| 1. |
- Abrandt Dahlgren, Madeleine, et al.
(author)
-
Learning for professional life: Student teachers’ and graduated teachers’views of learning, responsibility and collaboration
- 2009
-
In: Teaching and Teacher Education. - Amsterdam : Elsevier Ltd.. - 0742-051X .- 1879-2480. ; 25:8, s. 991-999
-
Journal article (peer-reviewed)abstract
- The focus of this study is on how final-semester students and newly-graduated teachers experience theformal objectives of teacher education, with a particular view of the concepts of learning, responsibilityand collaboration. The ways of experiencing these concepts varied from conceptions in which only onedimension is discerned from in the student teachers group to conceptions in which several dimensions ofthe phenomena are discerned in the graduate teachers group.
|
|
| 2. |
|
|
| 3. |
- Dahlgren, Eva, et al.
(author)
-
Sertoli-Leydig cell tumour in a postmenopausal woman showing all facets of the insulin resistance syndrome (IRS)
- 2005
-
In: Ups J Med Sci. - 0300-9734. ; 110:3, s. 233-6
-
Journal article (peer-reviewed)abstract
- Sertoli-Leydig cell tumours are rare sex stromal tumours with an incidence of < 0.5% of all ovarian tumours. Most frequently this tumour occurs in young women with a history of amenorrhoea, hirsutism and lowered pitch. Here, we report on a woman with IRS, postmenopausal virilization and increased testosterone levels due to a Sertoli-Leydig cell tumour. This is the first case to suggest an association between IRS and Sertoli-Leydig cell tumours. Furthermore, we highlight the difficulties in detecting this ovarian tumour with sonography.
|
|
| 4. |
- Dahlgren, Katrin, et al.
(author)
-
Effekter av delaktighet i Lokala naturvårdsprojekt (LONA)
- 2009
-
Reports (other academic/artistic)abstract
- Naturvårdsverket har haft i regeringsuppdrag att utvärdera den lokala naturvårdssatsningens (LONA) bidrag till miljömålsuppfyllelse samt effekter av en ökad delaktighet i naturvårdsarbetet.Statsvetenskapliga institutionen vid Umeå universitet har på Naturvårdsverkets uppdrag utvärderat den del av regeringsuppdraget som rör effekter av ökad lokal delaktighet i naturvården.Resultatet från deras utvärdering redovisas i denna rapport. Författarna ansvarar för resultat, slutsatser och rekommendationer.Ingegerd Ward, Naturvårdsverket, har varit samordnare för uppdraget.
|
|
| 5. |
|
|
| 6. |
|
|
| 7. |
- Hammar Chiriac, Eva, 1961-, et al.
(author)
-
"Nearly graduated" student teachers and "newly graduated" teachers : Responsibility, collaboration and learning in relation to teacher education and professional work as a teacher
- 2008
-
In: The European Conference on Educational Research,2008.
-
Conference paper (peer-reviewed)abstract
- The aim of this paper is to assess how student teachers and new teachers, view their educational programme and the professional work as a teacher with special regard to learning, responsibility and collaboration. The results reflect differences in the dominating pattern between the two groups of how some of the crucial aspects of a professional teacher role are perceived. The results varied from a vague and unarticulated view of the concepts, to a multi-dimensional understanding of their relevance for the teacher role. Two overarching ways of contextualising the concepts are discernible; educational context orientation and work life context orientation.
|
|
| 8. |
- Månsson, Mattias, et al.
(author)
-
Women with polycystic ovary syndrome are often depressed or anxious--a case control study.
- 2008
-
In: Psychoneuroendocrinology. - : Elsevier BV. - 0306-4530. ; 33:8, s. 1132-8
-
Journal article (peer-reviewed)abstract
- OBJECTIVE: Polycystic ovary syndrome (PCOS) is a common hyperandrogenic endocrine disorder affecting women of fertile age. The aim of this study was to survey whether the rate of clinical psychiatric disorders in PCOS differs from the normal population. METHOD: Women with PCOS (n=49) meeting the Rotterdam criteria for PCOS, and 49 age-matched controls identified from the population registry, were recruited. Trained clinicians used the MINI International Neuropsychiatric Interview to establish lifetime occurrence of Axis I DSM diagnoses. Serum-testosterone and sex hormone binding globulin were analyzed. RESULTS: Women with PCOS had higher lifetime incidence of depressive episodes, social phobia, and eating disorders than controls. Suicide attempts were seven times more common in the PCOS group than in the controls. Current as well as lifetime use of antidepressants and anxiolytic drugs were more common in the PCOS group. CONCLUSIONS: Previous studies have found that PCOS is associated with decreased quality of life and self-rated mental symptoms. This study demonstrates that PCOS is also linked to psychiatric syndromes as verified by structured clinical assessments. The clinical implication of this study is that clinicians treating women with PCOS should be aware that these women are a high risk group for common affective and anxiety disorders as well as suicide attempts.
|
|
| 9. |
- Riesbeck, Eva, 1947-
(author)
-
På tal om matematik : matematiken, vardagen och den matematikdidaktiska diskursen
- 2008
-
Doctoral thesis (other academic/artistic)abstract
- The aim of this dissertation is to describe and analyze how discourse as a theoretical and didactical concept can help in advancing knowledge about the teaching of mathematics in school. The dissertation has been written within a socio-cultural perspective where active participation and support from artefacts and mediation are viewed as important contributions to the development of understanding. Discourse analysis was used as a theoretical point of departure to grasp language use, knowledge construction and mathematical content in the teaching practises. The collection of empirical data was made up of video and audio tape recordings of the interaction of teachers and pupils in mathematics classrooms when they deal with problem-solving tasks, as well as discussions between student teachers as they engage in planning a teaching situation in mathematics. Discourse analysis was used as a tool to shed light upon how pupils learn and develop understanding of mathematics.The results of my studies demonstrate that discussions very often are located in either a mathematical or in an every-day discourse. Furthermore, the results demonstrate how change between every-day and mathematical language often takes place unknowingly. Also the results underline that a specific and precise dialogue can contribute towards teachers’ and pupils’ conscious participation in the learning process. Translated into common vocabulary such as speak, think, write, listen and read teachers and pupils would be able to interact over concepts, signs, words, symbols, situations and phenomena in every-day discourse and its mathematical counterpart. When teachers and pupils become aware of discursive boundary crossing in mathematics an understanding of mathematical phenomena can start to develop. Teachers and pupils can construct a meta-language leading to new knowledge and new learning in mathematics.
|
|
