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Demokratiska innovationer ur ett språkminoritets perspektiv: fördjupas eller försvagas demokratin? Fördjupas eller försvagas demokratin?
No full textThis research article examines how new channels for participation affect the possibilities of Finland-Swedes for political participation. Our hypothesis is that since the new forms of participation in Finland are largely designed on Finnish-speakers\u27 terms, the Swedish-speakers have less opportunity to influence than the Finnish-speakers and thus relatively weakens the Swedish-speakers\u27 political influence. In the article, we focus on the citizens\u27 initiative in Finland. We present the case as part of the broader debate about pluralist power in modern liberal democracy, that is, an issue that touches on the dilemma of diversity and the conditions for different groups to influence. The starting point is that the research on democratic innovations has not sufficiently paid attention to the specifics of linguistic minorities, even though it has long focused on minorities. The article summarizes the findings on theoretical dependencies between the democracy innovation citizen initiative and the political participation of a linguistic group in an analytical frame of reference. The intention is that the frame of reference can theoretically function as an addition to pluralist political theory and practically as an analytical starting point about the effects of new forms of participation on the position of language minorities in a modern democracy.Denna forskningsartikel undersöker hur nya kanaler för deltagande påverkar finlandssvenskarnas möjligheter till politiskt deltagande. Vår hypotes är att eftersom de nya formerna för deltagande i Finland till stor del är utformade på finskspråkigas villkor ger de svenskspråkiga mindre möjligheter att påverka än finskspråkiga och försvagar därmed relativt sett de svenskspråkigas politiska inflytande. I artikeln fokuserar vi på medborgarinitiativet i Finland. Vi lägger fram fallet som en del av den bredare debatten om pluralistisk makt i den moderna liberala demokratin, det vill säga en fråga som tangerar dilemmat med mångfald och förutsättningarna för olika grupper att påverka. Utgångspunkten är att forskningen på demokratiska innovationer inte i tillräcklig grad uppmärksammat det specifika med språkliga minoriteter trots att den sedan länge fokuserat på minoriteter. Artikeln summerar fynden om teoretiska beroendeförhållanden mellan den demokratiska innovationen medborgarinitiativ och en språketnisk grupperings politiska delaktighet i en analytisk referensram. Avsikten är att referensramen teoretiskt kan fungera som ett tillskott till den pluralistiska politiska teorin och praktiskt som en analytisk utgångspunkt om effekterna av nya deltagandeformer på språkminoriteters ställning i en modern demokrati
Sebastian Godenhjelm, Eija Mäkinen & Matti Niemivuo (red.): Förvaltning och rättssäkerhet i Norden. Utveckling, utmaningar och framtidsutsikter. Svenska litteratursällskapet i Finland 2022. (352 s.)
Get PDFConcepts as light seductions
Get PDFGuidance to the readers: This conceptual paper discusses seduction as a form of light obsession. We are especially interested in thinking about/with/in fabulating concepts as one of the vital, yet slightly seductive, parts of academic research. The vitality and obsessivity in thinking, writing and researching, also speak to seduction’s influence in making concepts, in articulating experiences, and in creating new language and knowledge with/in Academia. We explore seduction in the fabulation of concepts through various spaces and practices. We hold here, that, in this process of fabulation, scholars, data, theories, concepts, and matter, both seduce and are seduced. In the attempt to illustrate the workings of seduction, and to offer examples of conceptualizing our experience of being seduced in these fabulations, we draw upon two altogether different kind of events; theoretically seductive encounters between two scholars, and a methodologically seductive workshop with graduate students. We use Manning, Massumi, Deleuze and Baudrillard as conversation partners to think fabulation through seductive relationality, a focus which lets our dialogues pivot around in more or less intentional way
The Interview-Event-Agencement as Creative Movement and Methodological Disruption
Get PDFIn her article “Towards a Politics of Immediation,” Erin Manning (2019a) writes about the process of “immediation, the withness of time, of body in the making” (p. 1) that bodies subjectivity through the interstitial experience of/in the event. Drawing from Manning’s movement-oriented philosophy, and thinking-with her concepts of immediation, agencement, interval, and memory of the future, I invite alternate visualizations of interviewing as a research method through my study with international graduate students in a TESOL program at a Canadian university. By shifting focus from human-centred researcher intentionality and pre-determined research tools of the interviewing method, to the entangled human and non-human affective agencies of the interview-participant-voice-recorder-assemblage, I offer possibilities for experiencing the interview-event as an affective ecological attunement. Manning’s concepts also create interferences with existing institutional and TESOL representations and discourses, where multilingual students are often interpellated into rigid identity constructions and difference is seen as deficiency
Students’ perspectives on the functionality of the flipped classroom approach in master’s thesis seminar
Get PDFResearch studies are an important part of educational sciences curricula in Finland. However, these studies are challenging to conduct, given the teacher-led activities, lack of social presence, engagement, collaborative working with and time management of students, and large-entity writing process management comprising this environment. Here, our aim was to develop a program of master’s thesis seminar higher education pedagogy that employed a flipped classroom (FC) approach. While the FC approach has been investigated in several contexts of higher education, it has only been minimally explored in the master’s thesis seminar. Participating students’ views and mixed-methods were used. Based on the quantitative results, students considered guidance and satisfaction high, and difficulty low. Moreover, the FC approach was seen as well-suited to, and preferred by, the students, while not being significantly straining. Based on the qualitative and mixed-methods results, FC was seen as functional, goal-oriented, and flexible, and team spirit and supervisor’s presence were considered to be positive. However, negative experiences were also identified, such as the amount of peer feedback possibilities and time usage. The results, discussion, limitations, and implications are presented in terms of research-based development work on FC approach-grounded master’s thesis seminars in higher education
Assessing university students’ study-related burnout and academic well-being in digital learning environments: A systematic literature review
Get PDFPrevious research suggested a strong connection between students’ experiences of traditional learning environments and study-related burnout (Brown et al., 2012; Chen et al., 2017; Meriläinen, 2014; Kuittinen & Meriläinen, 2014). However, digital learning environments and how they can pedagogically support students’ well-being remain, in many respects, an unexplored area (Ruokamo et al., 2016; Lewin & Lundie, 2016). Moreover, pedagogical assessment, including how it can support students’ academic well-being, often lags behind the latest technological developments (Spector, 2014; Popenici & Kerr, 2017; Bates et al., 2020; Holmes et al., 2019; Luckin et al., 2016).
This research systematically reviews the literature relevant to study-related burnout and academic well-being in digital learning environments. It is done by surveying articles published between 2012 and 2021. First, the findings suggest that there is a body of studies focusing on certain dimensions of study-related burnout. Second, students’ well-being in digital learning environments is less studied and relies mostly on emotional achievement theory and research on academic emotions. Finally, supporting students’ academic well-being through digital assessment is mostly enabled through formative assessment, but it is moving toward artificial intelligence and game-based assessment. Thus, more research is needed on the subject
Could posterior-anterior projection cervical spine radiographs improve image quality and dose reduction
Get PDFIntroduction: Anterior-posterior (AP) cervical spine X-rays are routine examinations to assess degenerative change, persistent pain and traumatic injuries. Multiple radiosensitive organs lie anteriorly within this anatomical region, increasing the stochastic risk of cancer. If a posterior-anterior (PA) projection was utilised, the radiation dose could potentially be reduced. The hypothesis of this study is to evaluate the change in radiation dose and image quality between AP and PA positions.
Materials and methods: An anthropomorphic phantom was positioned AP erect against a digital radiography (DR) detector with 30 thermoluminescent dosimeters (TLDs) inserted to record the thyroid, breast, ovaries, and testes absorbed radiation dose at an exposure of 66 kV and 8 mAs. The phantom was repositioned PA erect and repeated. Images were assessed against an image quality criteria Likert scale by qualified radiographers. The mean and standard deviations were calculated for dose and image quality and compared using a t-test and Wilcoxon Signed Ranks Test.
Results: The PA erect cervical spine reduced radiation dose to the right thyroid by 92% (44.7 µGy; p=0.00) and the left thyroid by 89% (43.7 µGy; p=0.00), with further reductions in scatter dose to the breasts (0.35-0.45 µGy; p=0.85), ovaries (0.41 µGy; p=0.57), and testes (0.04 µGy; p=0.98). Image quality scores for the end plates, pedicles, joint spaces, spinous and transverse processes, cortical and trabecular bone patterns, and soft tissues were near equivalent (p=0.32).
Conclusion: Data analysis suggests that PA cervical spine positioning for X-rays in the laboratory adheres to as low as reasonably practicable (ALARP) guidance on X-ray examinations to reduce radiation dose to male and female internal organs (thyroid, breast, ovaries) without a reduction in image quality compared to AP positioning. Further research in clinical practice is advised
Transomental hernias: Multi-detector row computed tomography findings in 15 clinical cases
Get PDFIntroduction: Transomental hernia (TOH), a type of intra-abdominal hernia formed as a result of incarceration through abdominal greater omental hiatus, is a rare disease that lacks specific physical features, which makes its preoperative diagnosis difficult. This study aims the clinical characteristics and radiological findings of 15 cases of TOH.
Methods: From 2009 to 2021, we encountered 15 cases of TOH in which multi-detector row computed tomography (MD-CT) with multiplanar reconstruction (MPR) was helpful for the preoperative diagnosis. We performed a clinical study of patients with TOH.
Results: The average age of the 15 patients (male, n=9; female, n=6) was 73 years (range, 58-91 years). The preoperative diagnosis, based on MD-CT, was TOH in 11 patients and internal hernia in 4 patients. The preoperative diagnosis of TOH was confirmed in 11 of 15 patients (73%). MD-CT showed dilatation of the small intestine on the ventral side of the ascending colon and the descending colon through the omental hiatus, closed loop, and the convergence of the mesentery or small intestine.
Conclusion: The possibility of TOH should be considered when treating patients with obstruction who have no history of laparotomy. MD-CT with MPR is useful for the preoperative diagnosis of TOH
Quality of Pre-School Teacher Education in Ethiopia and its Implication for Quality Learning Outcomes
Get PDFThis study looks at the quality of preschool teacher education in Ethiopia in view of three basic components: curriculum relevance, profiles of teacher educators, and the selection and recruitment of candidates. The study adopted a case study design guided by competency-based teacher development theory and collected data through documentary analysis (the curriculum and recruitment guideline), and interviews of five professionals. The findings showed that the preschool teacher education curriculum has alignment gaps in four major aspects: (a) the preschool teacher education curriculum focused on subject area contents rather than on holistic child development, (b) the preschool teacher education curriculum overlooked motor skills as well as socio-emotional development categories, and (c) languages of instructions at preschool teacher education and preschool level are different (English and mother tongue respectively). Besides, invited professionals from other departments offer 36 of the 42 courses but lacked appropriate professional orientation and experiences to prepare the less capable candidates admitted to the program. Accordingly, policy intervention to make appropriate amendments in the curriculum, staff profiles and practicum components, and further research on views of graduates and relevant stakeholders were identified as areas of further endeavors
VET and the “Competency-Tetris”: Inclusion of Whom, to What, and Where?
Get PDFThe purpose of the article is to empirically analyse how the idea of inclusion is portrayed within the boundaries of the “Competency-Tetris”: a metaphor that should not be confused with the Tetris® game but used to theoretically capture individualised, competency-based, and managerially governed Vocational Education and Training (VET). We argue that the meaning of social inclusion within and through VET is unclear and vested by the human capital doctrines and the neoliberal assumptions from which it is derived. Whom does inclusion in VET involve, and to what and where does inclusion take place? Employing a design-based research approach, we used abductive applications to analyse data produced through participatory ethnographic observations (N=32) and interviews (N=12). The results identified four abstracted themes: (1) Fitting the workforce auction; (2) Multi-professional support trajectories; (3) Inclusion of qualification measures; and (4) Social and cultural learning communities. The first three abstracted themes suggest that the Competency-Tetris is a social divider of students based on a “go-forward” engine with social engineering at its fore. That is, the desired boundaries between VET and work are not strengthened, and the question of enabling equal learning for all students faces a U-turn. Thus, the economic value accumulated in competency-based qualification measures is accentuated. The latter abstracted theme identifies a different, albeit obscured, aspiration: human encounters requiring dignity, mutual respect, social generosity, and developmental sustainable ecology are increasingly approached as part of, within, and through VET