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  • 17001.
    Ahlstrand, Kajsa
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    New Age utmanar kristen tro1998In: Aktuellt för konfirmandarbetet, ISSN 0345-0597, no 2, p. 4-13Article in journal (Other (popular scientific, debate etc.))
  • 17002.
    Ahlstrand, Kajsa
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    Pilgrimsmöten i framtiden1994In: Till Hembygden: Strängnäs stiftsbok 1994, Strängnäs stift, Strängnäs , 1994, p. 108-114Chapter in book (Other (popular scientific, debate etc.))
  • 17003.
    Ahlstrand, Kajsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Church and Mission studies, Science of Mission.
    Possible strategies for religious communities under threat2009In: Non-Muslims in Muslim majority societies: with focus on the Middle East and Pakistan / [ed] Kajsa Ahlstrand, Göran Gunner, Eugene, Oregon: Pickwick Publications , 2009, p. 154-159Chapter in book (Other academic)
  • 17004.
    Ahlstrand, Kajsa
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    Reincarnation and resurrection: a reconstruction2004In: LWF Studies: Spiritualism: A Challenge to the Churches in Europe, ISSN 1025-2290, no 2, p. 103-110Article in journal (Other scientific)
  • 17005.
    Ahlstrand, Kajsa
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    Religionernas inre mångfald1999In: Tro tillsammans: fördjupningsbok, Verbum Förlag AB, Stockholm , 1999, p. 53-59Chapter in book (Other (popular scientific, debate etc.))
  • 17006.
    Ahlstrand, Kajsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Church and Mission studies, Science of Mission.
    Religionsdialog2008In: Religion i Sverige, Stockholm: Dialogos , 2008, p. 65-67Chapter in book (Other (popular science, discussion, etc.))
  • 17007.
    Ahlstrand, Kajsa
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    Religionsteologi idag1999In: Tro & Tanke: Vad ska vi tro om de andra?, ISSN 1101-7937, no 1, p. 104-Article in journal (Other scientific)
  • 17008.
    Ahlstrand, Kajsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology.
    Religiös matkultur2012In: Traditionsboken, Cordia , 2012, p. 172-175Chapter in book (Other (popular science, discussion, etc.))
  • 17009.
    Ahlstrand, Kajsa
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    Rethinking the covenant - new Christian-Jewish approaches: A rebellious reading of covenant tests and images2002In: Faithful to one's tradition in the presence of the other: Perspectives of the Christian-Jewish dialogue in the Baltic countries in the light of their respective histories, 2002, p. 78-80Conference paper (Other scientific)
  • 17010.
    Ahlstrand, Kajsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Church and Mission studies, Science of Mission.
    Salvation in Theology ofReligions – Some Preliminary Considerations2011In: Svensk Missionstidsskrift, ISSN 0346-217X, Vol. 99, no 2, p. 211-216Article in journal (Refereed)
  • 17011.
    Ahlstrand, Kajsa
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    "Sati" - testpunkt för förhållandet modernitet - tradition i Indien1998In: Vår Lösen: Ekumenisk kulturtidskrift, ISSN 0346-4679, no 4, p. 276-283Article in journal (Other (popular scientific, debate etc.))
  • 17012.
    Ahlstrand, Kajsa
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    Spirituality at the margins2001In: Verborgener Gott - verborgene Kirche?: Die kenotische Theologie und ihre ekklesiologischen Implikationen, Kolhammer, Stuttgart , 2001, p. 261-Chapter in book (Other scientific)
  • 17013.
    Ahlstrand, Kajsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Church and Mission studies, Science of Mission.
    Strategies for Christians under Threat2008In: Identity, Survival, Witness: Reconfiguring Theological Agendas, Geneva: The Lutheran World Federation , 2008, p. 103-108Chapter in book (Other academic)
  • 17014.
    Ahlstrand, Kajsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Church and Mission studies, Science of Mission.
    The Crisis of Authority From Holy Obedience to Bold Moral Imagination in European Christianity2010In: Buddhist-Christian Studies, ISSN 0882-0945, E-ISSN 1527-9472, Vol. 30, p. 49-57Article in journal (Refereed)
  • 17015.
    Ahlstrand, Kajsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Church and Mission studies, Science of Mission.
    The crisis of authority: From holy obedience to bold moral imagination in European Christianity2010In: Buddhist-Christian Studies, ISSN 0882-0945, E-ISSN 1527-9472, Vol. 30, p. 49-57Article in journal (Refereed)
  • 17016.
    Ahlstrand, Kajsa
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    The history and politics of Chin Christianity2002In: Swedish Missiological Themes: Svensk Missions Tidskrift, ISSN 0346-217X, Vol. 90, no 1, p. 129-135Article, book review (Other scientific)
  • 17017.
    Ahlstrand, Kajsa
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    The Significance of the Charta Oecumenica Today: Critical Comments from a Protestant Perspective2006In: Charting Churches in a Changing Europe: Charta Oecumenica and the Process of Ecumenical Encounter, Roodopi, Amsterdam - New York , 2006, p. 222-Chapter in book (Refereed)
    Abstract [en]

    The article discusses the Protestant emphasis on the individual and the relation between respect for the conscience of the individual and the integrity of Christian communities/churches.

  • 17018.
    Ahlstrand, Kajsa
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    Tider, gudar, kulturer - finns det ett gemensamt mönster i mångfalden?1999Chapter in book (Other scientific)
  • 17019.
    Ahlstrand, Kajsa
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    Toward a Paradigm Shift in Christian Mission: South Asia and North Europe2003In: Theology and the religions: A Dialogue, Eerdmans, Grand Rapids Michigan , 2003, p. 481-Chapter in book (Refereed)
  • 17020.
    Ahlstrand, Kajsa
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    Vad ska vi tro om de andra?: Religionsteologi idag1999Collection (editor) (Other scientific)
  • 17021.
    Ahlstrand, Kajsa
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    Vad säger (Svenska) kyrkan om islam?2006In: Svensk kyrkotidning, ISSN 0349-2153, no 41-42, p. 515-Article in journal (Other (popular scientific, debate etc.))
  • 17022.
    Ahlstrand, Kajsa
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    Vishetslärare, Profet och Trumma2002In: Svensk kyrkotidning, ISSN 0346-2153, no 42, p. 510-512Article in journal (Other (popular scientific, debate etc.))
  • 17023.
    Ahlstrand, Kajsa
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    Vägar: en öppen religionsdialog2005Book (Other (popular scientific, debate etc.))
    Abstract [en]

    The booklet is an introduction to inter religious dialogue. Questions dealt with include "what is salvation?", "is there a place for mission?", "what does the bible say about religions?" Different positions in theology of religions are presented and critically discussed. Finally there is a section on inter religious praxis.

  • 17024.
    Ahlstrand, Kajsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Church and Mission studies, Science of Mission.
    We are not just our religion: identity and theology2008In: Identity, Survival, Witness: Reconfiguring Theological Agendas, Geneva: The Lutheran World Federation , 2008, p. 25-32Chapter in book (Other academic)
  • 17025.
    Ahlstrand, Kajsa
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    What's so special about Jesus?1997In: The uniqueness of Jesus: A dialogue with Paul F. Knitter, Orbis Books, Maryknoll New York , 1997, p. 19-24Chapter in book (Other scientific)
  • 17026.
    Ahlstrand, Kajsa
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology.
    Är missionens tid förbi?2012In: 100 år av ekumenik och solidaritet: Svenska missionsrådet 1912-2012 / [ed] Robert Odén, Kristina Helgesson, Viktoria Isaksson, Svenska missionsrådet , 2012, p. 60-73Chapter in book (Other (popular science, discussion, etc.))
  • 17027.
    Ahlstrand, Kajsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Church and Mission studies, Science of Mission.
    Gunner, GöranUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Church and Mission studies, Science of Mission.
    Guds närmaste stad?: En studie om religionernas betydelse i ett svenskt samhälle i början av 2000-talet2008Collection (editor) (Other academic)
  • 17028.
    Ahlstrand, Kajsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Church and Mission studies, Science of Mission.
    Gunner, GöranUppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Church and Mission studies, Science of Mission.
    Non-Muslims in Muslim majority societies: With focus on the Middle East and Pakistan2009Collection (editor) (Other academic)
  • 17029.
    Ahlstrand, Kajsa
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Church and Mission studies, Science of Mission.
    Palmer, Brian
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, Studies in Faith and Ideologies.
    Willander, Erika
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Sociology.
    Guds närmaste stad?2008In: Guds närmaste stad?: En studie om religionernas betydelse i ett svenskt samhälle i början av 2000-talet / [ed] Kajsa Ahlstrand och Göran Gunner, Stockholm: Verbum , 2008, p. 9-24Chapter in book (Other academic)
  • 17030.
    Ahlstrand, Kajsa
    et al.
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Theology, Department of Theology.
    Sandvik, Håkan
    Tro & Tanke: Samtal om religionsteologi2001Collection (editor) (Other (popular scientific, debate etc.))
  • 17031.
    Ahlstrand, Katarina
    et al.
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Nordlander, Isabel
    University West, Department of Health Sciences, Section for nursing - undergraduate level.
    Att ha lämnat allt: En litteraturstudie om ensamkommande barns erfarenheter av att vara asylsökande2018Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: During the recent years a great amount of unaccompanied children have arrived to Sweden. They constitute a vulnerable group since they lack the protection of an adult. Previous research shows that they often have traumatic experiences and suffer from mental health problems. Nurses need to be aware of these issues to be able to provide good care for the asylum seeking children. Aim: The aim of this study was to describe the experiences of unaccompanied children seeking asylum. Method: A literature review based on the content of six qualitative studies, four quantitative studies and two studies of mixed method. Results: The findings revealed four main themes; Being a survivor, Almost in safety, Mental vulnerability and Creating a new life. The results show that the children have survived war and persecution and have had to leave their families to search for safety. They have a great fear of being sent back and express a need for support and encouragement. It also appears that many of the children feel lonely and isolated and that a significant part suffer from mental health problems such as Post Traumatic Stress Disorder, depression and anxiety. The children strive to create a new network and to succeed. Conclusion: To be able to help unaccompanied children with traumatic experiences and consequences thereof, it is important for the nurse to build a relation based on trust. It is useful for nurses to engage a life-world perspective, since it includes a holistic view of the children and their lived reality.

  • 17032.
    Ahlstrand, Kerstin
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Intensivvårdssjuksköterskans åtgärder som kan underlätta urträning från respirator: En litteraturstudie2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 17033.
    Ahlstrand, Linnea
    et al.
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Tham, David
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Att vänja sig vid smärta: En behandlingsstudie av patienter med långvarig smärta2008Independent thesis Basic level (professional degree), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    Current research has shown that psychological factors play an important role in the experience of chronic pain. This study examined the effects of a CBT treatment containing interoceptive exposure and relaxation for patients with chronic pain. The study used a single-subject design where six patients underwent a six week long individual treatment. The variables the study examined were changes concerning degree of acceptance, pain intensity, changes concerning pain related anxiety, kinesiophobia, catastrophizing and function. Participation in the treatment was associated with increased acceptance, improved function, reduced pain intensity, reduced pain related anxiety, less catastrophizing and reduced kinesiophobia. The study indicates that this treatment can lead to positive changes with pain patients in both cognitive and emotional components as well as behavioral components.

  • 17034.
    Ahlstrand, Ludvig
    et al.
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Nguyen, Thanh
    University of Borås, Faculty of Caring Science, Work Life and Social Welfare.
    Hur bör kvalitet definieras?: En tvärsnittsstudie om kvalitetstolkning inom offentlig respektive privat sektor2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The purpose of this research study was to examine how personnel in both public and private health care centers within Borås, construe and evaluate the concept of quality within the basis of our study. Data was gathered by surveys provided in two forms: printouts and digital copies to personnel in public and private health care centers, within the municipality of Borås. The evaluation of quality is according to many, fluctuating. Moreover, this means that there is a difficult process of defining the concept of quality to a general aspect, to the extent where theories and previous research agree with this statement accordingly. This study also analyzes other notions related to the concept of quality. These notions and concepts are defined as service and efficiency, but we also included competition as an external factor that influences the concept of quality since previous research has done the same. The respondents within public and private health care centers yielded very similar results, but also highlighted additional aspects that may affect quality. These aspects where provided by letting the respondents freely highlight factors that they assumed could affect quality.

    Along with considering previous research, this study, concludes that the notion of quality is a familiar term to many, yet is a fluctuating concept. This means that many individuals are sure to have some understanding of the concept of quality, but there is great uncertainty in how to define it. Within health care centers, we recommend further research exploring the concept of quality in order to utilize it more frequently among internal investigations, which organizations should be able to perform themselves.

  • 17035. Ahlstrand, Marie
    Gender stereotyping in television advertisements: a case of Austrian state television2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Using content coding analysis, the current study examines sex-role portrayals in Austrian television advertisements. 129 Austrian advertisements were recorded in May 2005, and subsequently analyzed by employing established coding categories. The findings indicate that gender stereotypes in Austrian television advertisements exist in some aspects. For instance, women are underrepresented both as central characters and narrating voiceovers. Men, on the other hand, often play a dominant role and promote masculine products. However, this study also presents results that go against the grain to traditional gender stereotyping, as males and females are found to be equally represented in dependent roles, as well as in occupational and domestic settings.

  • 17036.
    Ahlstrand, Marika
    Umeå University, Faculty of Social Sciences, Department of applied educational science.
    Digitala Med(ie)borgare: En intervjustudie rörande verksamma fritidslärares förhållnings- och arbetssätt med digitala verktyg och sociala medier2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med studien var att synliggöra och identifiera hur verksamma fritidslärare förhåller sig till samt arbetar med digitala verktyg och sociala medier. Vidare så var syftet även att synliggöra vilka effekter som fritidslärarna anser att dessa verktyg och medier kan ha på elevernas lärande.  Den metod som använts till studien har varit forskningsintervjuer, detta för att ta reda på hur det valda ämnet, digitala verktyg och sociala medier, tolkas och förstås utifrån de intervjuades egna perspektiv. Studien bygger på intervjuer gjorda på fem fritidshem med fem olika fritidslärare.

     

    Det resultat som framkommit har varit att de flesta av de intervjuade fritidslärarna har ställt sig positivt till digitala verktyg och sociala medier inom den pedagogiska verksamheten. De anser att elevernas sociala kompetens utvecklas, att eleverna inkluderas i varandras lärande samt att lärandet blir roligare via dessa verktyg och medier. Men det har även nämnts vissa negativa effekter av dessa digitala verktyg och sociala medier. Att eleverna kan bli exkluderade från övriga elevgruppen om hen inte har tillgång till dessa verktyg och medier. En fritidslärare nämnde även att dessa verktyg och medier kan framkalla negativt beteende, främst hos pojkar i form av bråk och slagsmål.

  • 17037.
    Ahlstrand, Niclas
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Bärjed, Daniel
    Örebro University, School of Humanities, Education and Social Sciences.
    Den ständiga skoldebatten: En studie med fokus på betyg och bedömning i Dagens Nyheter2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 17038. Ahlstrand, Oskar
    et al.
    Hällgren, Fredrik
    Simuleringsstudie av framtida flöden vid Astra Techs steriliseringsanläggning2010Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
  • 17039.
    Ahlstrand, Pernilla
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies.
    Att kunna lyssna med kroppen: En studie av gestaltande förmåga inom gymnasieskolans estetiska program, inriktning teater2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Theatre has been a school subject in the Swedish upper secondary school's national arts program since 1992 and has its own syllabus and grading criteria. The National Curriculum in theatre emphasises the development of performative capability, which is the focus of this dissertation. This study aims to contribute to the improvement of teachers’ subject-specific language, and concerns certain aspects of student ways of knowing.

    Theatre encompasses tacit knowledge (Lagerström 2003) and as an art form belongs to a tradition of practical knowledge. Knowledge in theatre has traditionally been acquired within a master-apprentice tradition (Johansson 2012, Järleby 2003). When theatre as an art form becomes a school subject the conditions of the art form change through a didactic transposition (Chevallard 2005). The previous two curriculum reforms in Sweden have developed competency-based syllabuses. To meet the school's requirements for planning teaching activities with colleagues as well as assessing and giving feedback to students, theatre knowledge needs to be articulated. Research is therefore needed to develop a professional language among teachers within the subject of theatre.

    I have chosen to work with Learning study, which is a collaborative and iterative research approach which enables the articulation of teachers and students knowing. Data is analysed using foremost phenomenographic analyses. The results generated in this study could be useful for teachers in the process of planning lessons, giving feedback to students, for assessments and grades, for discussing the content of lessons with other teachers, and ultimately for us to begin to recognize different levels of knowing.

  • 17040.
    Ahlstrand, Pernilla
    Linköping University, Department of Behavioural Sciences and Learning.
    "De famlar i mörkret"...: en studie om bedömning inom den praktiska kunskapstraditionen.2009Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    I den kvalitativa studien undersöks vad som ligger till grund för bedömning i fyra ämnen inom gymnasieskolan. De ämnen som undersöks är teater, idrott- och hälsa, hotel- och restaurang samt träteknik. Intervjuer med lärare visar att det läggs stor vikt vid bedömning av processen i den dagliga undervisningen, dvs. närvaro, samarbete, ansvar, behov av handledning, självständighet och ambition. Även den produkt eller det slutresultat som undervisningen leder fram till tas med i bedömningen. Lärarna uttrycker även att teoretiska aspekter på undervisningen såsom faktakunskaper, analys, att problematisera och reflektera är underlag för bedömning. Personlig färdighet, talang, förkunskaper samt att kunna göra kopplingar till yrket dvs. elevens förmåga att tillämpa sina kunskaper väger även det in i bedömningen. Observationer vid omdömessamtal samt analys av skriftliga omdömen visar att det är processen som får mest utrymme i bedömningen. För att dokumentera och avgöra om eleven nått målen för undervisningen använder sig lärarna av anteckningar men även den produkt eller det resultat som består. Lärarna beskriver även att de genom kommunikation med eleverna och genom att uppmärksamma hur elever reflekterar kring uppgifterna gör bedömningar. Lärarna uttrycker att de skulle önska att de kunde arbeta mer med bedömning men det som hindrar de är fram för allt tiden, att man upplever att man i så fall skulle behöva strukturera om eller göra avkall på viss undervisning. Andra hinder som lärarna beskriver är att man är fast i vissa traditioner vad gäller undervisning och organisation. Dessutom beskriver lärarna att de saknar tydlighet hur de själva kommunicerar mål och betygskriterier till eleverna.

  • 17041.
    Ahlstrand, Pernilla
    Stockholm University, Faculty of Humanities, Department of Ethnology, History of Religions and Gender Studies.
    "Inte ett öga torrt" - en studie rörande ämnesdidaktiska val i teaterundervisning2015In: Forskning om undervisning och lärande, ISSN 2000-9674, E-ISSN 2001-6131, Vol. 3, no 15, p. 38-60Article in journal (Refereed)
    Abstract [sv]

    I artikeln lyfts resultat från ett pågående arbete fram, där en ny metod prövas. Syftet är att visa hur studier av lärarens didaktiska val kan bidra med kunskap om hur ett kroppsligt kunnande inom skolämnet teater på gymnasienivå utvecklas. Metoden om används är ett exempel på hur man kan studera lärarens didaktiska val och därigenom utveckla kunskap om innehållsliga aspekter av ämnet. Resultatet från studien, där interaktionsanalys har använts, pekar på hur lärares professionella omdöme delvis är inbegripet som del av en praxis. De slutsatser som dras avser att visa hur kunskap i ett estetiskt ämne kan visualiseras och artikuleras. Artikeln syftar till att problematisera och diskutera hur man kan prata om och i undervisningen hantera utvecklandet av ämnesspecifika förmågor.

  • 17042.
    Ahlstrand, Pernilla
    Linköping University, Department of Behavioural Sciences and Learning.
    Vad är estetiskt lärande? Från empiri till teori2007Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Den här studien undersöker ett estetiskt lärande kopplat till estetiska programmet inom gymnasieskolan. En undersökning, baserad på triangulering är gjord. Syftet är att vaska fram elever och lärares tankar om estetiskt lärande och därigenom skapa kategorier. Enkät, intervju och loggböcker har analyserats för att ringa in hur en estetisk läroprocess kan definieras. Data har analyserats genom en fenomenografisk analysmetod för att på så sätt synliggöra människors olika uppfattningar. Utifrån kategorierna har framkommit sex

    begrepp: kunskap, personlig utveckling, praktisk kunskap, samarbete, motivation och scenisk närvaro. Med hjälp av begreppen analyseras forskning och litteratur med syfte att förankra begreppen teoretiskt. Den praktiska kunskapen speglas i ett teoretiskt språk för att visa på kopplingen mellan teori och praktik.

    Studien landar i ett sociokulturellt förhållningssätt där likheter dras mellan ett sociokulturellt lärande och en estetisk läroprocess.

  • 17043.
    Ahlstrand, Pernilla
    et al.
    Stockholms universitet.
    Björkholm, Eva
    Stockholms universitet, CeHum.
    Frohagen, Jenny
    Stockholms universitet.
    Nyberg, Gunn
    Dalarna University, School of Education, Health and Social Studies, Sport and Health Science. Stockholms universitet, CeHum.
    Learning Study as a way to inquire the meaning of knowing what is to be known: The meaning of knowing how to move in specific ways2013In: WALS - World Association of Lesson Studies, International conference 2013: Lesson and Learning Study as teacher research, 5-9 september: Conference Programme and Abstracts of papers, 2013, p. 82-82Conference paper (Other academic)
    Abstract [en]

    The Learning Study inquires teaching and learning in relation to a specific object of learning. The meaning of knowing the specific object of learning is specified in the research process – in the planning and analysis of the pre-test as well as in designing and analysis of research lessons. In this symposium the focus will be on different aspects of the knowledge generation in a Learning Study concerning the meaning of knowing what is expected to be known. By inquiring teaching and learning of a specific content our knowledge regarding that content will be differentiated and deepened. The meaning of knowing a specific object of learning is a dynamic knowledge object – depending on the specific group of students in interaction with a specific content. Each new group of students will make it possible to discern new aspects of the learning object. By analyzing student difficulties as well as interactions in the classroom new aspects of the learning object will be discerned. In the symposium four different Learning Studies from different school subjects will be presented. The meaning of knowing will be explored and discussed from different angles – from the perspective of the learners (in the pre-tests) and  the teachers (in the teacher discussions) as well as from how it is constituted in the classroom interaction (documented in the videos from the research lessons).

    Chair: Ingrid Carlgren

    Discussant: Ference Marton

     

    Contributions:

    Pernilla AhlstrandLearning Study as a way to inquire about progress in acting and presence on stage.

    Theatre is a subject in upper secondary school in Sweden as part of the national aesthetic program. The new kind of syllabus is organized in relation to content areas as well as subject specific capabilities for the students to develop. The syllabus also includes criteria for the assessment of students’ capabilities – to be used when giving marks to the students and working with formative assessment or assessment for learning (Black & Wiliam, 1998, Gipps 1995. The criteria are expressed in general, non-subject specific terms. This is for example formulated as the difference between a simple and complex way of being able to express something in the theatre syllabus. In my research I investigate how learning study as a research approach and phenomenography as a method of analyzing pretests can be used as another and deepened way to describe different levels of knowing in relation to the national criteria.

    Theatre knowledge and the way knowledge is transferred is in previous research to a great extent described as tacit (Lagerström 2005, Järleby 2003, Johansson 2012). This gives theatre teachers even further challenges, trying to formulate what is described as tacit knowing (Polanyi 1958/1998 &1967/2009, Johannessen 1988, 1999, 2002, Janik 1995, 1996, Schön 1983).

    The capability of being present was found suitable as an object of learning, as it is something that teachers have experienced difficulties with when teaching and instructing. Presence is a core quality in acting and it is one of the criteria teachers agree on being of great importance when assessing a student but in what way can the knowing of the capability of being present be described?

    It will be discussed whether an outcome space (in relation to filmed material) can be a way to develop teachers and students understanding of the meaning of knowing as a help to work with assessment for learning.

     

    Eva Björkholm - The meaning of knowing how to construct a  linkage mechanism. Discerning aspects of the object of learning by analyzing classroom interactions

    This presentation describes a Learning Study within primary technology education focusing on the capability to construct a specific linkage mechanism. What one has to know in order to be able to construct a linkage mechanism is, however, not self-evident. The study reported here explores the meaning of this specific knowing. The study was conducted in collaboration with two primary school teachers and their two classes (children aged 6-7 years). Throughout the whole study step by step, starting with the analysis of the pre-test, followed by three cycles of planning and evaluation of research lessons, and the analysis of post-test, the meaning of the object of learning was specified (Marton & Pang, 2006; Carlgren, 2012). The presentation will focus on knowledge generated from the video recorded lessons by analyzing the classroom interactions and students’ difficulties that were made visible through these interactions. Teacher-student interactions as well as student-student interactions were analyzed. By analyzing students’ difficulties regarding the specific object of learning, critical aspects of the expected knowing were discerned and in this way the meaning of knowing what is expected to be known was made explicit.

    The results are presented in the form of critical aspects of what it means to know how to construct a linkage mechanism for this group of students. The critical aspects identified in the pre-test were further elaborated in the research lessons and by analyzing the classroom interactions in terms of student difficulties, additional aspects that were critical for students’ learning were identified. By gradually identifying the critical aspects, the collective understanding of the meaning of the object of learning was developed and specified.

     

    Jenny Frohagen – The meaning of knowing how to make expressions in artifacts: generating knowledge through designing lesson tasks   

    The school subject sloyd derives from a practical knowledge tradition which covers knowing in craft and art (Mäkelä, 2011; Hasselskog, 2010; Borg, 2001). However, sloyd teachers express difficulties when trying to explain and deal with aesthetic aspects when teaching sloyd (Fransson, 2010; Borg, 2007). There has been a tendency of trivializing the subject content into a shallow form of craft knowledge understood as ‘merely’ working with traditional craft techniques (Borg, 2008; Skolverket, 2005). There is a need to articulate the aesthetical features of knowing in sloyd. In my contribution I will present results from a Learning Study in sloyd focusing on the knowing of interpreting symbolic expressions in sloyd artefacts.

    In my presentation I will focus on how the iterative process of designing (short) lesson tasks given to the students during the research lessons and also in pre- and post-tests in each cycle, can be a way of understanding the object of learning. Since explicit tests of the students knowing are rarely found in sloyd education, conducting Learning Studies in sloyd can be a meaningful way of developing subject specific tasks. In this Learning Study different designs of tasks has been explored during the process as a way to inquire the knowing of interpreting symbolic expressions in sloyd artefacts. The results from this study show how the articulation of an object of learning in sloyd can be specified and validated throughout the process of designing and carrying out subject specific tests and lesson tasks. Depending on how the object of learning was articulated, the tasks/tests changed focus and the meaning of the knowing differed. By analyzing the students learning outcomes and redesigning the pre- and post-test in a Learning study as well as the given lesson tasks, new aspects of the learning object can be discerned.

     

    Gunn NybergThe meaning of knowing how to move in specific ways: embodied understanding as somatic grasping

    The subject physical education has a tradition of being a ‘practical’ subject. However, practical forms of knowing such as for example bodily awareness and capability to move (e.g. jumping, running or dancing) do not, neither for teachers nor pupils, seem to be a main issue of learning in PE (Tinning, 2010; Redelius et al, 2009,). The knowing involved in moving is not easily articulated and may, according to Polanyi (1954), “often result in explaining away quite genuine practices or experiences” (p. 385). The aim of this study is to explore and articulate the meaning of knowing how to move in a specific way exemplified through a movement called ‘house hop’.

    The study takes as it’s starting point an epistemological perspective on capability to move corresponding with Ryle’s (1949) “knowing how”, not separating mental and physical skills. Accordingly, a phenomenographic analysis of students’ experiencing of the learning object (‘house hop’) have been used.

     

    The paper draws mainly on data from video recordings of the pre-test and transcripts of two video recorded lessons from a Learning Study in upper secondary school. The findings show the meaning of knowing house hop as different ways of knowing the movement as well as several aspects to discern in order to know the movement in a powerful way.

    This presentation will focus on how students’ experiencing of a movement are expressed in their way of moving. Taking this as a starting point when teaching and learning movements can contribute to an approach to capability to move as comprising mental and physical processes as one process. Conceiving the knowing involved in ‘house hopping’ (as well as other ways of moving) this way could also contribute to a discussion concerning subject specific knowledge in PE and particularly it’s ‘practical’ dimension.

     

     

     

  • 17044.
    Ahlstrand, Pernilla
    et al.
    Stockholms universitet.
    Carlgren, Ingrid
    Stockholms universitet.
    Nyberg, Gunn
    Dalarna University, School of Education, Health and Social Studies, Sport and Health Science. Stockholms universitet.
    Learning Study as a way to inquire the meaning of knowing what is to be known: The meaning of knowing how to move in specific ways2013Conference paper (Other academic)
    Abstract [en]

    The Learning Study inquires teaching and learning in relation to a specific object of learning. The meaning of knowing the specific object of learning is specified in the research process – in the planning and analysis of the pre-test as well as in designing and analysis of research lessons. In this symposium the focus will be on different aspects of the knowledge generation in a Learning Study concerning the meaning of knowing what is expected to be known. By inquiring teaching and learning of a specific content our knowledge regarding that content will be differentiated and deepened. The meaning of knowing a specific object of learning is a dynamic knowledge object – depending on the specific group of students in interaction with a specific content. Each new group of students will make it possible to discern new aspects of the learning object. By analyzing student difficulties as well as interactions in the classroom new aspects of the learning object will be discerned. In the symposium four different Learning Studies from different school subjects will be presented. The meaning of knowing will be explored and discussed from different angles – from the perspective of the learners (in the pre-tests) and  the teachers (in the teacher discussions) as well as from how it is constituted in the classroom interaction (documented in the videos from the research lessons).

    Pernilla AhlstrandLearning Study as a way to inquire about progress in acting and presence on stage.

    Theatre is a subject in upper secondary school in Sweden as part of the national aesthetic program. The new kind of syllabus is organized in relation to content areas as well as subject specific capabilities for the students to develop. The syllabus also includes criteria for the assessment of students’ capabilities – to be used when giving marks to the students and working with formative assessment or assessment for learning (Black & Wiliam, 1998, Gipps 1995. The criteria are expressed in general, non-subject specific terms. This is for example formulated as the difference between a simple and complex way of being able to express something in the theatre syllabus. In my research I investigate how learning study as a research approach and phenomenography as a method of analyzing pretests can be used as another and deepened way to describe different levels of knowing in relation to the national criteria.

    Theatre knowledge and the way knowledge is transferred is in previous research to a great extent described as tacit (Lagerström 2005, Järleby 2003, Johansson 2012). This gives theatre teachers even further challenges, trying to formulate what is described as tacit knowing (Polanyi 1958/1998 &1967/2009, Johannessen 1988, 1999, 2002, Janik 1995, 1996, Schön 1983).

    The capability of being present was found suitable as an object of learning, as it is something that teachers have experienced difficulties with when teaching and instructing. Presence is a core quality in acting and it is one of the criteria teachers agree on being of great importance when assessing a student but in what way can the knowing of the capability of being present be described?

    It will be discussed whether an outcome space (in relation to filmed material) can be a way to develop teachers and students understanding of the meaning of knowing as a help to work with assessment for learning.

    Gunn NybergThe meaning of knowing how to move in specific ways: embodied understanding as somatic grasping

    The subject physical education has a tradition of being a ‘practical’ subject. However, practical forms of knowing such as for example bodily awareness and capability to move (e.g. jumping, running or dancing) do not, neither for teachers nor pupils, seem to be a main issue of learning in PE (Tinning, 2010; Redelius et al, 2009,). The knowing involved in moving is not easily articulated and may, according to Polanyi (1954), “often result in explaining away quite genuine practices or experiences” (p. 385). The aim of this study is to explore and articulate the meaning of knowing how to move in a specific way exemplified through a movement called ‘house hop’.

    The study takes as it’s starting point an epistemological perspective on capability to move corresponding with Ryle’s (1949) “knowing how”, not separating mental and physical skills. Accordingly, a phenomenographic analysis of students’ experiencing of the learning object (‘house hop’) have been used.

     

    The paper draws mainly on data from video recordings of the pre-test and transcripts of two video recorded lessons from a Learning Study in upper secondary school. The findings show the meaning of knowing house hop as different ways of knowing the movement as well as several aspects to discern in order to know the movement in a powerful way.

    This presentation will focus on how students’ experiencing of a movement are expressed in their way of moving. Taking this as a starting point when teaching and learning movements can contribute to an approach to capability to move as comprising mental and physical processes as one process. Conceiving the knowing involved in ‘house hopping’ (as well as other ways of moving) this way could also contribute to a discussion concerning subject specific knowledge in PE and particularly it’s ‘practical’ dimension.

     

     

  • 17045.
    Ahlstrand, Pia
    et al.
    Linköping University, Department of Social and Welfare Studies.
    Bjärle, Karin
    Linköping University, Department of Social and Welfare Studies.
    Har utlandsadopterade barn språkproblem?: En undersökning om vad föräldrar och pedagoger anser2006Independent thesis Basic level (degree of Bachelor), 10 points / 15 hpStudent thesis
    Abstract [sv]

    Syftet med denna uppsats var att undersöka hur stor kunskap pedagoger har om utlandsadopterade barn och deras eventuella språkproblem. De frågeställningar vi ämnade besvara var bland annat vad litteraturen skriver om utlandsadopterade barns språk. Vi ville också ta reda på vad föräldrarna till de utlandsadopterade barnen hade för åsikter om deras barns eventuella språkproblem och hur dessa barnen fått den hjälp de rimligtvis behöver. Vi arbetade enligt trianguleringsmetoden och arbetet inleds med en litteraturstudie, där vi redogör för den forskning vi tagit del av. Därefter följer en enkätundersökning där 15 föräldrar till utlandsadopterade barn deltog. Metoddelen avslutas med intervjuer av fem pedagoger. Resultatet visar att föräldrarna, efter hårt arbete, fick den hjälp som barnet behövde, exempelvis genom att få hjälp av en logoped eller talpedagog. Resultatet visar även att lärarna i vår undersökning inte hade någon större kunskap om utlandsadopterade barns språkproblem.

  • 17046.
    Ahlstrand, Pia-Maria
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Jaktlund, Marie
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Educational Sciences, Department of Education.
    Bland sagopåsar och krumelurer-: En kvalitativ studie om hur förskollärare planerar, genomför och dokumenterar högläsning i verksamheten.2017Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 17047.
    Ahlstrand, Rebecca
    Örebro University, School of Health and Medical Sciences.
    Effects of anasthesia on esophageal sphincters2011Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    The esophageal sphincters constitute the anatomical protection against pulmonary aspiration. The aim of this thesis was to study the esophageal sphincters and how they are affected by different components of emergency anesthesia using high-resolution solid-state manometry.

    The effect of propofol (0.3 mg/kg) was studied in young and elderly volunteers. Propofol can be given as an anxiolytic agent for manometric studies of the lower esophageal sphincter (LES) without affecting the results. However, propofol is not recommended for studies of the upper esophageal sphincter (UES).

    The effects of cricoid pressure (CP) and peripheral pain were studied in awake volunteers, with and without remifentanil infusion (5 ng/ml). Pain did not affect pressure in the LES, but CP or remifentanil induced a significant decrease in LES pressure. However, neither CP nor remifentanil affected the barrier pressure (LES-intra gastric pressure). When CP was applied during ongoing remifentanil infusion, no further decrease in LES pressure was measured. CP induced high pressures in the area of the UES independent of remifentanil infusion, indicating that CP is effective in preventing gastroesophageal regurgitation.

    Barrier pressure was also studied in anesthetized patients after rocuronium (0.6 mg/kg) administration and no decrease was measured. In addition, alfentanil (20 μ/kg) added during anesthesia induction with propofol did not decrease the barrier pressure.

    In conclusion, CP seems to be effective in preventing regurgitation and does not affect barrier pressure. Muscle relaxation with rocuronium does not risk gastro-esophageal integrity. In addition, opioids can be integrated, even during emergency anethesia, without increasing the risk for pulmonary aspiration.

  • 17048.
    Ahlstrand, Rebecca
    et al.
    Örebro University, School of Health and Medical Sciences.
    Magnuson, Anders
    Thörn, Sven-Egron
    Dahlkvist, Anette
    Wattvil, Magnus
    Integrity of the esophagogastric junction during propofol induction with and without remifentanil: a double-blind,randomized, crossover study in volunteersManuscript (preprint) (Other academic)
    Abstract [en]

    Context: Practice varies regarding the use of opioids during rapid sequence induction. Controversy exists as to whether opioids may increase the risk of pulmonary aspiration by decreasing the barrier pressure (lower oesophageal sphincter pressure – intragastric pressure).

    Objectives: To evaluate the effects of adding alfentanil during anaesthesia induction with propofol with respect to the barrier pressure in the oesophagogastric junction.

    Participants and Setting: Seventeen healthy volunteers (11 males and 6 females) participated in a double-blind, randomised, crossover trial at the University Hospital in Örebro, Sweden.

    Interventions and outcome measures: The volunteers were anaesthetised on two different occasions, randomly assigned to receive either alfentanil 20 g kg ˉ1 or an equivalent amount of saline, administered intravenously, one minute before induction with propofol 2 mg kg ˉ1. One minute after propofol administration, a cricoid pressure of 30N was applied. The primary outcome was the difference in the change in barrier pressure between the alfentanil and the placebo occasion one minute after propofol administration. The secondary outcomes were differences in the changes in barrier pressure one minute after alfentanil or placebo administration and during ongoing cricoid pressure application.

    Results: There were no statistically significant differences in barrier pressure, at any time point, between anaesthesia induction with alfentanil and propofol compared with induction with placebo and propofol. The barrier pressure never decreased to less than 2.4 mmHg in any volunteer.

    Conclusion: Our study showed no increased risk regarding the integrity of the gastrooesophageal junction when alfentanil is added during an induction with propofol in volunteers. This supports the practice of adding opioids as adjuvants during rapid sequence induction.

  • 17049.
    Ahlstrand, Rebecca
    et al.
    Örebro University, School of Health and Medical Sciences. Department of Anesthesiology and Intensive Care.
    Savilampi, Johanna
    Department of Anesthesiology and Intensive Care, Örebro University Hospital, Örebro, Sweden.
    Thörn, Sven-Egron
    Department of Anesthesiology and Intensive Care, Örebro University Hospital, Örebro, Sweden.
    Wattwil, Magnus
    Department of Anesthesiology and Intensive Care, Örebro University Hospital, Örebro, Sweden.
    Effects of cricoid pressure and remifentanil on the esophageal sphincters using high-resolution solid-state manometry2011In: Acta Anaesthesiologica Scandinavica, ISSN 0001-5172, E-ISSN 1399-6576, Vol. 55, no 2, p. 209-215Article in journal (Refereed)
    Abstract [en]

    BACKGROUND: Cricoid pressure has been shown to decrease the pressure in the lower esophageal sphincter (LES), increasing the risk of aspiration. Whether this reaction is due to pain associated with the application of cricoid pressure has not been studied. The aim of this study was to compare the effects of cricoid pressure with those of peripheral pain on pressures in the LES, and to study whether remifentanil influences these effects. Data from the upper esophageal sphincter (UES) are also described.

    METHODS: Continuous solid-state manometry was performed in 14 healthy volunteers. Initially, the effect of remifentanil (target-controlled infusion with a plasma target concentration of 5.0 ng/ml) was studied, and thereafter, the effects of cricoid pressure and peripheral pain stimulation (cold stimulation). Finally, these two interventions were repeated under ongoing remifentanil infusion.

    RESULTS: Remifentanil decreased the LES pressure significantly [ΔP-6.5 mmHg, 95% confidence interval (95% CI) -1.7 to -11.2]. Cricoid pressure application decreased the LES pressure significantly (ΔP-3.7 mmHg, 95% CI -1.4 to 6.1), whereas peripheral pain did not (ΔP 1.2 mmHg, 95% CI -3.5 to 1.1). Under ongoing remifentanil infusion, no cricoid pressure-induced LES relaxation was observed. Cricoid pressure induced high pressures in the area of the UES, 215.7 (±91.2) mmHg without remifentanil vs. 219.4 (±74.2) mmHg with remifentanil.

    CONCLUSIONS: Remifentanil as well as cricoid pressure per se induced decreases in LES pressure. However, cricoid pressure-induced changes of the barrier pressure were not significant whether induced with or without an infusion of remifentanil.

  • 17050.
    Ahlstrand, Rebecca
    et al.
    Örebro University, School of Health and Medical Sciences.
    Thörn, Sven-Egron
    Wattvil, Magnus
    High resolution solid-state manometry of the effect of rocuronium on esophagogastric junction integrityManuscript (preprint) (Other academic)
    Abstract [en]

    Background: The pressure in the lower esophageal sphincter (LES) is partly dependent on striated muscles derived from the crural portion of the diaphragm. The effect of neuromuscular blockade on the integrity of the esophagogastric junction is not well studied. We conducted a prospective interventional study to determine the effect of rocuronium on the pressure in the LES and the barrier pressure (LES pressure – intra gastric pressure). We also studied the effect of positive pressure ventilation on the barrier pressure after neuromuscular blockade with rocuronium.

    Methods: Fourteen patients classified as ASA I or II (aged 18-75 years) who presented for elective surgery (11 cholecystectomy, 3 inguinal hernia) participated in the study. Esophageal manometry was performed after anesthetization with propofol, fentanyl and sevoflurane. After the insertion of a laryngeal mask airway, the patients breathed spontaneously for one minute. Rocuronium was administrated and the patients observed during the onset of apnea and during one minute of apnea and complete neuromuscular blockade. Volume controlled positive pressure ventilation followed.

    Results: Muscle relaxation with rocuronium showed no significant changes in barrier pressure comparing the pressure immediately before rocuronium administration with the pressure obtained at the time point of 0% TOF. Conversion to positive pressure ventilation did not change the barrier pressure with inspiration or expiration. The greatest decrease in barrier pressure was measured after inducing anesthesia when comparing pressures during inspiration (P< 0.01)

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