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Humorn, makten och härligheten – Språkvetenskapliga och kulturella perspektiv på humor och makt*
Get PDFKonstverk som hjälpare vid tidsförflyttning. Ekfrasen i Sigrid Heucks Mäster Joachims hemlighet (1995) och Den förtrollade ryttarstatyn (2007) av Pamela Kavanagh*
Get PDFFormeringen av ett ungt forskarutbildningsämne inom utbildningsvetenskap: 112 avhandlingar inom Pedagogiskt arbete
No full textIn 2000, the postgraduate subject Educational work was established, as part of a larger initiative to strengthen educational science research in Sweden. Its goal is to develop a research base for teacher education and to increase the relevance of research for school development. Through an analysis of the first 112 dissertations in Educational work, this article contributes with knowledge of what has become of the new postgraduate subject. This is done partly through a quantitative categorization and partly through a qualitative analysis of the dissertations. The quantitative categorization includes what years the 112 dissertations were presented, which higher educational institutions have the research subject Educational work, whether they are monographs or summary dissertations, the gender of the authors and if the language in which they were written is English or Swedish. Furthermore, a compilation has been made of which school forms have been studied and which persons have participated in the study in various ways and been given a voice in the dissertations. The qualitative analysis examines what different knowledge interests permeate the dissertations. By knowledge interest we mean a dissertation's content focus in terms of its aim and research questions and which theoretical traditions it is part of. In order to determine the dissertation's knowledge interests, the content focus and theoretical traditions of the studies have been identified using two analytical tools: Rönnerman and Langelotz's (2015) categorization tools for identifying the content focus and an analytical tool developed by Nilholm (2017) to determine which theoretical traditions the dissertations are part of: the naturalistic, the hermeneutic or and the critical discipline. For the determination of the theoretical traditions, the choice of method has also been included in addition to the choice of theory. The categorization of content focus is based on the idea that aims and research questions say something about the focus of the research. The dissertations have been divided into three thematic focus categories: The Pedagogical practice, the Teaching practice and Other practices.
The results show that dissertations presented in Educational work primarily seek knowledge about the Pedagogical practice and its actors. Focus is on how teachers, and in some cases also students, in primary and secondary school, describe school activities, how school subjects are developed and how ethical relationships are expressed in school settings. To a lesser extent, knowledge about what actually happens between the actors in school activities, i.e. the Teaching practice, is sought. Furthermore, there is a great deal of theoretical pluralism in Educational work, and the majority of the dissertations are to be found within the interpretive tradition. A minority of the dissertations are within a functionalist tradition. Research done in collaboration with school actors has been one of the goals of Educational work, and can be found in the majority of dissertations, but in different degrees. Only a few of the studies can be described as interactive research, i.e. where researchers collaborate directly with educators in, for example, action research projects.År 2000 inrättas forskarutbildningsämnet Pedagogiskt arbete som en del i ett större initiativ för att stärka utbildningsvetenskaplig forskning. Detta för att utveckla lärarutbildningens forskningsbas och öka forskningens relevans för skolutveckling. Genom en granskning av de första 112 avhandlingarna i Pedagogiskt arbete bidrar denna artikel med kunskap om vad som blivit av det nya forskarutbildningsämnet. Begreppet kunskapsintresse har varit vägledande för utformandet av studien och för att fastställa avhandlingarnas kunskapsintressen har deras innehållsliga inriktningar och teoretiska traditioner identifierats. Resultatet visar att inom forskarutbildningsämnet Pedagogiskt arbete söks framför allt kunskap om den pedagogiska praktiken och dess aktörer. Fokus ligger på hur lärare och elever i grundskolan och gymnasieskolan beskriver skolverksamheten, hur skolämnen utvecklas och hur etiska relationer kommer till uttryck. I mindre grad söks kunskap om undervisningspraktiken. Analysen visar även att det finns en stor teoretisk pluralism inom Pedagogiskt arbete och majoriteten av avhandlingarna befinner sig inom den tolkande traditionen. Forskning i samverkan med skolans aktörer har varit ett av målen med Pedagogiskt arbete och majoriteten av avhandlingarna visar också på olika grader av samverkan. Dock kan endast ett fåtal av studierna betecknas som interaktiv forskning
Didaktik i fritidshem ur svenska rektorers perspektiv: särskiljande föreställningar möter en pedagogisk praktik
No full textTeachers in primary schools and in School Age Educare Centers (SAEC) work with the same children during the school day, but in different contexts and sometimes in different premises. The principal leads and distributes the work and has the ultimate responsibility for both activities. To lead an, in many ways different, educational activity as the SAEC, that at the same time is intended to complement the compulsory school doesn't seem to be easy. SAEC and schools are different educational practices, representing partially different educational cultures and traditions. In addition, there are different, but in some cases overlapping, governing documents to deal with. A previous study has shown distinctive perceptions of principals in relation to other professions (cf. SAEC-teachers, leisure pedagogues, child minders and researchers) within the SAEC sphere. The analysis of the principals' answers show that they do not differentiate between after-school didactics and regular school didactics, and that they see a clearer connection to the school, compared to the other professional groups. This discrepancy between principals' and other respondent groups' view of the activities of the SAEC is thus the starting point for the present text, and the study therefore provides new and in-depth knowledge of principals' perceptions of the didactic concept in this respect.
The purpose of this study was thus to contribute to knowledge about Swedish principals' perceptions of the meaning of the concept of didactics in SAEC. The empirical material consists of a web survey answered by 51 principals comprising open and closed answer options. It has been analyzed with inferential and descriptive statistics as well as content analysis.
The results make principals’ perceptions visible regarding the content of the concept of didactics in SAEC. Principals generally consider themselves to have good knowledge of the concept, but their descriptions of the concept are relatively terse. There are no clear connections between the principals' answers and their age or years in the profession. Furthermore, the results show few differences between those who consider themselves to have good knowledge in the field and those who consider themselves to have less knowledge. The qualitative analysis of the answers generated some different themes about didactics and teaching with some connection to didactic theory building. The conclusion is, however, that the principals do not describe the concept of didactics in detail or multifaceted, but that it is linked to a certain extent with teaching, especially in the school environment. Regarding the concept of teaching, the principals make more explicit statements, but these can be interpreted as more clearly linked to the principal's role in primary schools than to teaching in SAEC.
The answers given by the principals in this study about the didactic concept in SAEC possibly testify to their affiliation to other forms of school and that the concept is therefore associated more with, for example, primary school. No specific traces of didactics in relation to the SAEC perspective can be discerned. An important and distinguishing perspective between the SAEC and the school is the SAEC commitment to care. In the answers from the principals, no didactic ideas about this can be discerned. It is problematic since the didactics of care should, in line with the SAEC curriculum, be given a considerable scope in the activity.
An important conclusion of our study is that if principals are to lead the activities in the SAEC in a successful way, a consensus is required between them and the staff on how the tasks should be understood and carried out. There, didactics play a decisive role. Results like this, and from other studies on principals' perceptions of and understanding of the core concept of the SAEC, show a reality that is not completely in line with the legislation's requirement that principals need to have pedagogical insight in all parts of the school activities. For these reasons, we see the need for intensified research in the field as great.Syftet med den här studien är att bidra med kunskap om svenska rektorers uppfattningar om didaktikbegreppets innebörd i fritidshemmet. En tidigare studie har visat särskiljande uppfattningar hos rektorer i relation till andra aktörer inom fritidshemmet, varför behovet av en fördjupad studie av rektorers uppfattningar är relevant. Det empiriska materialet består av en webenkät besvarad av 51 rektorer omfattande öppna och slutna svarsalternativ. Det har analyserats med inferentiell och deskriptiv statistik samt innehållsanalys. Studien synliggör uppfattningar rektorer har om innehållet i begreppet didaktik i fritidshem. Rektorer anser sig generellt sett ha goda kunskaper om begreppet, men deras beskrivningar av begreppet är relativt knapphändiga. Inga tydliga samband föreligger mellan rektorernas svar och deras ålder eller år inom yrket. Vidare visar resultatet få skillnader mellan dem som anser sig ha goda kunskaper inom fältet och dem som anser sig ha mindre kunskaper. Den kvalitativa analysen av svaren genererade några olika teman om didaktik och undervisning med viss anknytning till didaktisk teoribildning. Slutsatsen är dock att rektorerna inte beskriver begreppet didaktik ingående eller mångfacetterat, men att det i viss mån sammanlänkas med undervisning, särskilt i skolmiljön. Gällande undervisningsbegreppet gör rektorerna mer explicita uttalanden, men dessa kan tolkas som tydligare länkade till rektorsrollen i grundskolan. Inga spår av didaktik i relation till fritidshemmets omsorgsperspektiv kan skönjas. Ska rektorer leda verksamheten i fritidshemmet på ett framgångsrikt sätt krävs en samsyn mellan dem och personalen om hur uppdragen ska förstås och genomföras. Där spelar didaktiken en avgörande roll. Av detta skäl ser vi behovet av intensifierad forskning på fältet som stort
Refractive trends in 15-year-old adolescents at optometric practices in southern Sweden between 2007 and 2020
No full textThe purpose of this study was to analyse the distribution of refractive errors in 15-year-old adolescents at optometric practices in southern Sweden between 2007 and 2020. Refractive data were collected retrospectively from clinical records in five optometric practices in southern Sweden. The inclusion criteria were individuals visiting the practice at an age of 15 years between 2007 and 2020. The refractive errors were classified by the spherical equivalent (SE) (sphere + 1⁄2 cylinder) as follows: myopia (SE ≤ -0.5 D), hyperopia (SE ≥ 0.5 D), emmetropia (-0.5 > SE < 0.5 D). The astigmatism axis (-1.5 DC) was analysed as with-the-rule, against-the-rule and oblique according to traditional methods. To examine trends, the average refraction and distribution of refractive errors were compared between two selected time periods, 2007–2013 and 2014–2020. During the time frame 500 adolescents aged 15 years were examined in the selected optometric practices. Myopia was found in 34%, emmetropia in 35% and hyperopia in 31%. Among 37 individuals with astigmatism, the most common axis was with- the-rule (41%), followed by oblique (32%) and against-the-rule (27%). No significant differences could be found in the distribution of different refractive errors between the periods 2007–2013 and 2014–2020. Nor could any significant difference in average refraction be found. In contrast to the expected global rise in myopia as predicted by WHO and the high prevalence of myopia reported in some parts of the world, we could not find convincing changes in distribution between myopia and hyperopia in this cohort of Swedish adolescents
QUARTIERI SANI HUB: Healthy and Inclusive Neighborhoods for the Communities of the Metropolitan City of Florence
Get PDFAs recognised in the scientific literature, the topic of healthy cities needs to be addressed at the neighbourhood scale, as health has a place-based dimension. The contribution is based on the Quartieri Sani Hub (Healthy Neighbourhoods Hub) ongoing research, aiming to investigate the issue of health and wellbeing through an integrated approach based on spatial and social knowledge, in order to define strategies and design scenarios for an inclusive and healthy neighborhood.
The paper presents the methodological approach defined within this research project for merging different aspects of the healthy city, leading to the definition of a transdisciplinary and multi-scalar conceptual framework in which the characteristics of the built environment that promote healthy lifestyles are systemised
Evaluation of the Change of Urban Heat Island Intensity in Climate Change Scenarios over European Cities
Get PDFIntroduction
The urban heat island (UHI) is defined as the temperature difference between a city and its rural surroundings, with the urban temperature being generally higher (Oke et al., 2017). The UHI effect can have a negative impact on human health (Piracha and Chaudhary, 2022), potentially leading to respiratory or cardiovascular problems, and causes a significant increase in the overall ecological footprint of the cities (Santamouris et al., 2015). Furthermore, it could exacerbate the impacts of climate change, resulting in more frequent and severe heatwaves and increasing the likelihood of heat-related illnesses and deaths, particularly for vulnerable populations. Thus, the goal of this work is to identify and study the UHI and its evolution in regional climate change projections.
Data and methods
The employed data was extracted from the RegCM4-6 model driven by the ICHEC-EC-EARTH GCM. It was derived from the EURO-CORDEX EUR-11 project, assuring a spatial resolution of 0.11º. The near-surface temperature data was obtained with a 3-hour resolution. The urban fraction, land fraction and surface altitude model inputs were also used. The historical data covers the period 1971-2000. The future data under the climate change RCP8.5 scenario was divided into near future (2021-2050) and distant future (2071-2100) periods.
There is not a single way to perform the UHI intensity calculation. In this case, the urban temperature of each city was assigned as the temperature series of the most urbanized grid point, which was later confirmed as the hottest (or one of the hottest) urban points. The reference rural temperature was defined as the mean temperature series of all the valid rural points inside a 1º box centered in the most urbanized point. A rural point is considered to be valid if its rural fraction falls below 5%, its land fraction is greater than or equal to 50% and if its surface altitude is not more than 100 meters higher or lower than the urban point altitude. This leads to a different number of valid rural points for each city.
This research presents and compares the historical, near-future and far-future mean annual cycles and distribution functions of the UHI intensity of 12 European cities: Barcelona, Berlin, Birmingham, Brussels, Lisbon, London, Madrid, Milan, Paris, Porto, Rome and Toulouse. The potential changes in the hourly distribution of the UHI daily maximum and in the UHI mean daily cycle were also studied.
Results
The RegCM4-6 model was able to successfully identify the UHI effect and its annual and daily cycles. The differences between the historical and future mean annual cycles of the UHI daily maximum show small to no changes in most of the cities, with these small differences being generally negative. Barcelona and Lisbon present greater negative changes, with a reduction of the UHI intensity of around 0.2 ºC in the near future and a reduction of around 0.4 ºC in the distant future (Figure 1). In contrast, Porto and Toulouse present positive differences with an intensification of the UHI effect of around 0.3-0.4 ºC in the distant future. Furthermore, the greatest changes in each city occur during the summer season. No important changes in the hourly distribution of the UHI daily maximum were found. In conclusion, the UHI effect seems to generally not aggravate the rising temperatures due to climate change in urban areas