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Grasping action in multimodal transformative processes
No full textGrasping action in multimodal transformative processes Fredrik Lindstrand, Konstfack University of Arts, Crafts and Design, Stockholm A multimodal and social semiotic (Hodge & Kress, 1988) approach to learning, focusing on semiosis and semiotic change, provides an important contrast to the fields of research that currently inform political discourse on education and learning. By conceptualising learning as socially situated processes of sign-making and approaching learners as meaning-makers engaged in semiotic work (Kress, 2003; 2009), social semiotics affords valuable possibilities to grasp the social and epistemological complexities of learning and education (Insulander & Lindstrand, 2013; Insulander, Kjällander et al., 2017). In a world of instability and change, this seems as crucial as ever (cf. Kress, 2008).However, approaching learning in ways that utilise the potentials of social semiotic theory calls for a research design that opens not only for analyses of signs and resources, but also for grasping sign-making as a process of decision making in situ over time (cf. van Leeuwen, 2005; Lindstrand, 2010). Differently put, it is a matter of balancing the two sides of social semiotics: the functional/social and the systemic parts of semiosis (Machin, 2016).Building on examples from two research projects, the paper suggests that ethnographical approaches may offer ways to orchestrate this in practice (see also Dicks, Soyinka & Caffrey, 2006; Dicks, Flewitt et al., 2011). One of the projects, Making difference (Lindstrand, 2006; 2009) used ethnographic approaches to show how understandings of aspects related to ideational, interpersonal and textual features of communication with moving images were construed gradually in the transition between different phases, modes and media in collaborative filmmaking processes. The other project, The Mission (Lindstrand, 2016), used ethnographic approaches to track how various elements from a convergent learning process about WW2 were used as resources in the collaborative production of a written fictive story. ReferencesDicks, B., Soyinka, B. & Coffey, A. (2006) Multimodal Ethnography. Qualitative Research 6(1), 77-96.Dicks, B., Flewitt, R., Lancaster, L. & Pahl, K. (2011) Multimodality and ethnography: working at the intersection. Qualitative Research 11(3), 227-237.Hodge, R. & Kress, G. (1988) Social semiotics. Ithaca, New York: Cornell University Press.Insulander, E., Kjällander, S., Lindstrand, F. & Åkerfeldt, A. (eds.)(2017) Didaktik i omvandlingens tid. Text, representation, design. [Didactics in times of transformation. Text, representation, design]. Stockholm: Liber.Insulander, E. & Lindstrand, F. (2013) “Towards a social and ethical view of semiosis. Examples from the museum”. In Böck, M. & Pachler, N. (red.) Multimodality and Social Semiosis: Communication, Meaning-making, and Learning in the Work of Gunther Kress. New York: Routledge. 225-236.Kress G. (2003) Literacy in the New Media Age. London: Routledge.Kress, G. (2008) Meaning and learning in a world of instability and multiplicity. Studies in Philosophy and Education 27(4), 253-266.Kress, G. (2009) Multimodality. A social semiotic approach to contemporary communication. London: Routledge.Lindstrand, F. (2006) Att göra skillnad. Representation, identitet och lärande i ungdomars arbete och berättande med film [Making difference. Representation, identity and learning in teenagers' work and communication with film]. Diss. Stockholm University. Stockholm: HLS Förlag.Lindstrand, F. (2009) "Lärprocesser i den rörliga bildens gränsland" [Learning processes in the marches of filmmaking], in Lindstrand, F. & Selander, S. (eds.). Estetiska Lärprocesser – upplevelser, praktiker och kunskapsformer [Aesthetic Learning Processes - Experiences, Practices and Forms of Knowledge]. Lund: Studentlitteratur. 153-174.Lindstrand, F. (2010) Interview with Theo van Leeuwen. Designs for Learning 3:1-2, 84-90.Lindstrand, F. (2016) Med berättelsen och berättandet som mål och medel i en gränsöverskridande lärprocess kring andra världskriget. [Story and storytelling as target and means in a cross-boundry learning process about WW2]. Project report. Sandviken: Litteraturhuset Trampolin.Machin, D. (2016) The need for a social and affordance-driven multimodal critical discourse studies. Discourse & Society 27:3, 322-334.van Leeuwen, T. (2005) Introducing Social Semiotics. London: Routledge. </p
Prevalence of syphilis infection in Mozambican women with second trimester miscarriage and women attending antenatal care in second trimester
No full textOBJECTIVES--To elucidate whether recent syphilis infection is significantly more prevalent among women with mid-trimester miscarriage than among antenatal care attenders in midtrimester pregnancy. DESIGN--Two categories of pregnant women were compared regarding serological signs of syphilis. Rapid Plasma Reagin (RPR) analyses were done in Mozambique and Veneral Disease Research Laboratory (VDRL) tests in Sweden. In case of RPR and/or VDRL positivity, Treponema pallidum haemagglutination (TPHA) and Captia Syphilis-M were performed. SETTING--A suburban antenatal care clinic and the emergency ward at the Department of Obstetrics and Gynecology at the Central Hospital in Maputo, Mozambique, were studied June-August 1991. SUBJECTS--Randomly selected women seeking antenatal care in midtrimester pregnancy (N = 202) were compared with 114 women consecutively entering with clinical signs of midtrimester miscarriage. RESULTS--Among antenatal care attenders, 37/202 (18.3%), and among women with midtrimester miscarriage, 37/114 (32.5%), had syphilis confirmed with the Treponema pallidum haemagglutination test (p < 0.01). Significant titres of IgM antibodies tended to be more prevalent among women with miscarriage (7.0%) than among women attending antenatal care (4.5%), though the difference only approached statistical significance. CONCLUSION--The findings suggest a potential association between syphilis seropositivity and midtrimester miscarriage. Present findings justify more extensive studies to establish whether or not recent syphilis infection is a risk factor for midtrimester miscarriage
Going Beyond Counting First Authors in Author Co-citation Analysis
No full textThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
A design oriented approach to learning in multimodal text production practices
No full textThis paper presents results from a Swedish research project about filmmaking as a site for transformative processes (Lindstrand, 2006; 2009). The scope of the paper is twofold, as it both presents results regarding multimodal learning in the production of moving images and aims at contributing more generally to the development of multimodal, design oriented approaches to the analysis of learning. The text is anchored in examples from collaborative filmmaking processes which serve as a background for elaborating on questions of various kinds: How can learning be grasped analytically and methodologically in processes of multimodal semiotic production? What is learnt and what characterizes the learning process in this type of semiotic work? How – and why – does the multimodal nature of these endeavours contribute to the learning process?Filmmaking consists of a number of processes characterized by different objectives and the production of different kinds of texts, within different genres, with different tools, in different media and different modes. All of these differences contribute to changes – related to issues of transformation and transduction – in the overall process and present the filmmakers with new challenges, new perspectives and new sets of meaning potentials. The paper brings attention to how the filmmakers reflect upon various aspects of the films during their work, and shows how they gradually become aware of aspects of their films that relate to the ideational, interpersonal and textual metafunctions of texts. Their widened attention affects the process itself, since it guides them towards new choices. A cyclic motion is thereby implied, since the new choices will lead to new reflections and so on.The presented results are summed up in the form of an additional version of the Learning Design Sequence model presented by Staffan Selander (2008), aimed at mapping learning processes in creative multimodal text production and emphasizing the role of design in the learning process.ReferencesLindstrand, F (2006) Att göra skillnad. Representation, identitet och lärande i ungdomars arbete och berättande med film [Making difference. Representation, identity and learning in teenagers’ work and communication with film] Doctoral thesis. Stockholm: HLS Förlag.Lindstrand, F (2009) ”Lärprocesser i den rörliga bildens gränsland” [”Learning processes at the crossroads of filmmaking”]. In Lindstrand, F & Selander, S (eds)Estetiska lärprocesser [Aesthetic learning processes]. Lund: Studentlitteratur.Selander, S (2008) “Designs for learning – a theoretical perspective”. In Designs for Learning, vol 1, no 1.</p
sj-pptx-2-sjp-10.1177_14034948221113142 – Supplemental material for Compositional characteristics of neighbourhoods and of schools as correlates of youths’ mental health: A cross-sectional study among Swedish adolescents
No full textSupplemental material, sj-pptx-2-sjp-10.1177_14034948221113142 for Compositional characteristics of neighbourhoods and of schools as correlates of youths’ mental health: A cross-sectional study among Swedish adolescents by Sofia Lindstrand, Filip Andersson and Maria Rosaria Galanti in Scandinavian Journal of Public Health</p
sj-xlsx-1-sjp-10.1177_14034948221113142 – Supplemental material for Compositional characteristics of neighbourhoods and of schools as correlates of youths’ mental health: A cross-sectional study among Swedish adolescents
No full textSupplemental material, sj-xlsx-1-sjp-10.1177_14034948221113142 for Compositional characteristics of neighbourhoods and of schools as correlates of youths’ mental health: A cross-sectional study among Swedish adolescents by Sofia Lindstrand, Filip Andersson and Maria Rosaria Galanti in Scandinavian Journal of Public Health</p
Variations on the Author
No full text“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Impact of pneumococcal conjugate vaccine on pneumococcal disease, carriage and serotype distribution : comparative studies in Sweden and Uganda
No full textBackground: Streptococcus pneumoniae is a leading infectious cause of child deaths worldwide. Pneumococcal conjugate vaccine (PCV) was first introduced in the US in the year 2000, and included the major seven pneumococcal serotypes (PCV7) causing invasive pneumococcal disease (IPD) there. Current PCVs include 10 or 13 of the more than 97 known pneumococcal serotypes. In Stockholm County, Sweden, PCV7 was introduced for infants born from July 2007, at 3, 5, and 12 months of age and in 2010 it was changed to PCV13. Uganda started national PCV10 implementation in 2014.Aims: To study the effects of the introduction of PCV in the childhood vaccination program in Stockholm on incidence, serotypes and antibiotic resistance patterns of IPD, hospitalization due to severe sinusitis and pneumonia in children, and pneumococcal carriage. Also, to study pneumococcal carriage and serotype distribution in healthy children Methods: All cases of IPD in Stockholm registered in the national mandatory reporting system from 2005 to 2014 were included (n=2519). The pneumococcal isolates were characterized with serotyping (n=2336), including some with molecular typing and antibiotic resistance pattern. All hospitalizations from 2003 to 2012 in Stockholm, ICD-10 coded as sinusitis or pneumonia (N=678, 5051, respectively) in children, were collected from hospital registries. Nasopharyngeal pneumococcal isolates from children Results: We show that PCV introduction in Stockholm has been successful in decreasing the incidence of IPD, from 28.4 to 10.3 cases /100,000 children Conclusions: PCV introduction in Stockholm has had a positive overall impact on pneumococcal morbidity in young children, and serotypes included in the vaccine are decreasing in IPD and carriage. PCVs have the potential to save many children’s lives in the coming years, both in Sweden and Uganda. The extent of the impact is still not known, as PCV effectiveness depends on factors such as pneumococcal serotype distribution in carriage before and after PCV implementation, the extent of serotype replacement in carriage as well as in IPD in different age groups following PCV, vaccination coverage, and the serotype content of future pneumococcal vaccines, which may cover more or all pathogenic serotypes.List of scientific papersI. Galanis I , Lindstrand A, Darenberg J , Browall S, Nannapaneni P, Sjöström K, Morfeldt E, Wilson J, Naucler P, Blennow M, Örtqvist Å, Henriques-Normark B. Effect of PCV7 and PCV13 on Pneumococcal Invasive Disease and Carriage in Stockholm, Sweden. European Respiratory Journal. January 21, 2016. [Epub ahead of print] https://doi.org/10.1183/13993003.01451-2015 II. Lindstrand A, Bennet R, Galanis I, Blennow M, Schollin Ask L, Hultman Dennison S, Ryd Rinder M, Eriksson M, Henriques-Normark B, Örtqvist Å, Alfvén T. Sinusitis and Pneumonia Hospitalization after Introduction of Pneumococcal Conjugate Vaccine. Pediatrics. 2014;134(6):1-9. https://doi.org/10.1542/peds.2013-4177 III. Lindstrand A, Galanis I, Darenberg J, Morfeldt E, Alfvén T, Blennow M, Naucler P, Henriques Normark B, Örtqvist Å. Unaltered Pneumococcal Carriage Prevalence Due to Expansion of Non-vaccine Serotypes of Low Invasive Potential Eight Years after Pneumococcal Conjugate Vaccine Introduction in Stockholm, Sweden. [Submitted]IV. Lindstrand A, Kalyango J, Alfvén T, Darenberg J, Bwanga F, Kadobera D, Peterson S, Henriques Normark B, Källander K. Pneumococcal Carriage in Children Under Five Years in Uganda - Will Present Pneumococcal Conjugate Vaccines Be Appropriate? [Submitted]</p
Appropriate Similarity Measures for Author Cocitation Analysis
No full textWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
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