Malmö University
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The teacher as optimistic nutritionist
No full textThe aim of this paper is to offer an account of the teacher as optimistic nutritionist. Drawing on recent theoretical work seeking to identify and elucidate the main components of the optimistic nutritionist as an ethical ideal (by way of Spinoza’s and Nietzsche’s ethical theories), this paper proposes a model of ethical teaching that opts for a different route from that of amodel grounded in moral exemplarism. This route is not oriented around admiration and imitation, but rather around the axioms of selectivity and selfishness. Instead of grounding educational transformation in the student’s ability to emulate the teacher (or the exemplars identified by the teacher), educational transformation is here grounded in an aspirational account where the self-cultivation of the student is influenced and promoted by a combination of practical embodied experimentation and the guidance of the teacher qua optimistic nutritionist
Hållbar ordinlärning på sfi : Betydelsen av skolbakgrund och strategianvändning
No full textFrån Introduktion: Det har gått 20 år sedan Bigelow och Tarone (2004) konstaterade att det mesta vi vet om vuxnas inlärning av ett andraspråk (L2) härrör från studier som involverar relativt välutbildade inlärare i akademiska kontexter. Detta förhållande tycks inte ha ändrats; L2-forskning involverar fortfarande främst universitetsstudenter (se t.ex. Godfroid & Andringa, 2023; Gujord m.fl., 2023). Denna snedrekrytering får negativa konsekvenser när detgäller så väl generaliserbarhet som applicerbarhet. Mot denna bakgrunduppmanar Godfroid och Andringa (2023) L2-forskare att undersöka omtidigare forskningsresultat, baserade på etablerade metoder inom fältet,kan replikeras med vuxna L2-inlärare med kort eller ingen skolbakgrund.Föreliggande studie hörsammar denna uppmaning genom att undersökarelationen mellan ordkunskap och användning av ordinlärningsstrategierhos vuxna inlärare av svenska med varierande skolbakgrund
Accessing the proteome of extracellular vesicles via rapid acoustic isolation of a minute human blood plasma sample
No full textBackground: Despite substantial progress in the field of mass spectrometry, there remain barriers to measuring the extracellular vesicles (EVs) proteome in blood plasma. Recent work has shown that isolating EVs can make it possible to detect proteins that have low abundance in plasma. Commonly used EV isolation methods either require large sample volumes and long ultracentrifugation times, or else result in population bias via targeted isolation. There is a great need for fast and easy methods to isolate EVs from small volumes of plasma, <10 μL, enabling biomarker discovery, e.g. in biobanked samples, where mass spectrometry can play an important role. Results: We unveil the extracellular vesicle proteome by using seed particle enhanced acoustic trapping to purify EVs from minute blood plasma samples (8 μL) in 6 min per sample. The differential mass spectrometry results find proteins which are significantly enriched (FDR-adjusted p-values<0.05) in acoustically trapped samples compared to raw (unprocessed) plasma, more than two thirds of those proteins have been associated with EVs previously. Additionally, we are able to increase the depth of analysis by detecting 51 low abundance proteins not detected in raw plasma, half of which are tagged with the gene ontology (GO) tag “extracellular exosome” (GO:0070062). Finally, we validate the novel use of neutrally charged silica seed particles paired with a washing flowrate of 200 μL/min, enabling the processing time to be halved and finding the same proteome as for tried-and-tested polystyrene seed particles with washing at 30 μL/min. Significance: Our microfluidics-based approach to EV isolation enables rapid processing of an individual minute blood plasma sample, demonstrating that personal proteomic information associated with EVs can be detected when acoustic trapping is used as a pre-processing step. By applying this technique to plasma from patient cohorts or mouse models, future studies may offer new insights into the role of EVs in the progression of diseases and reveal new diagnostic targets in the proteomic cargo of EVs
The preschool’s role in multilingual children’s language development : -
No full textDetta examensarbete undersöker hur språkutveckling hos flerspråkiga barn i förskoleåldern kan stödjas i en pedagogisk kontext. I takt med att samhället blir alltmer mångspråkigt möter förskolan en växande barngrupp med annat modersmål än svenska. Detta ställer krav på att förskolan både ska främja barn svenska språkutveckling och samtidigt stödja deras modersmål. Syftet med studien är att undersöka hur pedagoger arbetar för att stödja språkutveckling hos flerspråkiga barn samt vilka faktorer som påverkar detta arbete. Studien utgår från ett sociokulturellt och interkulturellt perspektiv. Metoden som används är kvalitativ, där datainsamlingen har genomförts med hjälp av semistrukturerade intervjuer med pedagoger för att se vilka metoder och strategier de använder sig av i mötet med flerspråkiga barn för att främja språkutvecklingen. Resultatet visar att pedagoger använder en rad olika strategier för att stimulera barns språk, bland annat genom vardagliga samtal, lek och strukturerade aktiviteter. Betydelsen av att uppmärksamma och inkludera barnens modersmål framhålls som central för både språkutvekcling och identitetsstärkande arbete. Samtidigt framträder utmaningar, såsom brist på resurser, kunskap och tillgång till modersmålsstöd. Slutsatsen är att förskolan har en avgörande roll i att skapa förutsättningar för flerspråkiga barns språkutveckling och integration. För att ytterligare stärka arbetet krävs ökad medvetenhet, metodutveckling och resurser för att kunna möta alla barns behov
Orientational anisotropy of photoemitting CS2 molecules induced by molecular field splitting
No full textWe recorded the sulfur 2p photoelectron spectrum from gas-phase CS2 molecules, in coincidence with the ionic fragments S+, S2+ and CS+. The fragments are created by the dissociation of the parent molecular dication following the Auger decay of the S 2p vacancy. The S 2p photoelectrons were recorded in the direction of the polarization vector of synchrotron radiation at FinEstBeAMS beamline of MAX IV synchrotron, using a hemispherical energy analyzer with sufficiently high resolution to resolve the molecular field splitting effects. The coincident ionic fragments of the linear molecule provided the orientation of the molecular axis of molecules emitting electrons in the polarization direction along the polarization vector of the incident photon beam and we obtained the orientation distributions of these molecules for photoemission from the three spin-orbit and molecular field split components in the S 2p orbital. The molecular field splitting introduced clear differences in the measured orientation distributions. Photoemission along the polarization vector from the 2p orbital with j=1/2,mj=+/- 1/2 created the most isotropic distribution of the emitter molecules, while the distribution corresponding to the 2p orbital with j=3/2,mj=+/- 3/2 was preferredly perpendicular to the polarization vector. Emission from the 2p orbital with j=3/2,mj=+/- 1/2 came from molecules preferably oriented along the polarization vector. We compare these results to previous theoretical predictions with a good quantitative agreement for the components with mj=+/- 1/2. However, the measured anisotropy for the components with mj=+/- 3/2 is somewhat weaker than predicted. This work demonstrates how the electron-ion coincidence technique allows, with high electron energy resolution, for testing photoelectron angular distribution predictions, with the constraint that the polarization vector of the incident photons is parallel to the momentum vector of the photoelectron
Exploring citizenship education and social action : Towards emancipatory education
No full textDrawing on the theoretical insights of Gert Biesta, Judith Butler, Paulo Freire and Kevin Kumashiro, this article critically examines current trends in citizenship and emancipatory education and the challenges and opportunities associated with promoting social action and academic freedom. It considers how contemporary political, social, ideological, environmental and economic developments contribute to increased precarity, risk and insecurity. It also emphasizes the relational interdependence between adults and children and their ethical responsibilities towards others. Moreover, it points to the roles, capacities and responsibilities of adults and children in transformative processes. The starting point for critical discussion and analysis is five contemporary cases related to citizenship education, emancipatory education and approaches to social action, as presented in this Special Issue of Citizenship Teaching & Learning. It explores the concepts of critical thinking, the importance of deliberative dialogue, the creation of a safe space and children’s capacity to imagine and resist. This article aims to analyse and engage in a dialogue with the central ideas presented in the articles in this Special Issue. We do not intend to dismiss or misinterpret the authors’ key concepts or perspectives. Instead, we emphasize the importance of critical dialogue, critical thinking and an open academic environment as the essential foundations for citizenship education and democracy.Issue Citizenship Education and Social Action Towards Emancipatory Education</p
Older caregivers' responsibilities and strategies for their cohabiting partners living at home : a qualitative systematic literature review
No full textBackground: Ageing-in-place policies have increasingly shifted elder care responsibilities onto family members. Among older cohabiting couples, one’s partner’s illness significantly impacts the other’s daily life and well-being. Aim: To explore the responsibilities and strategies of caregiving partners in older cohabiting couples from the perspectives of cohabiting caregivers. Methods: A qualitative systematic literature review was conducted across seven databases, following PRISMA guidelines and registered in PROSPERO (CRD42025632103). Sixty-five studies were included based on predefined inclusion and exclusion criteria using Covidence. Quality was assessed using the Critical Appraisal Skills Programme (CASP) checklist for qualitative studies. Data were synthesised through descriptive numerical summaries and thematic analysis. Results: The studies, conducted in 20 countries, primarily used individual interviews for data collection. Three overarching themes emerged: (1) strategies directed towards the partner, (2) strategies to maintain personal identity and space, and (3) strategies for navigating formal care systems. Cohabiting caregivers often assumed daily responsibilities despite emotional and physical strain. They relied on both informal and formal support to care for their partner and preserve time for themselves. However, formal care involvement led to issues such as broken agreements and inadequate services. Conclusion: Older cohabiting caregivers constantly balance and adapt their caregiving roles in relation to their partner, themselves, and formal care providers. This shift in responsibility results in an often invisible, morally-driven labour that remains under-recognised in Ageing-in-place policies. The study highlights the need for policy frameworks and interventions that acknowledge caregivers’ moral labour, enhance the quality of formal care, and support caregiver autonomy. Clinical trial registration: https://www.crd.york.ac.uk/PROSPERO/view/CRD42025632103, identifier (CRD42025632103)
When children take their own course : Preschool teachers deliberation in goal-oriented activities
No full textAbstract This qualitative study explores the challenges preschool teachers face in goal-oriented teaching within the framework of the Swedish preschool curriculum. The curriculum emphasizes not only educational goals but also the importance of integrating care and development into a holistic pedagogical approach. Interviews were conducted with preschool teachers, focusing on the challenges they encounter in goal-oriented teaching, their emotional responses to these challenges, and the strategies they employ to navigate them. The interview data were analyzed through Erving Goffman's dramaturgical perspective and Thomas J. Scheff's socio-emotional theory. The analysis reveals that preschool teachers often adopt a performative stance when presenting goal-oriented activities and that emotional challenges arise when established routines or strategies do not yield the expected outcomes. The analysis also shows the variety of challenges that preschool teachers face in goal-oriented activities. Furthermore, the analysis shows that preschool teachers frequently find themselves in dilemmas, regarding the goal-oriented activity, between following curriculum goals and responding to children's interests, while trying to maintain harmony between the needs of the group and the needs of each individual.
"Mind the Gap" – Early Academics' Experiences of the Transition From Research Studies to Research Careers
No full textIn recent decades, doctoral education in Sweden has become more formalized, shifting supervision responsibilities to higher education institutions (HEIs) and introducing challenges for early-career academics, including competition, precarious employment, and demands for grants and publications. This study explores the experiences of 24 associate senior lecturers and postdoctoral fellows transitioning from doctoral studies to independent research careers at five Swedish HEIs. Using reflexive thematic analysis of semi-structured interviews, three themes emerged: research, teaching, and career support. Research support is often inadequate, with limited guidance, funding difficulties, and heavy teaching loads. Teaching support is lacking, leaving participants unprepared for teaching responsibilities. Career support is a critical gap, with many experiencing uncertainty and isolation post-PhD due to insufficient mentorship and structure. The findings highlight the need for tailored support, including mentorship, training, and institutional resources, to bridge gaps during this vulnerable phase. HEIs should enhance professional development through formal mentorship, targeted training, and structured systems to support early-career academics’ career progression