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  • Varea, Valeria
    Örebro universitet, Institutionen för hälsovetenskaper.
    Embodying latinness in Australia through dance2019Ingår i: Revista Tempos e Espaços em Educação, ISSN 1983-6597, E-ISSN 2358-1425, Vol. 12, nr 31, s. 81-96Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Dance, as an embodied activity, is shaped by culture, and simultaneously shapes culture. Significantly, over the last few years there has been a worldwide boom in Latin dance, which is often considered an ‘exotic’ and ‘sexy’ activity. This paper explores experiences of teaching Latin dance as a service activity (extensión, in Spanish) by an academic in Australia, shaped by the theoretical ideas of public and body pedagogies. The reflections are presented under two broad themes: the potential of Latin dance as a service activity, and the processes of integrating and othering Latinness in Australia.

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    Embodying latinness in Australia through dance
  • Johansson, Björn
    Örebro universitet, Institutionen för juridik, psykologi och socialt arbete.
    DROPPING OUT OF SCHOOL: a systematic and integrative researchreview on risk factors an interventions2019Rapport (Refereegranskat)
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    DROPPING OUT OF SCHOOL: a systematic and integrative research review on risk factors an interventions
  • van Ooijen, Erik
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Making mythopoeic meaning out of plants2019Ingår i: Cogent Arts and Humanities, E-ISSN 2331-1983, Vol. 6, nr 1, artikel-id 1687256Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    The article discusses literary and scientific discourse in relation to plant cognition. I argue that one purpose of literature is to let humans make meaning out of their environment. My focus is not on literature as fiction, or any a priori faculty of counterfactual construction. Rather, I consider literature as the inspired response to external phenomena. In this aspect, literature springs from outside; and this it shares with scientific explanation. But where science lays bare the mechanical laws of the universe, literature operates with compelling narratives of individual wills. I further suggest that the literary mode is specifically suited for envisioning non-human life. Poetic thought is considered as a mode of human cognition that, by suspending the distance between human and world, allows us to think modes of non-human cognition. In literature, we are able to represent those affects we share with other forms of biological life. My focus is on two literary representations of plant life and the blending of life forms in stories where people turn into plants. I start by considering how a few botanists have taken the literary mode as a negative point of departure for their attempts to explain plant behavior. Then, I muster two theoretical accounts in order to read two such stories. Henri and Henriette Frankfort’s description of mythopoeic thought is used as the starting point for an interpretation of Ovid’s take on the myth of Echo and Narcissus; and Roger Caillois’ “comparative biology” for a reading of Johan Borgen’s short story “Kaprifolium”.

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    Making mythopoeic meaning out of plants
  • Sun, Da
    et al.
    Örebro universitet, Institutionen för naturvetenskap och teknik.
    Kiselev, Andrey
    Örebro universitet, Institutionen för naturvetenskap och teknik.
    Liao, Qianfang
    Örebro universitet, Institutionen för naturvetenskap och teknik.
    Stoyanov, Todor
    Örebro universitet, Institutionen för naturvetenskap och teknik.
    Loutfi, Amy
    Örebro universitet, Institutionen för naturvetenskap och teknik.
    A New Mixed Reality - based Teleoperation System for Telepresence and Maneuverability Enhancement2020Ingår i: IEEE Transactions on Human-Machine Systems, ISSN 2168-2305, Vol. 50, nr 1, s. 55-67Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    Virtual Reality (VR) is regarded as a useful tool for teleoperation system that provides operators an immersive visual feedback on the robot and the environment. However, without any haptic feedback or physical constructions, VR-based teleoperation systems normally have poor maneuverability and may cause operational faults in some fine movements. In this paper, we employ Mixed Reality (MR), which combines real and virtual worlds, to develop a novel teleoperation system. New system design and control algorithms are proposed. For the system design, a MR interface is developed based on a virtual environment augmented with real-time data from the task space with a goal to enhance the operator’s visual perception. To allow the operator to be freely decoupled from the control loop and offload the operator’s burden, a new interaction proxy is proposed to control the robot. For the control algorithms, two control modes are introduced to improve long-distance movements and fine movements of the MR-based teleoperation. In addition, a set of fuzzy logic based methods are proposed to regulate the position, velocity and force of the robot in order to enhance the system maneuverability and deal with the potential operational faults. Barrier Lyapunov Function (BLF) and back-stepping methods are leveraged to design the control laws and simultaneously guarantee the system stability under state constraints.  Experiments conducted using a 6-Degree of Freedom (DoF) robotic arm prove the feasibility of the system.

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    A New Mixed Reality - Based Teleoperation System for Telepresence and Maneuverability Enhancement
  • Tolgfors, Björn
    Örebro universitet, Institutionen för hälsovetenskaper. IHM.
    Promoting integration through physical education (?)2019Ingår i: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, s. 1-14Artikel i tidskrift (Refereegranskat)
    Abstract [en]

    A common problem in contemporary western societies is segregation,which is also reflected in schools. The point of departure for this study is apolitical initiative in Sweden, where pupils are being transported by busfrom a suburb to different schools in the city with the aim of promotingintegration and improved performance results. The study focuses on theteaching practice of Physical Education (PE) at one of the schools where‘the bus for inclusion’ stops every morning. The research questionconcerns how ‘the political action’ of the bussing project is ‘acted upon’in the subject of PE. The purpose is to explore what becomes of thisparticular PE practice, in terms of rationalities encompassing a PEteacher’s pedagogical actions and the pupils’ ways of acting on them. Thedata, gathered through extensive fieldwork, including lesson observationsand interviews, is analysed from a governmentality perspective [Foucault,1978/1994. Governmentality. In Power (pp. 201–222). New York: The NewPress]. The findings highlight three underlying rationalities in regards tointegration, aiming at promoting intercultural encounters, collaborationand mutual respect. These rationalities, manifested through the PEteacher’s pedagogical actions, offer guidance for the pupil seen as ‘asubject seeking to construct himself or herself’ [Wieviorka 2014. A critiqueof integration. Identities, 21(6), 633–641, 636–637]. In case of compliance,the notion of ‘us and them’ is countered and a shared experience ofbelonging is achieved through teamwork and self-regulation. In case ofresistance, segregation is maintained in the school community as well asin society as a whole. This study does not contribute any incontestableevidence of social inclusion through PE [cf. Bailey, 2005. Evaluating therelationship between physical education, sport and social inclusion.Educational Review, 57(1), 71–90; Dagkas, 2018. Is social inclusion throughPE, sport and PA still a rhetoric? Evaluating the relationship betweenphysical education, sport and social inclusion. Educational Review, 70(1),67–74]. However, the findings indicate that ‘action upon action’ in aculturally heterogeneous PE practice makes a difference insofar asintegration is understood as a process of subjectivation [Wieviorka 2014.A critique of integration. Identities, 21(6), 633–641]. Depending on thedirection of the PE teacher’s guidance, the process might tend towardseither cultural assimilation or pluralistic integration [Grimminger, 2008.Promoting intercultural competence in the continuing education ofphysical education teachers. Sport-Integration-Europe, 310–320].

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    Promoting integration through physical education