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AI- integrated mathematics education : A study on experiences and values
No full textThis thesis investigates mathematics teachers' experiences and values with artificial intelligence (AI) integrated into mathematics education for grades 4-6. The issue addressed by the study is the increasing presence of AI in society and the need to understand how educators within the field of education relate to this development. The aim is to provide insights into teachers' perspectives on AI's potential and its use in the classroom. The study is based on a sociocultural theory of learning, focusing on mediation and the zone of proximal development, as well as the Technological Pedagogical Content Knowledge (TPCK) framework to analyze the integration of technology in teaching. A qualitative method has been used, with semi-structured interviews conducted with nine mathematics teachers. The results show that teachers' knowledge of AI is limited, but there is openness to using AI in planning and administrative tasks. There is also skepticism regarding students' use of AI and its ability to replace the human relationship in teaching. An important conclusion is that teachers see a need for further professional development to enhance their competence in AI and its pedagogical applications
Teacher's perspective on the implementation and teaching of sustainable development with a focus on waste management in schools : Comparative study between El Salvador, Senegal and Sweden
No full textThis study examines the conditions, opportunities and limitations regarding teaching in thesubject sustainable development with a focus on waste management and compares threecountries; Senegal, El Salvador and Sweden. Agenda 2030 and the 17 goals for achieving asustainable development and fair future and the focus of goal number four; education for all,is the foundation for our study. Sweden has an advanced waste management system thatcontributes to a circular economy. However, many low developing countries, includingSenegal and El Salvador, are facing significant challenges regarding waste management andespecially in handling plastic waste. This study explores teachers in Senegal’s and ElSalvador’s perspectives of implementing and teaching sustainable development with a focuson waste management in primary schools. It is based on three different research questions;thoughts on the importance of it, the limitations that exist, and the conditions that are present.The method used is data collection in the form of qualitative interviews with teachers fromSenegal and El Salvador, where the result is analyzed through two theories; a hermeneuticperspective and a Resource Dependency Theory. The results indicate that economic andstructural challenges limit the ability of teachers in both Senegal and El Salvador to developthe teaching of sustainable development and waste management effectively. In contrast,Sweden’s established system offers better conditions for teaching these subjects. However,the result shows a high awareness regarding the importance of teaching sustainabledevelopment among the teachers, but that they face a lot of limitations for improving theteaching and knowledge. The conclusion is that improvements in national waste managementpolicies and resource allocation are essential to enhance teaching in these countries
Collaboration in clinical skills lab : perspectives from students and educators in nurse education
No full textThe overall aim of this thesis was to explore the collaboration and the collaborative process between bachelor nursing students during clinical skills lab practices from the perspective of nursing students and nurse educators and the use of formative peer assessment in higher healthcare education programs. In the first study, an exploration of formative peer assessment in higher healthcare education programs was carried out by mapping the existing research literature in the field. After critical appraisal of the literature, a thematic analysis was performed. The results revealed a process consisting of two consecutive phases. The first phase involved the rationale for formative peer assessment, which was to support student learning as preparation for the healthcare professions. The second phase concerned the organization and the structure of the formative peer assessment activity and how the complexity of collaboration between the students affected their relationships with each other. The revealed complexity of peer collaboration influenced the aim of the subsequent empirical qualitative studies because similar results have been described in previous studies in connection with collaborative learning activities. The second and third studies explored how first-year bachelor nursing students collaborate as well as the collaborative process during practice in clinical skills labs. Fieldwork with participant observations and focus group interviews was performed. Thematic network analysis was carried out in the second study, and a narrative analysis of fieldnotes and transcribed focus groups interviews was conducted in the third study to analyse the collaborative process. In the fourth study, interviews were performed with nurse educators with teaching experiences from clinical skills labs. The aim was to understand their different conceptions of nursing students’ collaboration. The transcribed interviews were analysed with a phenomenographic approach. The findings from the second study showed that collaboration between nursing students is a field of tension between adaptation and non-conformity. Adaptation represents the students’ ability to adapt to new knowledge, to each other, and to being a nursing student. The non-conformity in the collaboration corresponds to students’ difficulties in accepting the perspective of others, finding mutual goals, sharing decisions, and providing supportive and constructive feedback to each other. In the third study a sequential process was identified in the exploration of the collaborative process between the nursing students. The initial period was characterized by navigating in unfamiliar territory, which included anxieties related to not being involved, not being familiar with the context, and not being sure of the expectations. Over time, the students started to navigate together to cope in response to the complexities of the tasks they had ahead of them. To overcome these complexities, they looked for people like themselves, which led to homogenous groups. At the end of their training period the students were approaching independence in anticipation of their future nursing profession. In this period the role of the educator became less prominent, and the students mostly relied on each other’s knowledge. The feedback they provided to each other became constructive with suggestions for improvement. The focus was now on the task at hand, and with whom it was practiced was of less importance. In the final study, the nurse educators’ various conceptions of nursing students’ collaboration described an outcome space that indicated that the purpose of collaboration was the most complex descriptive category that formed the didactive activities related to collaboration, the nursing students’ interpersonal skills, and the group activity skills. Conclusively, and reflected in Vygotsky’s theory of Zone of Proximal Development, the collaboration between the nursing students during skills lab practices shows that the students’ collaboration can develop from a zone of current development to a collective zone of proximal development with support from their peers. For education to support the students’ transition to independence, the educational purpose of collaboration needs to be defined by the faculty. The collaboration needs to be guided by scaffolding activities contextualized to the nursing profession and adjusted to where the students are in the collaborative process. Instructional directives for peer observations and feedback along with didactive activities might decrease anxiety and complexity in collaborative learning and thereby prepare students for the crucial collaboration that takes place in the nursing profession.Paper 4 in disseration as manuscript.</p
Unraveling the influence of astrocytes on endothelial cell transcription : Towards understanding blood-brain barrier in vitro models’ dynamics
No full textIn recent years, considerable advancements have been made in developing in vitro models to better understand the complex dynamics of the blood-brain barrier (BBB) and its critical role in neurological health and disease. Incorporating astrocytes into these models introduces an essential layer of complexity, allowing for a more comprehensive investigation of the cellular interactions and regulatory mechanisms that maintain BBB integrity and functionality. Despite these advances, the specific influence of astrocytes on endothelial cells in in vitro systems remains inadequately explored. This study addresses this gap by examining the transcriptional changes in primary human brain microvascular endothelial cells (HBMECs) cocultured with human astrocytes (HAs). Our findings demonstrate that astrocytes profoundly modulate endothelial pathways involved in cell cycle regulation and division while upregulating genes associated with BBB integrity, protective mechanisms, and transporter activity. Furthermore, astrocytes significantly enhanced transendothelial electrical resistance (TEER) and reduced permeability to tracer Cascade Blue dye, confirming their functional impact on BBB models. By providing a comprehensive human primary cell dataset, this research underscores the pivotal role astrocytes play in shaping endothelial cell gene expression and function in contact coculture systems. These results emphasize the necessity of incorporating astrocytes into in vitro BBB models to accurately replicate neurovascular interactions. Ultimately, this study advances our understanding of BBB physiology and highlights the importance of refining in vitro models to better reflect the complexity of the human neurovascular environment, with potential implications for studying neurological disorders and drug delivery strategies
Weary Willie and Tired Tim : Perfecting the Mold for Knockabout Tramps
No full textTom Browne created two amiable characters he called Weary Willie (or Willy) and Tired Tim for Harmsworth’s comic Illustrated Chips in 1896. These tramps, bold, brazen and wily, constantly in scrapes in a win-one lose-one rhythm, exude confidence and cheerfulness. In a late-nineties strip, Willy and Tim breeze into view, strolling round the city, their city, observing, commenting, and intervening at whim. They were a huge success and continued to appear on the cover page of Chips every week until 1953, drawn by various hands, for the last forty-four years by Percy Cocking
Sweden´s conflicting green leadership in the European Union
No full textThis article examines the nuanced dynamics of green leadership within the European Union (EU), focusing on Sweden. Sweden has long been heralded as an exemplar of environmental and climate leadership within the European Union as well as a frontrunner in the adoption of green policies, notably in the realms of bioenergy and biofuels. However, its leadership stance has come under scrutiny due to the inherent conflicts within green initiatives, often referred to as ‘green-green dilemmas’ that arise when environmental actions, despite their sustainable intentions, clash over competing interests. Drawing on a variety of sources we delve into the complexities surrounding Sweden's green leadership. The article highlights how Sweden’s enthusiastic endorsement of bioenergy and biofuels, integral to its climate action strategy, has sparked debates and raised questions about Sweden´s perceived green leadership within the European Union. Sweden's approach to navigating these conflicts, alongside its efforts to negotiate and balance economic interests with environmental ambitions, offers a compelling insight into the challenges of maintaining green leadership in the face of conflicting green agendas
Kommunala verktyg för socialt hållbar bostadsförsörjning : Teoretiska perspektiv och analys av fyra verktyg i Göteborgs Stad
No full textDenna rapport är en del av forsknings- och samverkansprojektet JÄMBO: Handlingsutrymme för jämlik tillgång till boende och livsmiljöer, ett FORMAS-finansierat projekt som bedrivs inom forskningsmiljön Studier i boende och välfärd vid Malmö universitet, i samarbete med Göteborgs Stad, Göteborgsregionen och Region Skåne. Projektet undersöker socialt hållbar bostadsförsörjning utifrån kriterierna (a) jämlik tillgång till bostäder, (b) minskad segregation, samt (c) ökad integration. Inom projektet har fyra verktyg för socialt hållbar bostadsförsörjning som används inom Göteborgs Stad identifierats. Dessa är sociala konsekvensanalyser och barnkonsekvensanalyser (SKA/BKA), stadsformsanalyser, Värdeskapande stadsutveckling (VS) och Jämlik stad. Rapporten presenterar resultaten från en studie som analyserat de teoretiska och ideologiska strukturer som ligger till grund för dessa verktyg, och hur väl dessa uppfyller kriterierna för en socialt hållbar bostadsförsörjning. Rapporten baseras på en kvalitativ textanalys av de rapporter och policydokument som beskriver verktygen. Analysmetoden bygger på Mats Lindbergs (2017) modell för att kartlägga ideologiska strukturer genom tre dimensioner: värde-, beskrivande- och handlingsdimensioner. Modellen identifierar tre typer av utsagor: värdeutsagor (V), som uttrycker ideal och mål (varav mål kan särskiljas som M), beskrivande utsagor (B) och föreskrivande utsagor (F), vilka tillsammans synliggör det ideologiska innehållet i en text. Textanalysen har kompletterats med workshopmaterial från tre workshops som hållits med representanter från relevanta förvaltningar och kommunala bolag. Verktygen som behandlas i studien baseras på olika teoretiska antaganden men gemensamt problematiseras segregationens effekter. SKA och BKA fokuserar på social hållbarhet och betonar stadens fysiska utformning som ett verktyg för att skapa jämlika förutsättningar och främja social sammanhållning. Stadsformsanalyser ser stadsrummet som en dynamisk process där den fysiska miljön samspelar med sociala och ekonomiska faktorer, och använder flödesbaserade analyser för att identifiera optimala områden för förtätning. Värdeskapande stadsutveckling bygger på marknadsanalyser där stadskvaliteter kan minska segregation genom att öka attraktionskraften i socioekonomiskt svagare områden. Verktyget Jämlik stad fokuserar på hur strukturella faktorer och segregation påverkar tillgången till resurser och hälsa, och lyfter behovet av att åtgärda dessa för att minska ojämlikheter på bostadsmarknaden. När det gäller kriterierna för socialt hållbar bostadsförsörjning uppfyller de granskade verktygen dem endast delvis. SKA och BKA bidrar till att minska segregation och främja integration (b och c) genom att lyfta fram stadsmiljöns betydelse för att skapa jämlika förutsättningar. Däremot behandlar de inte jämlik tillgång till bostäder (a), eftersom deras fokus ligger på stadens fysiska och sociala struktur snarare än på själva bostadsförsörjningen. Stadsformsanalyser relaterar inte heller till boendefrågor och därmed inte till jämlik tillgång till bostäder. Detta verktyg är främst användbart för att stärka integrationen (c) och berör endast i viss mån målet om minskad segregation (b). VS-verktyget tangerar samtliga kriterier, men dess effekter riskerar att få motsatt verkan, vilket väcker frågor om dess lämplighet i sammanhanget. Endast Jämlik stad tar ett helhetsgrepp och adresserar alla tre kriterier, men fungerar framför allt som ett analysverktyg utan att erbjuda konkreta lösningar. Sammantaget visar genomgången att det saknas verktyg som direkt stödjer planeringen för jämlik tillgång till bostäder (a).JÄMBO: Handlingsutrymme för jämlik tillgång till boende och livsmiljöe
The remote fraud behind the screen: : A Qualitative Study of Online and Social Media Fraud in Sweden
No full textTwo Divergent Worlds, : Yet One SystemExploring Dropout Factors in Different Socioeconomic Contexts
No full textThe purpose of this research is to analyze factors with that significantly influence on students’ educational trajectories, motivations and decisions. Moreover, the study seeks to examine the factors behind these decisions. Furthermore, the study conducts a comprehensive investigation into the causes of school dropout and will focus on and cover two different environments: a socioeconomically disadvantaged area, and a socioeconomically privileged one, in order to analyze and compare the factors. Finally, the study analyzes interprofessional collaboration in both areas and identifies the most essential measurements to reduce students' risks of dropping out. A qualitative method is adopted in this study, where six individuals have been interviewed; three that work in a socioeconomically disadvantaged area and three that work in a privileged one. The study is conducted from the perspective of a school professional. The theoretical framework includes Systems Theory Framework, Social, Cultural Capital, and Field. Thus, the results indicate that the most influential factors affecting the students’ educational trajectories differ between the areas, but a common finding is that individuals are not affected by a single factor alone, but rather by a combination of several. Furthermore, although the influencing factors vary between the areas, strong collaboration among school staff emerges as the most decisive factor, regardless of socio-economic context.