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- Schadendorf, Sally Marie, et al.
(author)
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Ocean Literacy and sustainable tourism - development of societal interest through ocean-related non-formal educational activities.
- 2023
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In: The 31st Nordic Symposium on Tourism and Hospitality Research, Östersund, 19-21 September.
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Conference paper (other academic/artistic)abstract
- Ocean Literacy comprises seven essential principles that aim at guiding research, education, and activity outreach to raise societal consciousness on how behaviour and choices are key in taking sustainable and direct action towards the ocean, healthy populations, and a healthy planet (McCauley et al., 2021). Since there is a lack in public understanding regarding the fundamental significance about the ocean (Fauville et al., 2019), this understanding is of high importance to sustainability debates in a time where society is the main driver on Earth (Stel, 2016). Latter also concerns the tourism sector, where it is still considered a major challenge to find the most effective strategies to encourage consumer behaviour towards sustainability and responsibility (Ruhanen & Bowles, 2020). A major key to addressing this issue is through education (Ruhanen & Bowles, 2020), to support the development of societal skills, knowledge, value and behaviour (Boley, 2011). As tourism experiences are based on non- formal education, outside of registered formal education institutions (Ferreira et al., 2021), they can be eyeopeners to awake interest. Interest development is beneficial to societal changes since it enhances motivation and engagement in individuals (Renninger & Hidi, 2015). One of the dimensions of Ocean Literacy is Interest, which relates to any issues that draw peoples’ attention so that they wish to hear or learn more about it (Paredes-Coral et al., 2021). In this study, we focus on this ocean literacy dimension and on the role of experiential learning to awaken this interest. The aim is to explore the role of experiential learning on the Ocean Literacy dimension Interest. Ocean Literacy was originally built on three dimensions (Paredes-Coral et al., 2021), saying that a person who is ocean literate has an understanding of the ocean’s significance to us humans, is able to communicate about it in a reasonable way, and can make responsible and informed decisions according the ocean itself and the resources it provides (Cava et al., 2005). Recent studies have proposed additional dimensions (see McKinley et al., 2023), since Ocean Literacy shall also provide tools to promote the transfer of societal knowledge into actions that support the ocean’s sustainable use (Paredes-Coral et al., 2021). The analysis of potential Ocean Literacy dimensions is of importance to optimise assessments of the human-ocean relation (McKinley et al., 2023) and improve it. Interest is referred to as a major force to determine and drive individual and group behaviour (Swedberg, 2005), and is considered significant for various learning aspects, including the quality of learning outcomes and experience (Schiefele, 1991). Indications for a person’s interest into a topic is inter alia based on “feeling-related valences” of which involvement and enjoyment are seen as major feelings for interest representation (Schiefele, 1991). Growing interest is further accompanied by meaningful motivation and engagement (Renninger & Hidi, 2015). Thus, gaining insights into peoples’ interest towards ocean- related topics can reveal a way to understand their following motivation and engagement (Paredes-Coral et al., 2021; Renninger & Hidi, 2015). Four non-formal educational activities offered by an educational association in Gothenburg, Sweden were compared. All activities focussed on sustainable seafood consumption and aligned in their objective to raise curiosity and joy in the discovery to learn more about local marine resources that are rarely used for human consumption. Activities differed in their composition of theoretical and practical units. Activity one was mainly held in form of a lecture, including a short seafood tasting in the end. Activity two consisted of two theoretical units that were interrupted by a practical part, in which participants could taste algae and identified different species in groups. Activity three took place outdoor, had a rather short theoretical part, followed by a larger practical unit, in which participants were involved into simple food preparation in groups and a subsequent dinner. Activity four took participants on a coastal walk, focussing on beach vegetation and algae and their applications into food dishes. A picnic in between provided participants with different types of snacks, containing such ingredients. Surveys were applied to let participants state how they learn best by choosing between theory, practice, or a mix of both units, and to grade their level of interest before and after an activity. Three qualitative fully-structured interviews were conducted after each activity to get insights about how an activity influenced participants’ interest. This allowed the comparison with survey results of all participants. Survey results revealed that almost every participant, attending any of the activities, stated to learn best when a mix of theoretical and practical units is provided. Though, one participant indicated to learn best with theoretical elements, whilst another stated to learn best through practical units only. The total average of interest increased in three out of four activities and concerned such activities that involved a larger practical unit. In these activities, ratings of interest had a slight tendency of high interest before each activity, reaching high interest after. In the most theoretical kept activity, interest was graded high before its start and remained unchanged after the activity. Most participants referred positively to the practical units, when they were asked about situations that influenced their interest throughout the activity, and reflects stated total average interests in surveys. Especially group interactions were mentioned, and the active use of senses, such as seeing, tasting, and feeling. The situations enabled them to become involved into new experiences, with so far unexplored local seafood resources, that are considered core in experiential learning (Kolb, 1984). One participant from the theory-based activity criticised that the practical unit was kept too short, but saw the theoretical part as positive, since it provided a good overview about the topic, whilst another participant mentioned to probably buy some literature and try to harvest seaweed, indicating one’s meaningful motivation and engagement that accompanies growing interest (Renninger & Hidi, 2015) but also the connection between interest and learning (Schiefele, 1991). Our results reveal first insights into the importance of experiential learning on interest development from individual perspectives, as well as they show the linkage between learning, motivation and engagement. Not surprisingly, this confirms that tourism with its tangible character can provide informal educational activities that increase ocean literacy. However, most participants stated to learn best when a mix of theoretical and practical units is provided, which implies that tourism stakeholders must pay attention to this relationship. Furthermore, the introduction of ocean literacy as a concept in tourism research can improve advancement of theories on learning through experiences for sustainable development. In this context, measurements of different Ocean Literacy dimensions provide advantageous tools for the tourism sector. Also, advocates of Ocean Literacy can learn from tourism and experience research, where concepts such as transformational and experienced-based learning are used. Thus, we advocate further comprehensive research to fully understand the benefits of experiential learning on societal developmental interest in non-formal educational activities to increase responsible tourism behaviour towards (and beyond) the ocean.
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| 2. |
- Amroussia, Nada, et al.
(author)
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"Is the doctor God to punish me?!" : An intersectional examination of disrespectful and abusive care during childbirth against single mothers in Tunisia
- 2017
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In: Reproductive Health. - : Springer Science and Business Media LLC. - 1742-4755. ; 14
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Journal article (peer-reviewed)abstract
- BACKGROUND: Disrespectful and abusive treatment during childbirth is a violation of women's right to dignified, respectful healthcare throughout pregnancy and childbirth. Although reports point out that marginalized groups in society such as single mothers are particularly vulnerable to abusive and disrespectful care, there is a lack of in-depth research exploring single mothers' encounters at the maternal healthcare facilities, especially in Tunisia. In Tunisia, single mothers are particularly vulnerable due to their social stigmatization and socio-economic marginalization. This study examines the self-perceptions and childbirth experiences of single mothers at the public healthcare facilities in Tunisia.METHODS: This study follows a qualitative design. Eleven single mothers were interviewed in regard to their experiences with maternal healthcare services and their perceptions of the attitudes of the health workers towards them. The interviews also addressed the barriers faced by the participants in accessing adequate maternal healthcare services, and their self-perceptions as single mothers. The data were analyzed using an inductive thematic approach guided by the feminist intersectional approach. Emergent codes were grouped into three final themes.RESULTS: Three themes emerged during the data analysis: 1) Experiencing disrespect and abuse, 2) Perceptions of regret and shame attributed to being a single mother, and 3) The triad of vulnerability: stigma, social challenges, and health system challenges. The study highlights that the childbirth experiences of single mothers are shaped by intersectional factors that go beyond the health system. Gender plays a major role in constructing these experiences while intersecting with other social structures. The participants had experienced disrespectful and discriminatory practices and even violence when they sought maternal healthcare services at the public healthcare facilities in Tunisia. Those experiences reflect not only the poor quality of maternal health services but also how health system practices translate the stigma culturally associated with single motherhood in this setting. Social stigma did not only affect how single mothers were treated during the childbirth, but also how they perceived themselves and how they perceived their care.CONCLUSION: Ensuring women's right to dignified, respectful healthcare during childbirth requires tackling the underlying causes of social inequalities leading to women's marginalization and discrimination.
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| 3. |
- Claréus, Benjamin, et al.
(author)
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Validation of a Swedish version of the short UPPS-P impulsive behavior scale among young adults
- 2017
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In: Addictive Behaviors Reports. - : Elsevier BV. - 2352-8532. ; 6, s. 118-122
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Journal article (peer-reviewed)abstract
- he UPPS-P model of impulsivity proposes that impulsivity comprises five distinct facets—negative urgency, positive urgency, lack of premeditation, lack of perseverance, and sensation seeking. The UPPS-P Impulsive Behavior Scale has been used to measure these facets. The purpose of the current study was to develop and evaluate the psychometric properties of a Swedish version of the 20-item UPPS-P Impulsive Behavior Scale (SUPPS-P). The sample comprised 343 Swedish young adults (Mage = 24.21, SD = 2.01; 27% men, 2% other or undisclosed gender identity) who answered a questionnaire including the SUPPS-P; Depression, Anxiety, and Stress Scale (DASS-21); and questions regarding their alcohol consumption and substance use. Confirmatory factor analysis supported a 5-factor, inter-correlated model, where each subscale of the SUPPS-P constitutes one latent variable. The convergent validity was established by replicating previously found correlations between the different impulsivity facets and depression, anxiety, frequency of alcohol consumption, and substance use. The internal consistency was acceptable for all the SUPPS-P subscales (Cronbach's α = 0.65–0.78, McDonald's ω = 0.65–0.79), except lack of perseverance (Cronbach's α = 0.60, McDonald's ω = 0.61). Thus, while the Swedish version of the SUPPS-P is suitable for assessing impulsivity in Swedish young adult samples, further research is needed to improve the psychometric properties of the lack of perseverance subscale.
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| 6. |
- Newman, D J, et al.
(author)
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Serum cystatin C measured by automated immunoassay : a more sensitive marker of changes in GFR than serum creatinine
- 1995
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In: Kidney International. - : Elsevier BV. - 0085-2538. ; 47, s. 312-318
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Journal article (peer-reviewed)abstract
- Serum cystatin C has been suggested as a new marker of GFR. For the introduction of this marker into clinical use a rapid and automated method is required. We have developed and validated an assay for serum cystatin C using latex particle-enhanced immunoturbidimetry. Intra- and inter-assay precision were < 3% and < 5% across the assay range. Analytical recovery was 93 +/- 3.8% and no lack of parallelism was demonstrated. Regression analysis of a method comparison with an enzyme-enhanced radial-immunodiffusion method, gave PETIA = 0.074 + 0.93 x SRID, r = 0.98, N = 100. Inter-assay precision profiles showed cystatin C was measured with two-fold better precision than creatinine on the same analyzer. Cystatin C measurement was neither interfered with by icterus nor by hemolysis. 1/cystatin C versus 1/creatinine concentrations gave r = 0.67, N = 469. Comparison of Cr EDTA GFR with 1/cystatin C and 1/creatinine gave r = 0.81 and 0.50, respectively, N = 206. Calculating diagnostic sensitivity for abnormal GFR showed cystatin C to be significantly (P < 0.05) more sensitive than creatinine (71.4 vs. 52.4%). Cystatin C measurement using PETIA technology can be automated on the same instruments used routinely for the measurement of creatinine and offers better analytical performance and probably improved clinical sensitivity as a screening test for early renal damage.
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| 8. |
- Bolter, Jay
(author)
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The Desire for Transparency in an Era of Hybridity
- 2006
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In: Leonardo. - Cambridge, MA : MIT Press. - 0024-094X .- 1530-9282. ; 39:2, s. 109-111
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Journal article (peer-reviewed)abstract
- Our culture has come to appreciate hybrid representational practices not only in digital media but also in traditional forms such as television and film. Nevertheless, our culture's fascination with a contrary representational practice—its "desire for immediacy"—remains strong. The desire for immediacy manifests itself not only in popular entertainment forms, but also (with unfortunate results) in the popular understanding of forms of scientific representation.
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| 9. |
- Chen, Kairang, et al.
(author)
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Capacitive Charge Pump Gain-stage with Source Follower Buffers for Pipelined SAR ADCs
- 2016
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In: 2016 INTERNATIONAL SYMPOSIUM ON INTEGRATED CIRCUITS (ISIC). - : IEEE. - 9781467390194
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Conference paper (peer-reviewed)abstract
- Aiming to alleviate operational transconductance amplifiers (OTA), this paper describes the design of a capacitive charge pump (CCP) gain-stage for a two-stage pipelined SAR ADCs suitable for low-power sensors. An analog buffer is inevitable to prevent the charge sharing between the capacitive stages. In this work a simple source follower has been used as the analog buffer, showing sufficient linearity and significant power reduction compared to earlier work where a unity-gain OTA was used. To verify the solution, a CCP gain-stage with source follower has been implemented in design of a 14-bit two-stage pipelined SAR ADC in 0.18 mu m CMOS. Detailed circuit simulations show that the ADC achieves a SNDR of 83.0 dB while consuming 1.8 mu W at a sampling frequency of 10 kHz.
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