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  • 251.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Pedagogisk forskning i Sverige: Temanummer: Relationell pedagogik2017Collection (editor) (Other academic)
  • 252.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Pedagogisk omsorg2016In: Omsorg i en förskola på vetenskaplig grund / [ed] Bim Riddersporre & Barbro Bruce, Stockholm: Natur och kultur, 2016, p. 49-66Chapter in book (Other academic)
  • 253.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Relational pedagogy and teachers´relational competence2016Conference paper (Other academic)
  • 254.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Relationell pedagogik - ingång till ett fält2017In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 22, no 3-4, p. 159-165Article in journal (Other academic)
  • 255.
    Aspelin, Jonas
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Specialpedagogisk forskningsmiljö.
    Relationell specialpedagogik: i teori och praktik2013Collection (editor) (Other academic)
    Abstract [sv]

    Specialpedagogisk forskning där relationella perspektiv anläggs har vuxit kraftigt under de senaste femton åren. Indelningen "relationellt-" och "kategoriskt" perspektiv har till exempel kommit att spela stor roll för specialpedagogikens självförståelse. Parallellt har det skett en tillväxt av allmänpedagogisk forskning med relationella perspektiv. Den här antologin är ett resultat av möten mellan de båda traditionerna. Antologin syftar till att diskutera hur specialpedagogisk forskning, utbildning och verksamhet kan förstås relationellt. Bidragen rör olika utbildningskontexter, såsom förskola, träningsskola, gymnasieskola och specialpedagogutbildning, och behandlar en bred uppsättning teman, såsom handledning, omsorgsarbete, flerspråkighet och musicerande.

    Boken vänder sig framför allt till blivande och yrkesverksamma specialpedagoger och speciallärare.

  • 256.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljö med inriktning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Social interaktion i klassrummet: ett mikrosociologiskt angreppssätt2008In: Se skolan: forskningsmetoder i pedagogiskt arbete / [ed] Carina Rönnqvist & Monika Vinterek, Umeå: Umeå universitet. Fakultetsnämnden för lärarutbildning , 2008, p. 139-150Chapter in book (Other academic)
  • 257.
    Aspelin, Jonas
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP).
    The elementary forms of educational life: understanding the meaning of education from the concept of "social responsivity"2015In: Social Psychology of Education, ISSN 1381-2890, E-ISSN 1573-1928, article id 9298Article in journal (Refereed)
    Abstract [en]

    This article makes a theoretical contribution to social psychology of education by applying Johan Asplund’s social psychological theory to the educational context. More specifically, the article discusses how the question of purpose of education (Biesta in Educ Assess Eval Account 21(1):33–46, 2009; God utbildning i mätningens tidevarv [Good education in the age of measurement]. Liber, Stockholm, 2011) could be conceived from Asplund’s (Det sociala livets elementära former. [The elementary forms of social life]. Bokförlaget Korpen, Göteborg, 1992) concept of “social responsivity”. Adopting Asplund’s concept, I problematize, discuss, and supplement Biesta’s model, especially his concept of “subjectification” and from here tentatively examine “existentialisation”. Existentialisation is proposed as a tool for understanding the overall meaning of education. To illustrate the theoretical argument, a brief classroom episode is analyzed in detail.

  • 258.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Vad är relationell pedagogik?2016Conference paper (Other academic)
  • 259.
    Aspelin, Jonas
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Specialpedagogisk forskningsmiljö.
    Vad är relationell pedagogik?2013In: Relationell specialpedagogik: i teori och praktik / [ed] Jonas Aspelin, Kristianstad: Kristianstad University Press , 2013, p. 13-25Chapter in book (Other academic)
    Abstract [sv]

    Relationell pedagogik kan allmänt beskrivas som ett synsätt på utbildning där det som sker människor emellan står i centrum.  Jag diskuterar i det här kapitlet vissa kännetecken för ansatsen och föreslår ett dubbelsidigt relationsbegrepp: På en första nivå är relationell pedagogik liktydigt med aktiviteter som strukturerar utbildningens sociala liv. I princip alla lärare ägnar sig dagligen åt relationell pedagogik i den meningen, dvs. är med om att bygga upp en igenkännlig socialitet och ordning i utbildningen. På en andra nivå ses relationell pedagogik snarare som avbrott eller genombrott i vardagslivets strukturer. Relationell pedagogik i den senare bemärkelsen innebär ett genuint och personligt möte, en händelse som är oförutsägbar, oplanerad och kanske inte ens märkbar. Sådana händelser kan man inte ta för givna i undervisning.

  • 260.
    Aspelin, Jonas
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Specialpedagogisk forskningsmiljö.
    Var är relationell specialpedagogik?2013In: Relationell specialpedagogik: i teori och praktik / [ed] Jonas Aspelin, Kristianstad: Kristianstad University Press , 2013, p. 179-189Chapter in book (Other academic)
    Abstract [sv]

    Det här kapitlet avser att bidra till diskursen om relationell specialpedagogik. Jag skisserar på möjliga innebörder i begreppet och på en modell över var forskningen ifråga kan ta sin utgångspunkt. Argumentet lyder i korthet att relationell specialpedagogik har- eller bör ha konkreta, mellanmänskliga relationer i brännpunkten (jfr. von Wright, 2002, s. 12). Sådana relationer byggs i möten mellan faktiska personer som befinner sig i faktiska situationer. De karakteriseras av vad Johan Asplund (1992, s. 45) kallar genuin kommunikation:

    I genuin kommunikation råder alltid en genuin osäkerhet. Jag vet inte vad jag har sagt innan du har svarat och du vet inte vad du har sagt innan jag har svarat. Du visar mig vad jag har sagt och jag visar dig vad du har sagt.

    Jag börjar med att redogöra för några specialpedagogiska perspektiv. Därefter utvecklas, med stöd hos några relationella teoretiker, det resonemang om utbildningens brännpunkt som fördes i inledningskapitlet. Slutligen argumenterar jag för var den relationella specialpedagogikens brännpunkt är belägen.

  • 261.
    Aspelin, Jonas
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    We can recite it in chorus now: an interactionist approach to the teacher-student relationship and teachers relational competence2017In: Classroom Discourse, ISSN 1946-3014, E-ISSN 1946-3022, Vol. 8, no 1, p. 55-70Article in journal (Refereed)
    Abstract [en]

    A growing body of international research demonstrates that supportive teacher–student relationships have multiple positive educational effects. In Scandinavia, the concept of relational competence is increasingly used to define the teacher’s ability to develop ‘good’ relationships. The overall purpose of this article is to contribute to the field by adopting an interactionist perspective. Drawing chiefly on T. Shibutani, but also on G.H. Mead and T. Scheff, the article aims to: (i) examine how the teacher–student relationship is constructed through nonverbal communication and (ii) discuss the implications regarding teachers’ relational competence in situated teaching. A detailed transcript of a classroom episode is interpreted and analysed using Shibutani’s concepts. The analysis reveals two parallel relational matrices, one ‘conventional’ and the other ‘interpersonal’. In the concluding section, it is argued that the relationship between the two matrices plays an important role in understanding teachers’ relational competence: the relationally competent teacher takes responsibility for his/her own actions, both as an educator in a conventional system and as a fellow being in an interpersonal system. Expressed differently, relational incompetence means overemphasizing one system at the expense of the other.

  • 262.
    Aspelin, Jonas
    et al.
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Bergström, Kamilla
    Malmö högskola.
    Söderfeldt, Björn
    Malmö högskola.
    Schou, Lone
    Danmark.
    Hakanen, Jari
    Finland.
    Emotion work in dentistry: a theoretical overview of the key concepts, conditions and consequences2014Other (Refereed)
  • 263.
    Aspelin, Jonas
    et al.
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Jederlund, Ulf
    Stockholms universitet.
    Aneer, Lillemor
    Stockholms universitet.
    Lärar-elev-relation och samtal mellan lärare och elever2017Report (Other academic)
  • 264.
    Aspelin, Jonas
    et al.
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Mattisson, Jane
    Kristianstad University, Forskningsmiljön Forskning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Humaniora.
    Liten handbok i akademiskt skrivande2016Other (Other (popular science, discussion, etc.))
  • 265.
    Aspelin, Jonas
    et al.
    Kristianstad University, Forskningsmiljö med inriktning Relationell Pedagogik (FoRP). Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Malmö högskola.
    Persson, Sven
    Yrkeskunnande-i-relation: Teoretiska perspektiv på lärares grundkompetens2009In: Kunskapsbehov och nya kompetenser: professioner i förhandling / [ed] Ola Fransson & Karin Jonnergård, Stockholm: Santérus Förlag, 2009, p. 85-109Chapter in book (Refereed)
  • 266.
    Asplund Brattberg, Marcus
    Kristianstad University, School of Education and Environment.
    Adaptive Memory: Survival Processing in Ancestral and Fictional Scenarios2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The aim of this study was to examine the function behind adaptive memory by comparing groups of participants processing information in  ancestral and fictional  scenarios related to survival.  The  thesis  was  that  participants  would  retain  information  to  a  higher  extent  if processing  occurred  in  a  fictional,  threatening  scenario  compared  to  scenarios  based  on pleasantness  and survival  in  grasslands. There  were four different  scenarios,  whereas three acted as experimental and one as a control. The comparison was measured by the number of recalled words after a rating process which consisted of rating the relevance of words to survival in respective scenario. Seventy-one participants of differing age were recruited from different parts of the world through social media. They participated by completing a memory experiment on  Explorable.com.  The  results  showed  that  there  were  no  significant  differences  between groups and the number of rated words recalled. The thesis could therefore not be confirmed. No significant difference could be found in rating of the words in the different scenarios. Much research made on the topic of adaptive memory has suggested that participants remember better when processing information in scenarios described as threatening survival in grasslands and during a zombie outbreak. It seems that simple threat to survival does not increase the retention of information. The increased retention found in scenarios related to zombies may not be due to the popularity this subject has in film and games.

  • 267.
    Asplund, Maria E.
    et al.
    Department of Biological and Environmental Sciences, University of Gothenburg.
    Baden, Susanne P.
    Department of Biological and Environmental Sciences, University of Gothenburg.
    Russ, Sarah
    Department of Biological and Environmental Sciences, University of Gothenburg.
    Ellis, Robert P.
    College of Life and Environmental Sciences, University of Exeter.
    Gong, Ningping
    Department of Biological and Environmental Sciences, University of Gothenburg.
    Hernroth, Bodil E.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Ocean acidification and host–pathogen interactions: blue mussels, Mytilus edulis, encountering Vibrio tubiashii2014In: Environmental Microbiology, ISSN 1462-2912, E-ISSN 1462-2920, Vol. 16, no 4, p. 1029-1039Article in journal (Refereed)
    Abstract [en]

    Ocean acidification (OA) can shift the ecological balance between interacting organisms. In this study, we have used a model system to illustrate the interaction between a calcifying host organism, the blue mussel Mytilus edulis and a common bivalve bacterial pathogen, Vibrio tubiashii, with organisms being exposed to a level of acidification projected to occur by the end of the 21st century. OA exposures of the mussels were carried out in relative long-term (4 months) and short-term (4 days) experiments. We found no effect of OA on the culturability of V. tubiashii, in broth or in seawater. OA inhibited mussel shell growth and impaired crystalline shell structures but did not appear to affect mussel immune parameters (i.e haemocyte counts and phagocytotic capacity). Despite no evident impact on host immunity or growth and virulence of the pathogen, V. tubiashii was clearly more successful in infecting mussels exposed to long-term OA compared to those maintained under ambient conditions. Moreover, OA exposed V. tubiashii increased their viability when exposed to haemocytes of OA-treated mussel. Our findings suggest that even though host organisms may have the capacity to cope with periods of OA, these conditions may alter the outcome of host–pathogen interactions, favouring the success of the latter.

  • 268.
    Asplund, Maria E.
    et al.
    Department of Marine Ecology, University of Gothenburg.
    Rehnstam-Holm, Ann-Sofi
    Kristianstad University, School of Education and Environment.
    Atnur, Vijay
    Department of Fishery Microbiology, College of Fisheries, Karnataka Veterinary Animal and Fisheries Sciences University, Bidar, Karnataka, India.
    Raghunath, Pendru
    Department of Fishery Microbiology, College of Fisheries, Karnataka Veterinary Animal and Fisheries Sciences University, Bidar, Karnataka, India.
    Saravanan, Vasudevan
    Department of Fishery Microbiology, College of Fisheries, Karnataka Veterinary Animal and Fisheries Sciences University, Bidar, Karnataka, India.
    Härnstrom, Karolina
    Department of Marine Ecology, University of Gothenburg.
    Collin, Betty
    Kristianstad University, School of Education and Environment.
    Karunasagar, Indrani
    Department of Fishery Microbiology, College of Fisheries, Karnataka Veterinary Animal and Fisheries Sciences University, Bidar, Karnataka, India.
    Godhe, Anna
    Department of Marine Ecology, University of Gothenburg.
    Water column dynamics of Vibrio in relation to phytoplankton community composition and environmental conditions in a tropical coastal area2011In: Environmental Microbiology, ISSN 1462-2912, E-ISSN 1462-2920, Vol. 13, no 10, p. 2738-2751Article in journal (Refereed)
    Abstract [en]

    Vibrio abundance generally displays seasonal patterns. In temperate coastal areas, temperature and salinity influence Vibrio growth, whereas in tropical areas this pattern is not obvious. The present study assessed the dynamics of Vibrio in the Arabian Sea, 1-2 km off Mangalore on the south-west coast of India, during temporally separated periods. The two sampling periods were signified by oligotrophic conditions, and stable temperatures and salinity. Vibrio abundance was estimated by culture-independent techniques in relation to phytoplankton community composition and environmental variables. The results showed that the Vibrio density during December 2007 was 10- to 100-fold higher compared with the February-March 2008 period. High Vibrio abundance in December coincided with a diatom-dominated phytoplankton assemblage. A partial least squares (PLS) regression model indicated that diatom biomass was the primary predictor variable. Low nutrient levels suggested high water column turnover rate, which bacteria compensated for by using organic molecules leaking from phytoplankton. The abundance of potential Vibrio predators was low during both sampling periods; therefore it is suggested that resource supply from primary producers is more important than top-down control by predators.

  • 269.
    Augustine, Lilly
    et al.
    Kristianstad University, Faculty of Health Science, Research Environment Children's and Young People's Health in Social Context (CYPHiSCO). Kristianstad University, School of Education and Environment, Avdelningen för Psykologi. Jönköping University.
    Lygnegård, Frida
    Jönköping University.
    Granlund, Mats
    Jönköping University.
    Adolfsson, Margareta
    Jönköping University.
    Linking youths' mental, psychosocial, and emotional functioning to ICF-CY: lessons learned2017In: Disability and Rehabilitation, ISSN 0963-8288, E-ISSN 1464-5165, Vol. 40, no 19, p. 2293-2299Article in journal (Refereed)
    Abstract [en]

    PURPOSE: Linking ready-made questionnaires to codes within the International Classification of Functioning, Disability and Health, Children and Youth Version with the intention of using the information statistically for studying mental health problems can pose several challenges. Many of the constructs measured are latent, and therefore, difficult to describe in single codes. The aim of this study was to describe and discuss challenges encountered in this coding process.

    MATERIALS AND METHODS: A questionnaire from a Swedish research programme was linked to the International Classification of Functioning, Disability and Health, Children and Youth Version and the agreement was assessed.

    RESULTS: Including the original aim of the questionnaire into the coding process was found to be very important for managing the coding of the latent constructs of the items. Items from the International Classification of Functioning, Disability and Health, Children and Youth Version chapters with narrow definitions for example mental functions, were more easily translated to meaningful concepts to code, while broadly defined chapters, such as interactions and relationships, were more difficult.

    CONCLUSION: This study stresses the importance of a clear, predefined coding scheme as well as the importance of not relying too heavily on common linking rules, especially in cases when it is not possible to use multiple codes for a single item. Implications for rehabilitation The International Classification of Functioning, Disability and Health, Children and Youth Version, is a useful tool for merging assessment data from several sources when documenting adolescents' mental functioning in different life domains. Measures of mental health are often based on latent constructs, often revealed in the description of the rationale/aim of a measure. The latent construct should be the primary focus in linking information. By mapping latent constructs to the International Classification of Functioning, Disability and Health, Children and Youth Version, users of the classification can capture a broad range of areas relevant to everyday functioning in adolescents with mental health problems. The subjective experience of participation, i.e., the level of subjective involvement, is not possible to code into the International Classification of Functioning, Disability and Health, Children and Youth Version. However, when linking mental health constructs to the International Classification of Functioning, Disability and Health, Children and Youth Version codes, the two dimensions of participation (the being there, and the level of involvement) need to be separated in the linking process. This can be performed by assigning codes focusing on being there as separate from items focusing on the subjective experience of involvement while being there.

  • 270.
    Augustinsson, Rebecka
    Kristianstad University, School of Education and Environment.
    To have or not to have - Evidensbaserad undervisning i samhällskunskap2017Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats har sitt fokus på evidens i klassrummet där samhällskunskap är ämnet. Evidens är ett begrepp som har blivit centralt när det diskuteras skolutveckling. Evidensbaserad undervisning innebär systematiserade metoder som är vetenskapligt prövade. Skolans praktik är ytterst komplex där läraren troligen behöver agera med stor skicklighet för att hantera olika oväntade situationer som inträffar. Evidensbaserad undervisning är baserad på naturvetenskaplig kunskapssyn medans samhällskunskapen är baserad på människans komplexitet. Problematiken med två olika kunskapssyner mynnar ut i att jag ställer samhällskunskapen i relation till evidensbegreppen, evidensbaserad samt informerad undervisning. Metoderna som används är kvalitativ metod som inkluderar intervju och observationer i klassrummet. Jag har haft ett systematiskt tillvägagångssätt vid tolkning av det empiriska material, vilket är tematisk analys. Genomgående visar observationerna på samtal och dialog som visar på dynamiken i klassrummet. I intervjun framträder läroplanen som central del i undervisningen samt en viss osäkerhet kring evidens begreppet. Vilket det empiriska materialet visar på. Resultatet mynnas ut i att förstå hur en evidensbaserad undervisning står i relation till samhällskunskapen samt vilka konsekvenser en evidensbaserad undervisning tycks ha i samhällskunskap. Jag argumenterar för behovet av att anpassa evidens begreppet och dess praktisering till ämnet, i detta fall samhällskunskapens mång och tvetydighet i klassrummet. En av slutsatserna är att evidensbaserad undervisning bör diskuteras vidare. Då mitt empiriska material varit tunt, borde forskning fokusera på att studera relationen mellan en evidensbaserad undervisning och samhällskunskap.

  • 271.
    Augustinsson, Sören
    et al.
    Kristianstad University, School of Health and Society, Avdelningen för Ekonomi.
    Brynolf, Margrethe
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Headmaster leadership in public schools: complexity and change2009Conference paper (Other academic)
    Abstract [en]

    Why does not the teacher staff act as they are told to according to the school management documents? Why are not the latest curriculum and its contents within public schools carried through? Why do not the rational forms of implementation and management, recommended by management literature, work? (Alvesson & Sveningson 2003); Bartunek 2006; Brunsson 2007; Morrison 2002; Pye 2006; Weick & Sutcliffe 2001; Weisly). Furthermore they are used for managing Swedish public School. Managing Swedish public organizations, as for example public schools, has been discussed and there are controversies as to why actions as management models, laws and other regulations do not give the intended results as expected (Scherp and Scherp 2007). The article, with its empirical material and theoretical issue, is meant to give a comprehension and explanation of why logic and contents of management sometimes fail to correspond to logic and contents in practice. To answer questions about implementation and management this article sets out from what actually happens within organizations, and not what is expected to happen. You cannot explain a rule by another one; a rule needs to be explained by its practice.

  • 272.
    Augustinsson, Sören
    et al.
    Kristianstad University, School of Health and Society, Avdelningen för Samhällsvetenskap.
    Brynolf, Margrethe
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Rektors ledarskap: komplexitet och förändring2012 (ed. 2)Book (Other (popular science, discussion, etc.))
    Abstract [sv]

    Att vara rektor innebär att ständigt bli inkastad i olika händelser. Rektor förväntas ta ansvar för och lösa alla problem som uppstår i skolan oavsett om det handlar om ett läckande rör, en elev som inte uppnår målen eller ett ekonomiskt underskott som ska vändas till plus.

    Författarna erbjuder i denna bok verktyg för att bättre kunna förstå och hantera den faktiska vardagen som rektor eller skolledare. Dessa verktyg gör det möjligt för skolledare att utveckla förmågan att manövrera i en komplex och föränderlig värld, där paradoxer som kontroll och icke-kontroll är ständigt närvarande. Genom att skapa strukturer där människor tillåts hantera komplexiteten på egna villkor utvecklas mening och passion för verksamheten. Det innebär att rektor har ett medansvar snarare än ett odelat ansvar som ledare.

    Denna andra upplaga innehåller ett nytt kapitel om chefers eget lärande, nyare forskning har inarbetats och fler tips om hur man kan hantera den komplexa vardagen har lagts till.

    Boken vänder sig i första hand till blivande och verksamma ledare inom skolan – förskolechefer, rektorer och skolledare inom grund- och gymnasieskola och arbetslagsledare – men är relevant för alla med intresse för organisation och styrning.

  • 273.
    Augustinsson, Sören
    et al.
    Kristianstad University, School of Health and Society, Avdelningen för Samhällsvetenskap.
    Brynolf, Margrethe
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik.
    Rektors ledarskap: komplexitet och förändring2009Book (Other academic)
    Abstract [sv]

    Att vara rektor innebär att ständigt bli inkastad i olika händelser. Rektor förväntas ta ansvar för och lösa alla problem som uppstår i skolan oavsett om det handlar om ett läckande rör, en elev som inte uppnår målen eller ett ekonomiskt underskott som ska vändas till plus.

    Med verkligheten som utgångspunkt erbjuder författarna rektorer och skolledare på olika nivåer verktyg för att bättre kunna förstå och hantera den faktiska vardagen. Att som ledare utveckla sin förmåga att manövrera i en värld som är komplex och föränderlig, där paradoxer som kontroll och icke-kontroll ständigt finns närvarande. Författarna belyser och diskuterar hur den komplexa vardagen kan förstås och hur människor konstruerar mening. Genom att skapa strukturer där människor tillåts hantera komplexiteten på dess egna villkor utvecklas mening och passion för verksamheten. Detta innebär att rektorn har ett medansvar som ledare i nära samverkan med all personal.

    Boken vänder sig i första hand till blivande och verksamma ledare inom skolans verksamheter, rektorer och skolledare inom grund- och gymnasieskola samt förskolechefer, arbetslagsledare och andra som är intresserade av skolans organi-sation och styrning.

  • 274.
    Augustsson, Catharina
    et al.
    Kristianstad University, School of Teacher Education.
    Sandberg, Åsa
    Kristianstad University, School of Teacher Education.
    Elevens självbild och lärarens relation till eleven.: Har det någon betydelse för undervisnngen2011Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med följande studie är att undersöka hur läraren kan stärka elevens självkänsla och självförtroende i undervisningen. Vi vill också undersöka om det finns ett samband, enligt oss, mellan de lärare som på ett medvetet sätt arbetar med att stärka elevens självbild med att se elevers olikheter som en resurs istället för ett problem. Vår ambition är att se om det finns ett samband mellan lärarens arbetssätt som i förlängningen kan förhindra att elever exkluderas till mindre grupper. Arbetet ger en översikt av tidigare forskning inom begreppen självkänsla och självförtroende, relationer och deras betydelse för elevens inlärning. Den teori som vi har utgått från är Scheffs´ teori om sociala band och till en viss del även Meads teori om speglingsprocessen. Med hjälp av enkätundersökningar och intervjuer ville vi se vad som kännetecknar lärare som medvetet arbetar med elevens självbild och även hur relationen påverkar arbetet med elevens självbild. Vi ville också se respondenternas syn på hur de tycker att man skall arbeta med elever i behov av särskilt stöd. Sammanfattningsvis pekar resultaten av vår studie på att nästan samtliga lärare är väl medvetna om hur man stärker elevens självbild i undervisningen och att en god relation är betydelsefull. Vidare visar resultaten att trots lärarnas medvetenhet lyckas inte alla omsätta kunskapen i arbetet med eleverna. Resultaten av enkäten visar att drygt hälften av lärarna tycker att elever i behov av särskilt stöd skall få hjälp i klassrummet utav en speciallärare medan resultatet från intervjuerna visar att hälften av de tillfrågade menar att eleverna skall få sin undervisning enskilt eller i liten grupp.

  • 275.
    Axelsson, Carolina
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Man & Biosphere Health (MABH).
    Rehnstam-Holm, Ann-Sofi
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Man & Biosphere Health (MABH).
    Nilsson, B
    Lund University.
    Optimization of several parameters in order to reduce time in antibiotic susceptibility testing in a clinical laboratory2017Conference paper (Other academic)
    Abstract [en]

    Background - When sepsis or bacteraemia is suspected, patient blood samples are cultivated in blood culture bottles and then further incubated for identification of the organism and antimicrobial susceptibility testing. These methods are slow, identifying causative pathogens in a couple of hours, and antibiotic susceptibility results within 18-36 hours.

    Here we present optimization of several parameters in order to evaluate if the MBT ASTRA™ method can be a rapid tool, used for routine antibiotics susceptibility testing, in a clinical laboratory.

    Methods – MALDI-TOF MS measurements were performed with a Microflex LT/SH bench-top mass spectrometer (Bruker) with standard settings. The resulting spectra were uploaded in the MBT-ASTRA™ software, which normalizes the peaks and determines the AUC and RG values for each setup.

    Results - The bacterial preparation steps generated a new protocol, which reduced time with 30-60 minutes.

    The antibiotics susceptibility test was optimized for 90 minutes incubation time. 200 µl McFarland 0.5 bacterial suspension in broth were incubated in broth at 37°C, with and without 32 µg/ml Cefotaxime, 16 µg/ml Meropenem and 4 µg/ml Ciprofloxacin.

    The suspensions were transferred to 0.45 µm pore size filter membraned 96 well plate. They were centrifuged; washed; fixated and eluted; put on a MALDI-target, and covered by matrix solution. All could be automated with robot, which reduced time with 60 minutes.

    Conclusion – Rapid susceptibility testing becomes more requested with the increase of resistance bacteria causing infections. Our study can be a valuable tool for clinical laboratories striving for reduction in time handling of antibiotic susceptibility testing.

  • 276.
    Axelsson, Caroline
    et al.
    Kristianstad University College, School of Teacher Education.
    Severin, Kata
    Kristianstad University College, School of Teacher Education.
    "Jag mår bara normalt, jag känner inte att det är något konstigt med att prata spanska eller svenska": Om tvåspråkiga elevers tankar kring sin tvåspråkighet och enspråkiga pedagogers attityder till tvåspråkigheten bland barn.2009Independent thesis Basic level (degree of Bachelor), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [sv]

    Denna uppsats syfte är att undersöka tvåspråkiga elevers syn på sin egen tvåspråkighet och hur de upplever att den blir bemött i skolan. Vidare var vårt syfte att undersöka hur lärarna ser på elevernas tvåspråkighet och ställer dessa attityder och föreställningar mot varandra. För att uppnå detta syfte har det gjorts sju kvalitativa forskningsintervjuer varav fyra är med pedagoger och tre är med två elever åt gången. Intervjuerna utfördes i en mångkulturell skola i en av de största städerna i Sverige. Resultaten som framkommit genom denna studie går hand i hand med studier utförda av bland andra Otterup (2008). Det har visat sig att de tvåspråkiga barn som deltagit i vår undersökning har en tämligen naturlig och okonstlad syn på sin egen tvåspråkighet medan pedagogerna gärna problematiserar fenomenet och kopplar tvåspråkighet direkt till, som de utrycker det, halvspråkighet och språkliga brister. Det har även framkommit att tvåspråkigheten står i nära samband med identitet både för intervjuade pedagoger och de tvåspråkiga eleverna själva. Huvudresultatet för studien är att det finns ett glapp mellan attityderna till tvåspråkighet mellan pedagogerna och forskningen samt elevernas verklighet. Vi ser vikten av att detta glapp minskas då all forskning pekar på pedagogernas och skolans roll för en gynnsam tvåspråkig utveckling.

  • 277.
    Badin, Iulia
    Kristianstad University, School of Education and Environment.
    Personlighet, val av utbildning och prestation: en studie av svenska studenter inom humaniora och ekonomi2016Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Within the framework of the Big Five factor model, the aim of the present study was to investigate the relationship between personality and choice of college major as well as academic performance in a Swedish sample. A secondary aim was to test whether Hollands (1997) vocational choice theory, which was developed for almost 20 years ago in the United States, could be meaningful for Sweden in present-days. A total of 177 students enrolled in college majors within Humanities (N = 121) and Economics (N = 56) from several Swedish universities used a web-based survey to complete the IPIP-NEO-PI inventory (Goldberg, 1999) and to answer questions about their studies, their academic performance and vocational interests according to the RIASEC model (Holland, 1997). Multivariate covariance analyses showed that there were personality differences between humanities students and economics students that seem to pre-exist rather than to be a consequence of a socialization process. Correlation analyses, separate for the two groups, showed different associations of personality factors with performance across groups. Multiple linear regression analyses showed that the personality factors that predict performance were different when only data from humanities students was analysed and when data from the whole sample was analysed which can be interpreted as if the personality factors that predict performance are different across majors. Finally, results showed that there are differences between educational environments of humanities and economics according to the RIASC model. For humanities students, but nor for economics students, the results also showed that “fit” between the individuals profiles and the profile of the environment leads to higher performance. These results are discussed in relation to previous research in the field. From a wider perspective the implications for practice of these results are discussed as well as insights about aspects needed to be considered in future research.

  • 278.
    Bai, Jinhong
    Kristianstad University, School of Teacher Education.
    A Study of The Journey Metaphor in Economic Report Headlines2010Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 279.
    Bai, Jinhong
    Kristianstad University, School of Education and Environment.
    Exploring Students' Use of Metacognitive Strategies in Listening Comprehension of the TEM-4: A Study of English Majors at a Chinese College2011Independent thesis Advanced level (degree of Master (One Year)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [en]

    Listening comprehension plays a vital role in Chinese students’ acquisitionof English; however, the current situation of students’ listening comprehension learning is notsatisfactory. As one category of learning strategies, metacognitive strategies are essential forsuccessful learning. Thus, the aim of this study is to investigate the students’ frequency ofmetacognitive strategy use, and the relationship between their use of metacognitive strategiesand their performance in a listening comprehension test from the TEM-4 test. 100sophomores of English major were chosen to participate in the test and then divided into threelevels based on their scores. Afterwards, 10 students from each level were randomly selected,which means there was a total of 30 students and they were asked to participate in thequestionnaire. Through the data collected from the listening comprehension test and thequestionnaire, the investigation finds that on the whole, the 30 students use metacognitivestrategies in the medium level. By comparison, the students in the three groups utilizemetacognitive strategies in different levels. Moreover, there is a positive relationship between30 students’ frequency of metacognitive strategy use and their performance in the listeningcomprehension test. However, there are 4 students whose frequency of metacognitive strategyuse and scores in the listening comprehension test show a negative relationship. Thus, aninterview was conducted among them to find the reasons. These include that they havedifferent difficulties in using metacognitive strategies or dealing with the listeningcomprehension tasks, and then some suggestions are put forward to help teachers improvetheir teaching quality, and students enhance their listening comprehension abilities.

  • 280.
    Bak, Søren Alex
    et al.
    Analytical Bioscience, Department of Pharmacy, Faculty of Health and Medical Sciences, University of Copenhagen.
    Björklund, Erland
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Plattformen för molekylär analys. Kristianstad University, Faculty of Natural Science, Avdelningen för miljö- och biovetenskap. Kristianstad University, Faculty of Natural Science, Research environment MoLab.
    Occurrence of ionophores in the Danish environment2014In: Antibiotics, ISSN 2079-6382, Vol. 3, no 4, p. 564-571Article in journal (Refereed)
    Abstract [en]

    Antibiotics in the environment are a potential threat to environmental ecosystems as well as human health and safety. Antibiotics are designed to have a biological effect at low doses, and the low levels detected in the environment have turned focus on the need for more research on environmental occurrence and fate, to assess the risk and requirement for future regulation. This article describes the first occurrence study of the antibiotic polyether ionophores (lasalocid, monensin, narasin, and salinomycin) in the Danish environment. Various environmental matrices (river water, sediment, and soil) have been evaluated during two different sampling campaigns carried out in July 2011 and October 2012 in an agricultural area of Zealand, Denmark. Lasalocid was not detected in any of the samples. Monensin was measured at a concentration up to 20 ng·L−1 in river water and 13 µg·kg−1 dry weight in the sediment as well as being the most frequently detected ionophore in the soil samples with concentrations up to 8 µg·kg−1 dry weight. Narasin was measured in sediment samples at 2 µg·kg−1 dry weight and in soil between 1 and 18 µg·kg−1 dry weight. Salinomycin was detected in a single soil sample at a concentration of 30 µg·kg−1 dry weight.

  • 281.
    Bak, Søren Alex
    et al.
    Eurofins Denmark A/S, Environment, Vejen.
    Hansen, Martin
    Department of Civil & Environmental Engineering, Stanford University.
    Pedersen, Kenneth Munk
    Halling-Sørensen, Bent
    Björklund, Erland
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Plattformen för molekylär analys. Kristianstad University, Faculty of Natural Science, Avdelningen för miljö- och biovetenskap. Kristianstad University, Faculty of Natural Science, Research environment MoLab.
    Quantification of four ionophores in soil, sediment and manure using pressurised liquid extraction2013In: Journal of Chromatography A, ISSN 0021-9673, E-ISSN 1873-3778, Vol. 1307, no September, p. 27-33Article in journal (Refereed)
    Abstract [en]

    A multi-residue pressurised liquid extraction (PLE) methodology has been established for the determination of the four ionophores: lasalocid, monensin, salinomycin and narasin in solid environmental matrices. The PLE methodology is combined with solid phase extraction as clean-up using liquid chromatography coupled to tandem mass spectrometry applying electrospray ionisation for detection. The samples were freeze-dried prior to extraction. The absolute recoveries for soil and sediment ranged from 71 to 123% (relative standard deviation (RSDs) below 16%) and in the range 94–133% (RSDs 9–35%) for poultry manure. The final method allowed for the detection of four ionophores down to a few hundred ng kg−1 in natural solid matrices with limit of quantifications (LOQs) being 0.96, 0.87, 0.98, and 0.64 μg kg−1 in soil for lasalocid, monensin, salinomycin, and narasin, respectively. Corresponding LOQs in sediment were 1.28, 1.34, 1.39, and 0.78 μg kg−1 for the respective ionophores, while in manure the LOQs were 0.98, 1.01, 1.45, and 1.01 μg kg−1.

  • 282.
    Balan, Andreia
    et al.
    Helsingborgs kommun.
    Jönsson, Anders
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Bedömning för lärande – en vägledning utifrån aktuell forskning2014Report (Other (popular science, discussion, etc.))
  • 283.
    Barendregt, Wolmet
    et al.
    University of Gothenburg.
    Lindström, Berner
    University of Gothenburg.
    Rietz-Leppänen, Elisabeth
    University of Gothenburg.
    Holgersson, Ingemar
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Ottosson, Torgny
    Kristianstad University, School of Education and Environment, Avdelningen för Pedagogik. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA).
    Development and evaluation of Fingu: a mathematics iPad game using multi-touch interaction2012In: Proceedings of the 11th International Conference on Interaction Design and Children, New York: ACM Press, 2012, p. 204-207Conference paper (Other academic)
    Abstract [en]

    We describe the design background of the mathematics game Fingu for iPad aimed at 4 to 8 year old children. We first describe how Fingu theoretically can support children's development of fundamental arithmetic skills, focusing on conceptual subitizing, the embodiment of numerosity, and finger gnosis. Then we present the results of an exploratory micro-longitudinal study of the game with 11 5- and 6-year old children playing the game for several weeks and being filmed at three occasions. We discuss how their behavior with the game develops over time and can be related to the development of arithmetic skills. Finally we discuss how we will proceed testing the effectiveness of Fingu in a larger controlled study.

  • 284.
    Barow, Thomas
    et al.
    Högskolan i Borås.
    Östlund, Daniel
    Kristianstad University, School of Education and Environment.
    Bildning för alla!: en bok tillägnad Jerry Rosenqvist2012In: Bildning för alla!: en pedagogisk utmaning / [ed] Thomas Barow & Daniel Östlund, Kristianstad: Högskolan Kristianstad , 2012, p. 7-8Chapter in book (Other academic)
  • 285.
    Barow, Thomas
    et al.
    Högskolan i Borås.
    Östlund, DanielKristianstad University, School of Education and Environment.
    Bildning för alla!: en pedagogisk utmaning2012Collection (editor) (Other academic)
    Abstract [sv]

    Sedan mer än 200 år har ”Bildning för alla!” varit en pedagogisk utmaning. Devisen är knuten till tankar om likvärdighet, delaktighet och allas rätt till utbildning i ett inkluderande samhälle, men i boken betonas samtidigt de pedagogiska utmaningar som dessa intentioner för med sig. I antologin tar 26 författare från de nordiska länderna och Storbritannien upp aktuella frågor som på olika sätt knyter an till uppgiften om hur utbildningssystemet kan utvecklas i förhållande till elevers olikheter. I boken behandlas teman som varit centrala i forskningen hos professor Jerry Rosenqvist, som nu efter mer än fyra decennier av pedagogisk verksamhet går i pension. Boken tillägnas honom.

  • 286.
    Bartol, Goran
    et al.
    Kristianstad University, School of Education and Environment.
    Wärn Sahlin, Christin
    Kristianstad University, School of Education and Environment.
    Vem lyssnar på mig?: En studie om elevers inflytande och medbestämmande i fritidshemmets verksamhet2014Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Denna rapports syfte är att studera hur eleverna upplever ovh uttrycker sig kring sina möjligheter till inflytande och medbestämmande i fritidshemmet. Det barndomssociologiska perspektivet som vi använt i denna studie är ett relativt nytt perspektiv, som utgår från barnen själva. Denna teori ser barn som aktörer och medskapare av sin egen verklighet, den barndom de upplever här och nu. Studiens empiriska data samlades in via elevintervjuer som transkriberades samt via bilddokumentation. Fotografierna har eleverna själva tagit. Undersökningsgruppen utgjordes av 48 elever inskrivna i fritidshemmets verksamhet från förskoleklass till år 3, från två skolor. Gruppen fördelades jämt ifråga om ålder och kön. Elevernas svar från intervjuerna och bilddokumetationen analyserades och mönster framträdde och hittades i dessa. Resultatet visar på många likheter med tidigare studier, men ger också nyanser av dessa då lite forskning inom området gjorts och man sällan utgår från elevernas egna uppfattningar. Det mest intressanta i denna studie är hur eleverna upplever begreppet bestämma, hur detta går till, vilka som bestämmer på fritidshemmen och när. Vi hittade mönster som tyder på att eleverna tolkade begreppet bestämma utifrån kontexten, möjligen beroende på vilken mognad eleverna har. Beroende av kontexten kan begreppet bestämma kopplas till makt, frihet och rättvisa

  • 287.
    Basic, Goran
    et al.
    Lunds universitet.
    Thelander, Joakim
    Kristianstad University, School of Teacher Education.
    Åkerström, Malin
    Lunds universitet.
    Vårdkedja för ungdomar eller professionella?: en processutvärdering av projektet ”Motverka våld och gäng”2009Report (Other academic)
    Abstract [sv]

    På uppdrag av Socialdepartementet har SiS under perioden 1 juli 2006 till 31 december 2008 genomfört ett projekt som tog namnet Motverka Våld och Gäng (MVG). I projektet ingick 15 utvalda kommuner, i första hand storstäderna Stockholm, Göteborg och Malmö och deras grannkommuner. I uppdraget ingick att subventionera kommunernas vårdavgifter och att anställa kvalificerade samordnare. Tusentalet ungdomar skrevs in på SiS institutioner från de deltagande kommunerna under projektet som totalt kom att kosta 223 miljoner kronor. Målet med projektet var att de ungdomar som deltog, skulle uppnå positiva och bestående förändringar av sin livssituation, bryta umgänget med kriminella kamrater och förbättra sin skolgång. I uppdraget ingick också att förbättra familjens och nätverkets möjligheter att fungera. Projektet skulle dessutom bidra till att skapa fungerande modeller för samverkan mellan SiS och socialtjänsten. Projektet genomgår två utvärderingar, dels denna processutvärdering, dels en effektutvärdering vars resultat väntas år 2010. Den här redovisade processutvärderingen av MVG-projektet har genomförts av Goran Basic, Joakim Thelander och Malin Åkerström vid Lunds universitet. Materialet består av intervjuer med ungdomar, föräldrar, samordnare, socialtjänstpersonal, institutionspersonal och projektledning. Därutöver har möten observerats och en enkät distribuerats till socialtjänsten.

  • 288.
    Bauden, Monika
    et al.
    Lund University.
    Tassidis, Helena
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Man & Biosphere Health (MABH).
    Ansari, Daniel
    Lund University.
    In vitro cytotoxicity evaluation of HDAC inhibitor Apicidin in pancreatic carcinoma cells subsequent time and dose dependent treatment2015In: Toxicology Letters, ISSN 0378-4274, E-ISSN 1879-3169, Vol. 236, no 1, p. 8-15Article in journal (Refereed)
    Abstract [en]

    Apicidin is a potent histone deacetylase inhibitor (HDACI) that selectively binds to histone deacetylases (HDACs) class I and interferes with the deacetylation process, which results in modification of acetylation level of cellular proteins. The aim of the study was to investigate the potential time and dose dependent cytotoxicity of the test compound, Apicidin, in pancreatic cancer cells Capan-1 and Panc-1 as well as estimate maximal tolerable dose (MTD) of the test agent and determine EC50 using four complementary colorimetric cytotoxicity or viability assays. The cells were treated with increasing concentrations of Apicidin (0-5000nM) for 2, 4 and 6h (short term exposure) or 24, 48 and 72h (long term exposure) before conducting cytotoxic analyses with lactate dehydrogenase assay or viability analyses with sulforhodamine B (SRB), methyl tetrazolium (MTT) and crystal violet (CV) assays. In order to investigate whether Apicidin irreversibly affects the cells already during the short term exposure, the medium containing Apicidin was removed and replaced with fresh culturing medium after 6h of treatment. The cells were then incubated for additional 24, 48 or 72h before carrying out the analysis. The results obtained from cytotoxicity and viability assays indicated, that Apicidin was well tolerated by both cell lines at concentrations below 100nM at any given time point and at all applied concentrations during the short term (6h or less) treatment. Continuous prolonged term exposures (48h or greater) of the cells to Apicidin with concentration exceeding 100nM resulted in significantly increasing cytotoxicity and sustained significant loss of cell viability. Moreover, long term exposure of pancreatic cancer cells Capan-1 and Panc-1 to Apicidin concentrations exceeding 100nM showed an initial anti-proliferative effect before cytotoxicity onset. In summary, MTD was exposure time dependent and estimated to 100nM for long term treatment and to at least 5000nM for treatment not greater than 6h. EC50 concentration of Apicidin was established after long term treatment, however with some variation when comparing the different assays and cell lines. Results from this study may encourage reinvestigating the capacity of potent HDACI Apicidin as an attractive agent for interfering with the deacetylation process catalyzed by HDACs for potential pancreatic cancer intervention.

  • 289.
    Beck, Sofia
    et al.
    Kristianstad University, School of Education and Environment.
    Ekström, Josefin
    Kristianstad University, School of Education and Environment.
    Kemiska processer och fysikaliska fenomen inom förskolan efter läroplansrevideringen: en kvalitativ intervjustudie om förskollärares uppfattningar om begreppens innehåll och genomförande2012Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att undersöka förskollärares inställning till kemi och fysik i förskolan. Som metod för studien användes kvalitativa intervjuer där förskollärare i olika åldrar, antal verksamma år och kommuner intervjuades. Tidigare genomförd studie visade att förskollärare arbetar i mindre utsträckning eller inte alls med fysik och kemi. Skolverket fastslog att ett förtydligande av läroplansmålen gällande naturvetenskap behövde genomföras. I revideringen av läroplansmålet ersattes begreppet naturvetenskapliga fenomen med begreppen enkla kemiska processer och fysikaliska fenomen. Omformuleringen gav förhoppningar om att begreppens innebörd skulle konkretiseras för förskolläraren och på så vis underlätta förutsättningarna för att arbeta med naturvetenskap i förskolan.

    Resultatet visade att revideringen av begreppet naturvetenskapliga fenomen har inneburit ett förtydligande i att även kemi och fysik ingår och ska beröras i aktiviteter inom naturvetenskap. Vi uppmärksammade två övergripande mönster i respondenternas uttryck kring kemi och fysik under intervjuerna. Ämnena valdes antingen bort medvetet på grund av för lite ämneskunskap eller glömdes bort i förhållande till delen med natur och biologi. Förskollärarna insåg mestadels att de arbetat med kemi och fysik efter att aktiviteten genomförts. Om delen med kemiska processer och fysikaliska fenomen inte är ett medvetet centralt val att beröra innan aktiviteten påbörjats ställde vi oss frågan om målet kan uppnås när man inte varit aktivt medveten om ämnena under aktiviteten? Dock ansåg majoriteten av förskollärarna att de uppnådde målet men ifrågasätta under intervjun när de egentligen kan säga att ett mål är uppnått.

    Studien visar att det har blivit tydligare för förskollärarna att kemi och fysik ingår i begreppet naturvetenskap men ett nytt problem har uppstått, nämligen är att de inte anser sig förstå innebörden av de nya begreppen. Respondenterna uttryckte en önskan om förtydligande av begreppen samt kompetensutveckling inom området för att kunna arbeta med kemi och fysik i större utsträckning. 

  • 290.
    Beery, Thomas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Research environment Man & Biosphere Health (MABH).
    Childhood collecting in nature: quality experience in important places2016Conference paper (Refereed)
    Abstract [en]

    There is growing concern for both the decline of direct experience people have with nature, and the quality of that experience. This diminished experience has negative consequences for public awareness and concern for biodiversity and ecosystem health (Miller, 2005). At the same time, a diminished experience of nature appears to have a substantial negative impact on child development (Kahn & Friedman, 1995; Kahn, 2002; Matteo, Barthel, & Lars, 2014; Pyle, 1993; Thomashow, 2002). These concerns are heightened in the urban context where increased urbanization shows a relationship with a reduction in biodiversity and ecosystem health (MA, 2005; Sala et al., 2000). Additional concern comes from studies showing decreasing ecological knowledge among growing urban populations (McDaniel & Alley, 2005; McKinney, 2002). In an attempt to address these concerns and contribute toward a better understanding of the importance of childhood experience of nature, this study investigates one specific example, collecting in nature. Studies show that childhood collecting in nature (the gathering of rocks, shells, feathers, etc. as part of play and free exploration) is a widespread phenomenon (Lekies & Beery, 2013), and yet, very little is understood about this behavior. This study explored the details of childhood collecting in nature with an emphasis on the places of this experience. Participants consisted of a random sample of undergraduate students at a Swedish university (N = 380) participating in a survey focused upon early life outdoor experiences. Responses included multiple choice and Likert scale items, along with data from open-ended questions. In addition, participants were invited to discuss their experience of childhood collecting in greater detail via a semi-structured interview. Fourteen interviews were conducted as follow-up to the survey. Data review considered descriptive statistics, correlations, and regression analysis triangulated with the qualitative data from the open-ended responses and interviews. Results highlight the importance of specific places in the childhood experience of nature, the importance of nearby nature, and further, provide preliminary support for a model for environmental concern (Wolf-Watz, 2015). Ultimately, the study illuminates the idea of childhood development as a cultural ecosystem service and provides implications for nature-based solutions, such as green infrastructure, to support childhood nature experience.

  • 291.
    Beery, Thomas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    People in nature: relational discourse for outdoor educators2014In: Research in Outdoor Education, ISSN 2375-6381, Vol. 12, no 1, p. 1-14Article in journal (Other academic)
    Abstract [en]

    Outdoor educators are concerned about a perceived human disconnection from nature. There is awareness of a lack of human affiliation, connection, or identity with nonhuman nature and its impact on attitudes and behaviors. This essay raises the possibility that despite our concern, we may contribute toward this disconnection via language that supports a separation of the natural and the cultural. Our ability to separate ourselves conceptually from the rest of nature may be partially to blame for environmental degradation, therefore challenging the nature-culture dichotomy is both useful and constructive. This essay will present examples of how outdoor educators can attempt to get past this problematic dichotomy and motivate more relational discourse within the practice of outdoor education.

  • 292.
    Beery, Thomas
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Learning in Science and Mathematics (LISMA). Kristianstad University, Research environment Man & Biosphere Health (MABH).
    Urban Nature Needs: Does the Path Through a Nature Center Lead Out the Door?2015Conference paper (Refereed)
  • 293.
    Beery, Thomas H.
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Man & Biosphere Health (MABH).
    Jorgensen, Kari Anne
    Norge.
    Children in nature: sensory engagement and the experience of biodiversity2018In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 24, no 1, p. 13-25Article in journal (Refereed)
    Abstract [en]

    Given concerns for a severely diminished childhood experience of nature, coupled with alarm for a rapidly diminishing global biodiversity, this article considers the potential for childhood nature experience to be an important part of biodiversity understanding. Findings from two studies are integrated and presented as windows into childhood nature experience to illuminate important aspects of sensory rich learning. In one study from Sweden, semi-structured interviews with adults were conducted and analyzed to explore an understanding of the sensory experience of childhood collecting in nature via participant memories. In the second study, direct observations of children's play and exploration in an outdoor kindergarten in Norway were conducted and analyzed. Bringing these two studies together for shared analysis is useful for investigating biodiversity experience and understanding. Analysis supports the idea that the experience of biodiversity, actual childhood interaction with variation and diversity with living and nonliving items from nature allows children important learning opportunities, inclusive of biodiversity understanding. The results support practical implications for sensory rich environmental education and underscores the practical importance of childhood access to nature.

  • 294.
    Beery, Thomas H.
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Man & Biosphere Health (MABH).
    Jönsson, K. Ingemar
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Man & Biosphere Health (MABH).
    Outdoor recreation and place attachment: exploring the potential of outdoor recreation within a UNESCO Biosphere Reserve2017In: Journal of Outdoor Recreation, ISSN 2213-0780, E-ISSN 2213-0799, Vol. 17, p. 54-63Article in journal (Refereed)
    Abstract [en]

    This study investigates outdoor recreation participation within a multifunctional landscape, a UNESCO Man and Biosphere Reserve. The reserve, the Kristianstad Vattenrike located in southern Sweden, has made a deliberate effort to make the experience of biodiversity possible for residents and visitors. Recreation is a keypart of the biodiversity conservation effort in the area, represented by the infrastructure of the Kristianstad Vattenrike's 21 visitor sites. Given the biosphere reserve context, this study investigates the question of whether there is a relationship between outdoor recreation participation and place attachment. Survey data was collected using concurrent application of multiple sampling strategies including both probability and purposive sampling of local adult residents of the biosphere area. Quantitative analysis showed a significant positive relationship between the level of outdoor recreation participation and place attachment. Qualitative data supported this relationship with more details about place attachment within the studied area. The study confirms a relationship between place attachment and outdoor recreation and provides insight into how the biosphere reserve context supports this relationship. The results of this study show that significant biodiversity management in close conjunction with outdoor recreational opportunity can be achieved and provides opportunities for human engagement and experience of biodiversity.

    Management Implications: This research can help managers design recreational settings that support biodiversity conservation goals. Our research found that:

    • A leading motivation for outdoor recreation participation is nature experience and this motivation can be used by managers to highlight a biodiversity conservation interpretive message in the design of outdoor recreation infrastructure.

    • Providing proximate access to nature based outdoor recreation, to support deliberate and direct experience of biodiversity, is an important component of engaging the public in biodiversity conservation.

    • Recreation proximity alone will not create public engagement in biodiversity conservation. However,proximity as a part of a deliberate institutional design including biodiversity conservation, sustainable development, and logistic support for research and monitoring may be critical for public engagement.

  • 295.
    Beery, Thomas
    et al.
    Kristianstad University, Research environment Man & Biosphere Health (MABH). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Jönsson, Ingemar
    Kristianstad University, Research environment Man & Biosphere Health (MABH). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Upplevelsen av biologisk mångfald2015In: Vattenriket i Fokus, ISSN 1653-9338, Vol. 2015, no 4, p. 39-43Article in journal (Other (popular science, discussion, etc.))
    Abstract [en]

    It is important to do something outside, not only inside this building...if you are outside the nature is talking to you. (Arabic/English speaking visitor)

    Concern for a diminished nature experience has been referred to as an extinction of experience (Pyle, 1993). The concern is based on the fear that diminished experience of nature leads to reduced environmental awareness and knowledge, and ultimately, to a reduction in pro-environmental behavior. Attention to both the value and potential loss of nature experience is at the foundation of the research presented here.

     

    Two related studies are briefly presented that explore the experience of nature, and specifically, the experience of biodiversity in the Kristianstad Vattenrike biosphere reserve. The first is a study of the relationship between place attachment and participation in nature based outdoor recreation. Random and targeted field based surveys with residents of the Kristianstad municipality were used to gather information. Results indicated a positive and significant relationship between measures of place attachment and nature-based outdoor recreation. The second study, an investigation of the Swedish EPA mandated goal that Swedish Nature Centers (Naturum) will inspire or motivate a direct experience of nature was conducted using thought listing methods. The results of these interviews indicated that the nature center in the Kristianstad Vattenrike is serving this noted function. An outcome that links both studies are the results that highlight the importance of proximate access (in regard to residence and transportation) of recreation and outdoor opportunity to facilitate direct experiences of nature.

  • 296.
    Beery, Thomas
    et al.
    Kristianstad University, Research environment Man & Biosphere Health (MABH). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Jönsson, K. Ingemar
    Kristianstad University, Research environment Man & Biosphere Health (MABH). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Betydelsen av att uppleva biologisk mångfald2015In: Biodiverse, ISSN 1401-5064, Vol. 20, no 2, p. 16-17Article in journal (Other (popular science, discussion, etc.))
  • 297.
    Beery, Thomas
    et al.
    Kristianstad University, Research environment Man & Biosphere Health (MABH). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Jönsson, K. Ingemar
    Kristianstad University, Research environment Man & Biosphere Health (MABH). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Inspiring the outdoor experience: does the path through a nature center lead out the door?2015In: Journal of Interpretation Research, ISSN 1092-5872, Vol. 20, no 1, p. 67-85Article in journal (Refereed)
    Abstract [en]

    This study investigates the visitor experience at a Swedish nature center within aUNESCO biosphere reserve. The question of whether this interpretive facility succeedsin motivating the visitor to get outdoors for a direct experience of nature is explored. Useof the environmental connectedness perspective and concerns about diminished natureexperience support the importance of this study. A number of qualitative methodologiesare used to investigate the research questions, including thought listing, phenomenology,and field observation. Results indicate that this particular nature center generallysucceeded in the goal of inspiring visitors for a direct nature experience. The success inmotivating visitors appears to be a result of a number of key variables, including placebasedexhibitry, access, and personal visitor factors. Given the setting for this study, weconclude that interpretive nature centers have the potential to play an important role inthe re-imagination of urban environments.

  • 298.
    Beery, Thomas
    et al.
    Kristianstad University, Research environment Man & Biosphere Health (MABH). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Jönsson, K. Ingemar
    Kristianstad University, Research environment Man & Biosphere Health (MABH). Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Topophilia and human affiliation with nature2015Conference paper (Refereed)
    Abstract [en]

    Objective: The objective of this study is to explore the co-evolutionary foundation for place-based human affiliation with nonhuman nature, and its potential to support sustainable development at the local level. In particular, we analyse the Topophilia Hypothesis, an expansion of the Biophilia Hypothesis which includes also non-living elements in the environment.

    Methods: The study represents a multidisciplinary conceptual analysis of how biological selection and cultural learning may have interacted during human evolution to promote adaptive mechanisms for human affiliation with nonhuman nature via specific place attachment. 

    Results and Conclusions: The Biophilia Hypothesis has been one of the most important theories of human connectedness with nature, suggesting a genetically based inclination for human affiliation with the biological world. The Topophilia Hypothesis has extended the ideas of Biophilia to incorporate a broader conception of nonhuman nature and a co-evolutionary theory of genetic response and cultural learning. It also puts more emphasis on affiliation processes with the local environment. We propose that nurturing potential topophilic tendencies may be a useful method to promote sustainable development at the local level, and ultimately at the global level. Tendencies of local affiliation may also have implications for multifunctional landscape management, an important area within sustainability research, and we provide some examples of successful landscape management with a strong component of local engagement. Since human affiliation with nonhuman nature is considered an important dimension of environmental concern and support for pro-environmental attitudes, the Topophilia Hypothesis may provide a fruitful ground for a discourse within which scholars from many scientific fields, including human evolution and humanistic geography, can participate.

     

  • 299.
    Beery, Thomas
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Jönsson, K. Ingemar
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    Elmberg, Johan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap.
    From environmental connectedness to sustainable futures: topophilia and human affiliation with nature2015In: European Human Behaviour and Evolution Association Annual Conference, University of Helsinki, March 29-April 1, 2015, 2015, p. 57-58Conference paper (Refereed)
    Abstract [en]

    The objective of this study is to explore the co-evolutionary foundation for place-based human affiliation with nonhuman nature, and its potential to support sustainable development at the local level. In particular, we analyse the Topophilia Hypothesis, an expansion of the Biophilia Hypothesis which includes also non-living elements in the environment. Methods: The study represents a multidisciplinary conceptual analysis of how biological selection and cultural learning may have interacted during human evolution to promote adaptive mechanisms for human affiliation with nonhuman nature via specific place attachment. Results and Conclusions: The Biophilia Hypothesis has been one of the most important theories of human connectedness with nature, suggesting a genetically based inclination for human affiliation with the biological world. The Topophilia Hypothesis has extended the ideas of Biophilia to incorporate a broader conception of nonhuman nature and a co-evolutionary theory of genetic response and cultural learning. It also puts more emphasis on affiliation processes with the local environment. We propose that nurturing potential topophilic tendencies may be a useful method to promote sustainable development at the local level, and ultimately at the global level. Tendencies of local affiliation may also have implications for multifunctional landscape management, an important area within sustainability research, and we provide some examples of successful landscape management with a strong component of local engagement. Since human affiliation with nonhuman nature is considered an important dimension of environmental concern and support for pro-environmental attitudes, the Topophilia Hypothesis may provide a fruitful ground for a discourse within which scholars from many scientific fields, including human evolution and humanistic geography, can participate.

  • 300.
    Beery, Thomas
    et al.
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Man & Biosphere Health (MABH).
    Jönsson, K. Ingemar
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Man & Biosphere Health (MABH).
    Elmberg, Johan
    Kristianstad University, School of Education and Environment, Avdelningen för Naturvetenskap. Kristianstad University, Research environment Man & Biosphere Health (MABH).
    From environmental connectedness to sustainable futures: topophilia and human affiliation with nature2015In: Sustainability, ISSN 2071-1050, E-ISSN 2071-1050, Vol. 7, no 7, p. 8837-8854Article in journal (Refereed)
    Abstract [en]

    Human affiliation with nonhuman nature is an important dimension of environmental concern and support for pro-environmental attitudes. A significant theory of human connectedness with nature, the Biophilia Hypothesis, suggests that there exists a genetically based inclination for human affiliation with the biological world. Both support and challenge to the Biophilia Hypothesis are abundant in the literature of environmental psychology. One response that both challenges and builds upon the Biophilia Hypothesis is the Topophilia Hypothesis. The Topophilia Hypothesis has extended the ideas of biophilia to incorporate a broader conception of nonhuman nature and a co-evolutionary theory of genetic response and cultural learning. While the Topophilia Hypothesis is a new idea, it is built upon long-standing scholarship from humanistic geography and theories in human evolution. The Topophilia Hypothesis expands previous theory and provides a multidisciplinary consideration of how biological selection and cultural learning may have interacted during human evolution to promote adaptive mechanisms for human affiliation with nonhuman nature via specific place attachment. Support for this possible co-evolutionary foundation for place-based human affiliation with nonhuman nature is explored from multiple vantage points. We raise the question of whether this affiliation may have implications for multifunctional landscape management. Ultimately, we propose that nurturing potential topophilic tendencies may be a useful method to promote sustainable efforts at the local level with implications for the global.

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