
| 5. |
|
|
| 6. |
- Arnesen, Trine, 1969-
(författare)
-
Are they ready for this? : Experiences on implementing educational behavior-analytic interventions in Norwegian kindergartens
- 2014
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This thesis describes an investigation into experiences connected to the implementation of educational behavior-analytic interventions (ABA) for children with autism in kindergartens. The research questions and the methodological choices in this investigation evolved based on new experiences over the course of the research project. Three sub-studies were conducted: a single case study on the implementation of ABA teaching programs specifically targeting joint attention skills for children with autism in kindergartens (Study 1); a questionnaire survey on the experiences of ABA supervisors in implementing ABA in kindergartens (Study 2); and an interview study on the experiences of ABA teachers in implementing ABA in kindergartens (Study 3). During Study 1, it appeared that the teaching intensity of the targeted ABA teaching programs varied largely from what was initially planned for all four of the participating children. Under those conditions, the learning outcomes of the children also varied. With regard to Study 2, the survey data obtained from 29 ABA supervisors indicated that many children with autism who receive ABA in Norwegian kindergartens do not receive the number of teaching hours being planned for them. There also seems to be quite a large number of kindergartens that lack teaching teams and who receive supervision less than what is generally recommended to obtain the optimal outcome from ABA. With regard to Study 3, the interview data obtained from 10 ABA teachers illustrated how implementation factors such as compatibility, complexity, client responsiveness, and supervision can be manifested when ABA is implemented in the kindergarten. A main finding was that in some cases there seem to be conflicting opinions within the kindergarten about whether ABA is right for the child, something that was interpreted to reflect a conflict between the categorical and the relational perspectives of special education.
|
|
| 7. |
|
|
| 8. |
|
|
| 9. |
- Asplund Carlsson, Maj, 1948-, et al.
(författare)
-
Bedömnings-, dokumentationspraktiker och pedagogiska identiteter
- 2015
-
Ingår i: Educare. - 1653-1868 .- 2004-5190. ; 2015:2, s. 206-233
-
Tidskriftsartikel (refereegranskat)abstract
- When competition and an increasing level of marketisation characterises school life, the number of evaluations and the level of control has grown out of proportion. Through comparisons, assessments and ranking systems, also called ‘the terrors of performativity’ according to Ball (2003) commercial agents have gained influence over practices of assessment and documentation within the education system. Increased demands on pupils’ and parents’ participation and a belief that written documentation will lead to better results has caused an extensive use of different web based tools like Unikum. With the point of departure in a collected material of more than a hundred Individual Educations Plans (IEP) where commercial web based tools have been used, we make an analysis with Basil Bernstein’s (1996, 2000) concepts Pedagogic Identity, and Instructional and Regulative discourse in relation to expectations and constructions manifest in the plans. The results show that all four identities are expressed in the plans however, with an emphasis on a neo-liberal identity. We discuss the results in relation to the instructional and regulative discourses. The conclusion is that the tools both shape and determine possible identities and possible discourses in the web based interaction between children, parents and teachers.
|
|
| 10. |
- Asplund Carlsson, Maj, 1948, et al.
(författare)
-
Från görande till lärande och förståelse. En studie av lärares lärande inom estetik
- 2008
-
Ingår i: Nordisk Barnehageforskning. - 1890-9167. ; 1:1, s. 41-51
-
Tidskriftsartikel (refereegranskat)abstract
- The aim of this article is to analyze teachers’ changing ways of talking about children’s aesthetic learning in the early years as a result of a research and development project. With a point of departure in developmental and variation theory, a praxis oriented project was designed with the aim of finding out whether collaborative talk and meta-cognitive dialogues could contribute to children’s learning of music, dance and poetry. The participating teachers were offered in-service training in order to develop a new way of teaching and new ways of thinking about the curriculum and children’s learning. Interviews with the teachers were carried out at the beginning and the end of the project. The teachers’ learning was expressed in changed ways of talking about aesthetics and learning. From an emphasis on personality development and the teacher’s lack of expertise with the aesthetic subjects as an obstacle, the teachers expressed a view of having become more aware of the concept of learning objects in the aesthetics, of their own role as teachers in directing children’s attention and to listen to children. The teachers thus gained a new way of talking about themselves as teachers and about children’s learning within music, dance and poetry.
|
|
| 11. |
- Asplund Carlsson, Maj, 1948-, et al.
(författare)
-
"Handen i handsken" - om yrkesmässig lämplighet
- 2011. - 1
-
Ingår i: Att göras till filmarbetare. - Nora : Nya Doxa. - 9789157805829 ; , s. 173-192
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 12. |
- Asplund Carlsson, Maj, 1948-
(författare)
-
Kommunikation och metakommunikation i forskolan
- 2020. - Andra upplagan
-
Ingår i: Att bli förskollärare. - Stockholm : Liber. - 9789147139910 ; , s. 230-234
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 13. |
|
|
| 14. |
|
|
| 15. |
- Asplund Carlsson, Maj, 1948, et al.
(författare)
-
"När han är arg är han turkisk". Identitetsskapande i Lin Hallbergs kompisbokstrilogi
- 2008
-
Ingår i: EDUCARE. - : Malmö högskola, Lärarutbildningen. - 1653-1868 .- 2004-5190. ; 4:1, s. 7-25
-
Tidskriftsartikel (refereegranskat)abstract
- With a background in current theories of identification and identifying processes, our aim is to study how ideologies of identity interpellate children in narrative texts such as Lin Hallberg’s trilogy of Kompisboken, Bästisboken and Svikarboken. We study how the texts offer, mirror and perform various identities in their characterization of children and adults in a multicultural context. The issue is how the different characters are created through chains of articulation, of equivalence and difference, of properties, actions and performances. The four main child characters are construed around two dyads – male and female, native and foreign – and as well as the minor characters – parents and teachers – they display subject positions which are restricted and basically locked in a normative matrix. Thus, these texts do not afford children alternative identity constructions or resistance to stereotypical identities of gender or ethnicity.
|
|
| 16. |
|
|
| 17. |
- Asplund Carlsson, Maj, 1948-, et al.
(författare)
-
Spänning och äventyr som läromedel
- 2011
-
Ingår i: Kritisk läsning av pedagogiska texter. - Lund : Studentlitteratur. - 9789144057057 ; , s. 49-68
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 18. |
- Asplund Carlsson, Maj, 1948, et al.
(författare)
-
Strukturella faktorer och pedagogisk kvalitet i barnomsorg och skola - kunskapsöversikt
- 2001
-
Bok (övrigt vetenskapligt/konstnärligt)abstract
- I den här kunskapsöversikten redovisas forskningsläget vad gäller sambandet mellan strukturella faktorer och pedagogisk kvalitet i förskolan och grundskolans första år. De strukturella faktorer som belyses är framförallt barngruppens storlek och sammansättning samt personaltäthet och personalens utbildningsnivå. Även andra strukturella förutsättningar av betydelse för verksamheten belyses, såsom den pedagogiska ledningens utformning och funktion samt förekomst av planering och uppföljning av den pedagogiska verksamheten. I kunskapsöversikten belyses två aspekter på kvalitet, dels hur väl verksamheterna uppfyller de mål som läroplanerna för förskolan och skolan förordnar, dels vilka effekter verksamheten har på lång sikt. Framförallt belyses hur väl barnomsorgen eller skolan tillgodoser barnens behov av utveckling och lärande som personalens behov av en god och tillfredsställande arbetsmiljö.
|
|
| 19. |
|
|
| 20. |
- Asplund Carlsson, Maj, 1948-
(författare)
-
Tanterna och pedagogiken
- 2014. - 1
-
Ingår i: Om förskolan och de yngre barnen. - Lund : Studentlitteratur AB. - 9789144101163 ; , s. 37-48
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 21. |
- Asplund Carlsson, Maj, 1948
(författare)
-
The Child as Subject and as the Other in Hans Christian Andersens Tales
- 2005
-
Ingår i: 17th Biennial Congress of the IRSCL.
-
Konferensbidrag (refereegranskat)abstract
- Childhood studies of late modernity have to a large extent focussed on childrens rights, childrens heard voices and children as subjects of their own existence. Taking the childs perspective is a movement in policymaking as well as in research on childrens living conditions, childrens use of the media and children as consumers. This turn could be summarized as the construction of the competent child. The general assumption is that this is a concept of the 20th century. However, an analysis of Hans Christian Andersens tales, shows that in these, the child can be viewed as a subject in line with childhood studies of late 20th century, and vice versa, that some recent research is more related to 19th century ideals, as expressed in the tales, than has hitherto been acknowledged. The point of this paper is to discuss the child as subject and as the Other in three tales by Hans Christian Andersen: The Emperors New Clothes, The little Match girl and The Ugly Duckling.
|
|
| 22. |
- Asplund Carlsson, Maj, 1948, et al.
(författare)
-
The Dog's Tale. Chinese, Hungarien and Swedish children's narrative conventions
- 2001
-
Ingår i: International Journal of Early Years Education. ; 9:3
-
Tidskriftsartikel (refereegranskat)abstract
- The purpose of this study was to explore children's (6-7 years) making up of their own stories in different cultures (China, Hungary and Sweden). Ninety-three children were asked individually to tell a story about a dog. They were supposed to invent the story themselves. Qualitative differences in children's life worlds, which could be related to their cultural backgrounds, stood out in the results. The characters used in the children's stories could be summarised in terms of family members, ordinary humans, unusual persons, harmless animals, dangerous creatures, and fantastic characters. The most characteristic events were: play and co-operation, conflicts and fights, death, and exchange of commodities. The Chinese children focused mainly on play and co-operation, while the Hungarian children focused on conflicts and the exchange of commodities. The Swedish children focused on play and death. The results are discussed in relation to traditions and practices of retelling and telling of stories and children's life worlds in different cultures.
|
|
| 23. |
- Asplund Carlsson, Maj, 1948
(författare)
-
The doorkeeper and the beast. The experience of literary narratives in educational contexts
- 1998
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The thesis is based on my contribution to four separate research projects concernng literary narratives and readers in diffreent educational settings, preschool, school and library. The four projects are: 1) Phenomenographic studies of Franz Kafka's "Framför lagen"; 2) The Giving Tree. Children's responses to a tale; 3) Gummy Tarzan in the library and 4) Children, narratives and books in preschool.
|
|
| 24. |
- Asplund Carlsson, Maj, 1948, et al.
(författare)
-
The Immigrant Child in the Pre-school curriculum
- 2007
-
Ingår i: In R. S. New & Cochran, M. (Eds.), Early Childhood Education - An International Encyclopedia. - Westport, Connecticut, London : Praeger, Greenwood Press.
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 25. |
- Asplund Carlsson, Maj, et al.
(författare)
-
Till vildingarnas land. Barnboksförfattaren besöker förorten
- 2013
-
Ingår i: Nordisk Barnehageforskning. - : Nordisk Barnehageforskning. - 1890-9167. ; 6:7, s. 1-8
-
Tidskriftsartikel (refereegranskat)abstract
- Title: Where “the wild things” are: An author of children’s books on a visit to the suburbs Abstract:Few studies have been carried out on children’s literature from a post-colonial perspective. In this article, we look closer at four picture books recently published in Sweden with the purpose of giving children from urban areas patterns of identification. The aim of our study is to see how the ‘suburb’ is articulated as a multi-accented sign. Three themes are elaborated in our analysis, i.e. loneliness and alienation, drug abuse and misery as well as small business occurrence. We also discuss the consequences for children in early years of an encounter with a distorted or alienated view of suburban culture.
|
|
| 26. |
- Asplund Carlsson, Maj, 1948, et al.
(författare)
-
Understanding a tale in Sweden, Japan and China
- 1996
-
Ingår i: Early Child Development and Care. ; 120, s. 17-28
-
Tidskriftsartikel (refereegranskat)abstract
- It has previously been shown that interpretations of narratives are culture-specific (Bartlett, 1932; Dundes, 1976; Mandler, 1984). The tale The Giving Tree by Shel Silverstein, built on the Jewish tradition of tales, has previously been used in research on children and adolescents 8-18 years, in different cultures (Moriya, 1989), mainly focusing differences in interpretation of symbols, and the message in social and interpersonal terms, in relation to gender as well as culture. In our study, 93 Swedish, 30 Chinese and 30 Japanese children, 6 years old, were interviewed about how they understood the tale The Giving Tree. The phenomenographic analysis shows how children in the three countries recall a narrative, how they understand certain aspects of this tale and how they experience the message. The comparison reflects cultural aspects of knowledge, understanding and learning, related to previous studies of preschools in different cultures (Tubin, Wu & Davidson, 1989 and Pramling, 1989).
|
|
| 27. |
- Asplund Carlsson, Maj, 1948-
(författare)
-
Utvecklingspedagogiken och den sociala ordningen
- 2011
-
Ingår i: Barns lärande i ett livslångt perspektiv. - Stockholm : Liber. - 9789147100125 ; , s. 77-85
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 28. |
- Berglin, Ewa, MD, PhD, 1955-, et al.
(författare)
-
Potentiation by L-cysteine of the bactericidal effect of hydrogen peroxide in Escherichia coli
- 1982
-
Ingår i: Journal of Bacteriology. - : American Society for Microbiology. - 0021-9193 .- 1098-5530. ; 152:1, s. 81-88
-
Tidskriftsartikel (refereegranskat)abstract
- Under anaerobic conditions an exponentially growing culture of Escherichia coli K-12 was exposed to hydrogen peroxide in the presence of various compounds. Hydrogen peroxide (0.1 mM) together with 0.1 mM L-cysteine or L-cystine killed the organisms more rapidly than 10 mM hydrogen peroxide alone. The exposure of E. coli to hydrogen peroxide in the presence of L-cysteine inhibited some of the catalase. This inhibition, however, could not fully explain the 100-fold increase in hydrogen peroxide sensitivity of the organism in the presence of L-cysteine. Of other compounds tested only some thiols potentiated the bactericidal effect of hydrogen peroxide. These thiols were effective, however, only at concentrations significantly higher than 0.1 mM. The effect of L-cysteine and L-cystine could be annihilated by the metal ion chelating agent 2,2'-bipyridyl. DNA breakage in E. coli K-12 was demonstrated under conditions where the organisms were killed by hydrogen peroxide.
|
|
| 29. |
|
|
| 30. |
- Björk, Åsa, 1973-
(författare)
-
Drama, hat och vänskap : om ungdomars interaktioner i sociala medier
- 2017
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- Departing from narratives of young people, the aim of this thesis is to deepen the knowledge about the meaning of their social interactions in social media.In this qualitative study, young people’s interactions when they use social media are studied in a Swedish context. The study constitutes an important contribution since it makes young people’s voices heard. It is based on semi-structured interviews with 32 young people aged 13-15.The results show that young people do not use the term bullying when they define a situation that is of a negative nature. They use other terms such as hate and drama to define a situation they perceive to be negative, both in situations when they themselves are involved and in situations when they are among the audience. It depends on how they define the situation. Explanations for why drama, hate and negative actions occur can be understood based on on-going relation-building work and an effort to fit into a certain peer culture. The results also indicate that it is important to receive attention from significant others. In interaction with others, social skills are developed to navigate drama, hate, friendship, negative actions and relation-building efforts in social media.Social norms, gender norms and negotiating identities come to expression when the young people discuss self-presentations in pictures.Explanations as to why they choose to publish a certain kind of picture can be linked with complex relationship and identity construction processes where the young peoples position themselves and others in the struggle to doing gender and a desire to participate in a certain peer culture.
|
|
| 31. |
- Björkman Lundberg, Kerstin, et al.
(författare)
-
Compliance to National Guidelines for Pharmaceutical Treatment of Sleeping Disorders among Elderly Incident Patients in Sweden in PHARMACOEPIDEMIOLOGY AND DRUG SAFETY, vol 20, issue , pp S203-S203
- 2011
-
Ingår i: PHARMACOEPIDEMIOLOGY AND DRUG SAFETY. - : John Wiley and Sons. ; , s. S203-S203
-
Konferensbidrag (refereegranskat)abstract
- Background:National guidelines for pharmaceutical treatmentof sleeping disorders among elderly state that zopicloneshould be the first choice and that other hypnotics,such as long acting benzodiazepines and propiomazine,should be avoided. According to aggregated data describingprevalent users compliance to guidelines is fairly high. Objectives:The objective of this study was to investigatechoice and volume (DDD) of substance among incidentusers 75 years and older (75+) of hypnotics (N05C) in Swedenand compare between different county councils andwith incident users below 75 years of age. Methods:Data from the Swedish Prescribed Drug registercovering all dispensed prescriptions in Sweden was analyzedfor incident users of hypnotics (15–44, 45–64, 65–74 and 75+ years of age). Incident users were defined aspeople who filled a prescription (index date) of a hypnotic(N05C) during the period December 2009 - November2010 and had not filled any prescription for a hypnotic duringa wash-out period of 24 months before the index date. Results:Among incident patients 75+ (n= 38,620) zopiclone(52.9%), zolpidem (25.4%), and propiomazine(10.4%) were the most frequently used hypnotics. Therewere however differences between different county councilsin Sweden, with zopiclone ranging from 30 % to 68 %. Theincidence for recommended and appropriate hypnoticsincreased with increasing age, whereas the incidence ofinappropriate hypnotics did not. The prescribed volume ofinappropriate hypnotics was generally larger than the prescribedvolume of recommended hypnotics. Conclusions:The compliance to current guidelines onchoice of hypnotics for the elderly is fairly good, althoughthere is considerable variation between county councils.There are tendencies towards larger mean volumes of inappropriatehypnotics, although further studies are needed toconfirm these findings. Another aspect of quality in treatmentwith sleeping agents is to which extent incident userscontinue their treatment and for how long. This is an issuefor further research.
|
|
| 32. |
- Carlsson, Jan, et al.
(författare)
-
Catalase inhibition by sulfide and hydrogen peroxide-induced mutagenicity in Salmonella typhimurium strain TA102
- 1988
-
Ingår i: Mutation research. - : Elsevier. - 0027-5107 .- 1873-135X. ; 202:1, s. 59-64
-
Tidskriftsartikel (refereegranskat)abstract
- The lethal and mutagenic effects of hydrogen peroxide were studied in exponentially growing cultures of Salmonella typhimurium strain TA102. Exposure of the cultures to non-lethal levels of sodium sulfide significantly increased the lethality and mutagenicity of hydrogen peroxide. The catalase activity was decreased in cells exposed to sodium sulfide, but there were no changes in the cellular levels of superoxide dismutase, glutathione reductase, or NADPH-dependent alkyl hydroperoxide reductase. Hydrogen peroxide-induced mutagenesis and killing of S. typhimurium strain TA102 in the presence of sulfide may in part be explained by an inactivation of catalase by sulfide.
|
|
| 33. |
- Carlsson, Maj
(författare)
-
Pharmacokinetic dosing of factor VIII and factor IX in prophylactic treatment of haemophilia
- 1997
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of the thesis was to increase cost-effectiveness in prophylactic treatment of haemophilia. Prophylaxis is effective to prevent bleedings and arthropathy, but the high cost limits its use. First, a new distribution system for clotting factor concentrates was implemented in Sweden to improve availability and reduce risks and costs. Next, optimization of dosing in prophylactic treatment was explored. It is assumed that effective prophylaxis is maintained if the plasma FVIII:C or FIX:C activity is kept at or above 1% of normal level. The current standard dosage regimen is 25-40 U FVIII per kg bodyweight three times weekly in haemophilia A and 25-40 U FIX per kg twice weekly in haemophilia B. Since there is considerable individual variation in the pharmacokinetics of FVIII:C and FIX:C, dosing according to bodyweight may result in over or under-dosage if the aim is to reach a certain trough level. Prior to the use of individual pharmacokinetic data in prophylactic treatment, relevant pharmacokinetic parameters had to be determined in methodological studies. The use of in vivo recovery for FVIII:C or FIX:C should be discouraged. Studies of FIX:C should be performed over at least 72 hours. The applicability of single-dose individual pharmacokinetics to predict plasma activity after repeated dosing of FVIII and FIX was confirmed during clinical conditions of prophylactic treatment. Computer-simulations and short-term studies of various dosing regimens indicated substantial potential for increased cost-effectiveness with pharmacokinetically tailored dosing. The clinical feasibility was investigated in a 2 x 6 months randomized, cross-over study of standard vs pharmacokinetic dosing of FVIII completed by 14 patients. The mean trough level of FVIII:C was raised from 0.89% during standard dosing to 2.2% during kinetic dosing. Concomitantly, consumption of FVIII was decreased by one third and the corresponding saving during 6 months was SEK 2.8 million (USD 360 000). The methodology can be used to make the praxis of lifelong prophylaxis more widespread in the haemophilia population of the world.
|
|
| 34. |
- Carlsson, Ylva, 1975, et al.
(författare)
-
Role of mixed lineage kinase inhibition in neonatal hypoxia-ischemia.
- 2009
-
Ingår i: Developmental neuroscience. - : S. Karger AG. - 1421-9859 .- 0378-5866. ; 31:5, s. 420-6
-
Tidskriftsartikel (refereegranskat)abstract
- Hypoxic-ischemic brain injury is often delayed and involves both apoptotic and immunoregulatory mechanisms. In this study, we used a neonatal model of hypoxia-ischemia to examine the effect of the mixed lineage kinase (MLK) inhibitor CEP-1347 on brain damage, apoptosis and inflammation. The tissue volume loss was reduced by 28% (p = 0.019) in CEP-1347-treated versus vehicle-treated rats and CEP-1347 significantly attenuated microgliosis at 7 days (p = 0.038). CEP-1347 decreased TUNEL-positive staining as well as cleaved caspase 3 immunoreactivity. CEP-1347 did not affect the expression of pro-inflammatory cytokines IL-1 beta, IL-6 and MCP-1, nor did it affect the expression of OX-42 (CR3) and OX-18 (MHC I) 24 h after the insult. In conclusion, the MLK inhibitor CEP-1347 has protective effects in a neonatal rat model of hypoxia-ischemia, which is mainly related to reduced apoptosis.
|
|
| 35. |
- Diehl, Monika, 1963-
(författare)
-
-Måste det här vara som en väckelserörelse? : en studie om (det som kallas) entreprenöriellt lärande i grundskolan, utifrån Basil Bernsteins begreppsapparat
- 2017
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this compilation thesis is to describe prerequisites for what, in a Swedish educational context, is often called ‘entrepreneurial learning’ and to examine the possible influence that this has on school practice. The study was carried out in two lower secondary schools and was guided by the following two research questions. First, how is entrepreneurial learning reflected in educational practice regarding teaching, learning and assessment? Second, how has the phenomenon of entrepreneurship been recontextualized in educational discourse through politics and policy? Basil Bernstein’s concepts and theories have consistently been the point of departure for analysis. Altogether, 52 classroom observations were made, particularly focusing on the subjects of social science, science and mathematics. In addition, 8 individual interviews with teachers and 15 group interviews with pupils were conducted. For decades, national and international policy documents have promoted the need for a creative, innovative and flexible future working force; bringing this about has highly involved the education system. In Sweden, entrepreneurship was inscribed in the curriculum in 2011, and it is meant to run like a thread throughout education. In this study the broad approach of entrepreneurship in education, which is about generating an entrepreneurial mindset, is focused. Research points out various difficulties and dilemmas regarding the implementation of entrepreneurial learning. These difficulties and dilemmas are connected to concerns about perceived difficulties in relation to differences in school subjects, pupils’ backgrounds, degree of managerial support and/or collegial consensus and cooperation. The main findings are linked to recurrent difficulties regarding teaching methods and assessments in relation to entrepreneurial learning. Curricula and syllabi express explicit learning outcomes, which both teachers and learners perceive as being challenging to combine with entrepreneurial classroom work. This in turn links to an aspect which is often addressed in research—that is, the question about whether to use traditional or entrepreneurial (progressive) teaching methods. Curricula express a need for both, and teachers often find it difficult to find a functioning balance between them, not least because of current societal discussions and demands. In many respects, the implementation of entrepreneurial learning sends mixed messages. On the one hand, pupils are meant to develop entrepreneurial skills and competencies through cooperation and interaction within groups, and, on the other hand, the essence of entrepreneurship indicates competition; this is yet another dilemma addressed in the study. The study shows that, due to the schools’ different prerequisites regarding, for instance, teachers’ approaches and understandings and the schools’ catchment areas, entrepreneurial learning is performed somewhat different. Bernstein’s concepts and theories offer tools to explain and understand different aspects, including dilemmas and difficulties in relation to both classroom practice and social discourse.
|
|
| 36. |
|
|
| 37. |
- Eriksson, Annika
(författare)
-
Förutsättningar blir till erbjudanden : belyst genom utformning och genomförande av förskolans temainriktade arbetssätt
- 2014
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study was to develop knowledge on the influence of preschool working conditions, i.e. social and political factors and factors within the individual preschool, on offers afforded to children. To illustrate this influence, I chose to investigate the design and implementation of preschool theme work. The study examined preschool pedagogues’ motives, organisation, contents and methods that underlie their teaching in the theme work and the influence of working conditions in this process. Ethnographic methods have been applied, including observations and interviews with preschool pedagogues in four preschool settings. The study had a theoretical starting point in curriculum theory, with Bernstein’s concept of classification and framing as well as frame factor theory used as tools in analysing the material. The results show that a combination of various working conditions affects offers afforded to preschool children in theme work. The pedagogues make decisions that underlie their teaching partly in relations to social and political changes and reforms, and partly in relation to processes formed historically. The children are offered an organisation, contents and methods in the theme work that arise from pedagogues’ understanding of their mission, curriculum and the childrens’ interests and needs.
|
|
| 38. |
- Göthberg, Martin
(författare)
-
Pimpa texten : En etnografisk studie av gymnasieelevers meningsskapande i dramatext
- 2015
-
Licentiatavhandling (övrigt vetenskapligt/konstnärligt)abstract
- This ethnographic study is located in the field of literary didactics, covering an intersection of the subjects of Swedish and theatre. It investigates construction of text understanding while its participants work with staging Molière’s The affected ladies (Les précieuses ridicules, 1659). Studies of classroom interaction connected to reading drama text are rare in the Swedish field of literary didactics. The main research interest is the participants’ use of interwoven semiotic resources, including spoken language, body, voice and various artifacts. Based on a general need to understand how Swedish students develop reading skills (related to decreasing results internationally) and a growing research interest in the field for embodied knowledge connected to literacy competencies the study sets out to answer the following questions: How do the participants construct text understanding using semiotic resources with a focus on: a) matching of repertoires b) in-role re-presentation c) negotiations. The first aspect draws on theories used in literary didactics including McCormick’s (1994) literary and general repertoires and Langer’s (1995) envisioning literature. The second aspect draws on aesthetic learning and embodied knowledge (Molander, 1996; Saar, 2005) and theatre semiotics (Heed, 2002). The third aspect draws on sociocultural theory (Vygotskij, 1978; Säljö, 2014) and sociocultural theory applied in the field of drama and theatre (Davis, Clemson & Ferholt, 2015). Seven upper secondary school students, a teacher of Swedish and a teacher of theatre were observed over a period of seven months, starting with the students’ first encounter with the drama text, lasting to the final performance of a one-hour theatre production. The researcher occasionally became participant in the creative process. Analyzed data include field notes, video and sound recordings. Major findings are that: a) Students continuously match their own repertoires with the repertoires of the drama text by references to popular culture, language and body expressions, thereby gradually constructing new understanding. b) By becoming co-creators of a fictional text in a process of aesthetic learning the students developed several perspectives on the literary text, which is one of the main goals in studies of literature in the subject of Swedish. c) The participants’ negotiations involving a number of semiotic resources showed a development of text understanding on an advanced level. It also showed knowing as something emerging out of social interaction where teachers play an essential role by providing aesthetic as well as traditional scaffolding. A central conclusion is that exploring ways of learning where various semiotic recourses are given focus in the process of shaping a final product, e.g. a theatre show, host potential for students’ development of text understanding. The potential for learning seems to relate to producing knowledge rather than reproducing. Verbal and physical expressions of text understanding form new understanding in an on-going spiral. A contribution of the study to the field is showing the potential of embodied knowledge in literary didactics without a master-servant relationship between school subjects. It is suggested that increased focus on embodied knowledge and aesthetic learning might help students to develop reading skills.
|
|
| 39. |
- Haag, Eva-Lena, 1952-, et al.
(författare)
-
Genus och queer
- 2011. - 1
-
Ingår i: Läraryrket. - Lund : Studentlitteratur. - 9789144068497 ; , s. 137-151
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)
|
|
| 40. |
- Halldén, Gunilla, et al.
(författare)
-
Omsorgsbegreppet i förskolan : Olika infallsvinklar på ett begrepp och dess relation till en verksamhet. Rapport från nätverk för barnomsorgsforskning, Göteborg 20-21 novemberg 2000
- 2001
-
Rapport (övrigt vetenskapligt/konstnärligt)abstract
- Denna rapport innehåller texter som presenterats vid en konferens arrangerad inom ramen för Nätverk för barnomsorgsforskningi . Syftet med konferensen var att lyfta upp begreppet omsorg, diskutera dess innebörd, rädda det från retorisk förflackning och samtidigt via dess koppling till verksamheter belysa ett vidare sammanhang. När bamforskning diskuteras har jag på senare tid funnit det väsentligt att peka på att den har en kapacitet att kasta ljus över centrala samhällsfrågor. Forskning om barn bör inte bara vara en forskning om en viss grupp i samhället. Den nyare bamdomsforskningen söker tillämpa ett bamperspektiv. Detta innebär att fenomen studeras såsom de framstår från barnens perspektiv och att inverkan av olika sociala reformer, politiska förändringar och produktion av varor på barns liv belyses. Det handlar alltså både om att söka efter barnens perspektiv och att söka efter konsekvenserna för barnen av olika samhälleliga förändringar. Nya fålt som t.ex. barndomshistoria, barndomssociologi och barndomsantropologi har uppstått och begreppet generation har införts för att markera vikten av att anlägga ett generationsperspektiv på frågor som vanligtvis grupperats på annat sätt.
|
|
| 41. |
|
|
| 42. |
- Hjelmér, Carina, 1956-
(författare)
-
Leva och lära demokrati? : En etnografisk studie i två gymnasieprogram
- 2012
-
Doktorsavhandling (övrigt vetenskapligt/konstnärligt)abstract
- The aim of this study is to acquire knowledge regarding democratic education in upper secondary school programmes with different gender and social class profiles. It covers the teaching in and about democracy, pupils’ power-positions and their attempts to affect routine school activities. A particular focus of attention was processes of influence, through which the pupils themselves pursue issues in school. The analysis is based on theories and previous research focused on gender and class perspectives of fostering democracy. Basil Bernstein’s theories regarding power, control and pedagogic codes, in combination with feminist theories (principally those of Arnot, Reay, Skeggs, Gordon and Walkerdine), form the basis of the theoretical framework. Ethnographic methods have been applied, including participatory observations, conversations, interviews, and analysis of relevant documents over one academic year. Two Swedish upper secondary school classes were followed: one from the vocational Child and Recreation Programme and one from the academic Natural Science Programme. Teaching students about democracy and invitations for them to exert influence appeared generally to be unplanned and were marginalised in school. The few invitations that occurred had an individual stamp and focused on pupils’ choices, responsibilities and duties, rather than on their rights in school. Democracy was presented in the form of facts about formal democracy and formal participation in democracy in the future, while a more critical attitude and possible influence strategies for youths were marginalised. Pupils in both classes wished and attempted to influence teaching, primarily through informal means. There were, however, significant differences between the classes in what they were able to influence. Analysis of pupils’ voices in relation to the pedagogic context revealed that the power relationships in these influence processes depend partly on the focal academic subject. More importantly, they also differ between the upper secondary school programs, which differ in strength of classification (sensu Bernstein), demands, pace and difficulty levels. These differences are related, in turn, to whether the programmes are intended to prepare the pupils for higher education and/or a vocation after school. Generally, the Child and Recreation pupils exerted influence more successfully when they wished to reduce the pace and difficulty of lessons than when they wished to get more out of their education, while the opposite applied to the Natural Science class. Who had influence over what was principally related to the programmes’ gender and class profiles and the pupils’ expected positions in society.
|
|
| 43. |
- Karlsson Häikiö, Tarja, 1962, et al.
(författare)
-
Inledning
- 2020
-
Ingår i: En lag för barn. Kulturvetenskapliga perspektiv på barnrättskonventionen / Tarja Karlsson Häikiö, Jeanette Sundhall, Maj Asplund-Carlsson (red.).. - Lund : Studentlitteratur. - 9789144137483 ; , s. 15-22
-
Bokkapitel (övrigt vetenskapligt/konstnärligt)abstract
- Hur kan ett barn definieras? Hur kan barn göras delaktiga i allt från stadsplanering till kulturella uttryck? Hur kan barns rättsmedvetande och engagemang stärkas och hur ser skärningspunkten ut mellan föräldrars rätt till yttrandefrihet och barns rätt till privatliv? Syftet med barnrättskonventionen är att inta ett barnrättsperspektiv på mänskliga rättigheter, men det är oklart hur inkorporeringen av barnrättskonventionen som lag kommer att fungera för det enskilda barnet. I En lag för barn problematiseras därför barnrättperspektivet utifrån kultur, makt och ålder i relation till barn-och ungdomskulturforskning. Boken syftar till att bidra till diskussioner och kunskaper om barn-och ungdomskultur relaterade till frågor kring barns villkor i samhället och barns rättigheter belysta utifrån kulturvetenskapliga perspektiv
|
|
| 44. |
|
|
| 45. |
|
|
| 46. |
|
|
| 47. |
- Lunneblad, Johannes, 1970, et al.
(författare)
-
De kommer från nordost : om skolkonkurrens och elevidentitet i ämnet svenska som andraspråk
- 2009
-
Ingår i: Utbildning och Demokrati. - Uppsala : Pedagogiska institutionen. - 1102-6472 .- 2001-7316. ; 18:2, s. 87-103
-
Tidskriftsartikel (övrigt vetenskapligt/konstnärligt)abstract
- They come from the north-east. On competition between schools, and student identity in Swedish as a Second Language. Current educational policy in Sweden is characterized by individual choice. Many students who opt for city-centre schools are students with a first language other than Swedish, choosing a school where the majority of students speak Swedish as their first language. Our aim is to analyse the discursive practices discernible in the discourse about students of Swedish as a Second Language (SSL) in a city-centre school. The data are collected from an ethnographic inquiry undertaken in a compulsory school attended by children aged 10–12. The results show how a child’s identity as an SSL student is linked to a market view of education. The SSL student is not just one who has recently immigrated, as is stated in descriptions of the subject. Nor are all students offered education in SSL, since teachers and school leaders claim a lack of resources. In this discourse, SSL students are described as belonging to a category separate from the supposedly normal student. Students from suburban schools are described as substitutes for those living nearby. This has created a dilemma for the school, which risks losing its symbolic value as a “Swedish” school.
|
|
| 48. |
|
|
| 49. |
- Lunneblad, Johannes, 1970, et al.
(författare)
-
En prövningens tid. : Om det nationella provet i svenska i Skolår 5
- 2010
-
Ingår i: Pedagogisk forskning i Sverige. - Stockholm : Stockholms universitets förlag. - 1401-6788 .- 2001-3345. ; 15:2/3, s. 81-96
-
Tidskriftsartikel (refereegranskat)abstract
- Stephen J. Ball har under senare tid diskuterat hur olika testprak-tiker kommit att dominera utbildningsdiskursen globalt och nationellt. På policy-nivå lyfts ofta de nationella proven fram som lösningen på många problem och har många olika syften. Proven skall fungera både diagnostiskt på individnivå, och ut-värdera måluppfyllelsen på nationell nivå. Dessutom skall de utgöra en kvalitetsindi-kator på skolnivå. I praktiken blir testerna en viktig del av ett kontrollsystem som reglerar hur tiden i skolan används och vad som blir innehållet i undervisningen. Testerna ingår i en »culture of performativity» som dominerar utbildningssystemet. Utifrån ett diskursanalytiskt angreppssätt visas hur denna kultur kommer till uttryck i vardagen i en svensk skolklass i år 5, när en del av det nationella provet i svenska genomförs. Studien är också policyetnografisk i det att intresset riktas mot hur poli-tiska mål och intentioner omsätts i skolans praktik. Läraren som iscensätter provet har ett ambivalent förhållningssätt till proven, men hon förbereder sig noggrant och hoppas att det skall gå bra för eleverna, samtidigt som hon ifrågasätter poängen med att genomföra proven. Under provsituationen har eleverna ett distanserat förhåll-ningssätt men uppträder som om de verkligen gjort provet då läraren frågar dem. Testningen får effekten att lärare och elever handlar som om testet var ett relevant och objektivt mått på elevernas kunskaper
|
|
| 50. |
|
|
