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  • 251.
    Bagerius, Henric
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Ekholst, Christine
    University of Guelph, Guelph ON, Canada.
    Älskade rådgivare: Några exempel ur gunstlingarnas historia2014Inngår i: Det våras för medeltiden: Vänbok till Thomas Lindkvist / [ed] Auður Magnúsdóttir, Henric Bagerius & Lars Hermanson, Göteborg: Institutionen för historiska studier , 2014, s. 93-115Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 252.
    Bagerius, Henric
    et al.
    Institutionen för historiska studier, Göteborgs universitet, Göteborg, Sweden.
    Håkansson, Carl
    Att bryta det epokala1998Inngår i: Svenskläraren, ISSN 0346-2412, nr 4, s. 42-44Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 253.
    Bagerius, Henric
    et al.
    Göteborgs universitet, Göteborg, Sweden.
    Håkansson, Carl
    Elevcentrerad undervisning1999Inngår i: Svenskläraren: Tidskrift för Svensklärarföreningen, ISSN 0346-2412, nr 1, s. 42-42Artikkel i tidsskrift (Annet (populærvitenskap, debatt, mm))
  • 254.
    Bagerius, Henric
    et al.
    Institutionen för historiska studier, Göteborgs universitet, Göteborg, Sweden.
    Lagerlöf Nilsson, Ulrika
    Institutionen för historiska studier, Göteborgs universitet, Göteborg, Sweden.
    Det moderna samhällets framväxt: en komplicerad historia2011Inngår i: Moderna historier: skönlitteratur i det moderna samhällets framväxt / [ed] Henric Bagerius och Ulrika Lagerlöf Nilsson, Lund: Nordic Academic Press, 2011, s. 7-15Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 255.
    Bagerius, Henric
    et al.
    Institutionen för historiska studier, Göteborgs universitet, Göteborg, Sweden.
    Lagerlöf Nilsson, UlrikaInstitutionen för historiska studier, Göteborgs universitet, Göteborg, Sweden.
    Moderna historier: skönlitteratur i det moderna samhällets framväxt2011Collection/Antologi (Annet vitenskapelig)
    Abstract [sv]

    Från tidigt 1800-tal och drygt hundrafemtio år framåt växte ett modernt samhälle fram i Sverige. Omfattande sociala, ekonomiska, politiska och tekniska förändringar skapade nya livsvillkor för många svenskar. På vissa områden skedde utvecklingen gradvis och långsamt, på andra präglades den av snabba skiftningar och tvära kast. Följden blev ett komplext samhället där gamla strukturer nöttes mot nya och där äldre uppfattningar utmanades av oprövade tankar och idéer. I Moderna historier använder fem historiker skönlitteratur för att belysa olika moderniseringsprocesser i Sverige under 1800- och 1900-talen, och texterna gör nedslag i dåtidens diskussioner om såväl varukonsumtion som kvinnoklädsel och trafiksäkerhet. I romaner och noveller speglas samhällsförändringarna i en mänsklig och individualiserad form. Fiktionen gestaltar människors förutsättningar och möjligheter och låter historikern upptäcka paradoxer, kontraster och diskrepanser som sällan blir synliga i andra källor. Skönlitteraturen öppnar på så vis för nya tolkningar av det moderna samhällets framväxt.

  • 256.
    Bagerius, Henric
    et al.
    Institutionen för historiska studier, Göteborgs universitet, Göteborg, Sweden.
    Lagerlöf Nilsson, Ulrika
    Institutionen för historiska studier, Göteborgs universitet, Göteborg, Sweden.
    Lundqvist, Pia
    Institutionen för historiska studier, Göteborgs universitet, Göteborg, Sweden.
    Skönlitteraturen i historievetenskapen: några metodologiska reflektioner [Methodological reflections on fiction in historical research]2013Inngår i: Historisk Tidskrift (S), ISSN 0345-469X, Vol. 133, nr 3, s. 384-410Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    How can novels and short stories be used in historical research? There seems to be three different approaches to the relationship between fiction and so- ciety among Swedish historians today: Fiction as reflection of society, fiction as action that influences society and fiction as dialogue between text and society. The main advantage of using literary sources is that they can contribute to a deeper understanding of social phenomena. This is because novels and short stories are often biased, subjective and fictitious. Although the selec- tion of appropriate novels and short stories for use in historical research raises questions of representativeness, similar methodological problems are part of all historical research. In general, it probably seems more proper to historians to choose realistic fiction that describes the contemporary society of the novelist, but this is not an absolute rule. Historians should not view the research methods employed to analyze fiction as particularly unique. Common historical approaches such as comparisons, argument analysis, discourse analysis of ideas, constructions and representations etc. can be ap- plied to novels and short stories as well as to other types of written sources. In three readings of the same short story, ‘Tvifvel’ by Anne Charlotte Lef- fler, we provide three examples, based on different research interests, of how historians can analyze a fictional text. These examples also demonstrate dif- ferent methodological approaches. One reading takes individual words and their meanings and connotations as a starting point. Another emphasizes dialogue in order to scrutinize the fictional characters’ views and positions. A third reading focuses on key episodes in the story. As these readings show, fiction can be valuable in historical research by complicating, refining, and qualifying our understanding of the past.

  • 257.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Den enspråkiga människan och den enfaldiga skolan. [The monolingual human being and the momocultural/homogenous school]: Var finns de? [Where are they?]2008Annet (Annet vitenskapelig)
  • 258.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Explorations in bilingual instructional interaction: a sociocultural perspective on literacy2002Inngår i: Learning and instruction, ISSN 0959-4752, E-ISSN 1873-3263, Vol. 12, nr 5, s. 557-587Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The research reported here attempts to understand issues of Swedish Deaf bilingual students’ secondary language learning and literacy practices. In Swedish schools for the Deaf Swedish Sign Language is considered to be the students’ primary language and written Swedish is considered to be their secondary language. By using ethnographically inspired methodology the project has been analyzing bilingual instructional interaction and everyday language use in these settings. Notions of Global Lesson Patterns, Local-Chaining and Linguistic Complexity are explicated in an effort to show how instructional interactions can afford (or limit) learning possibilities in bilingual settings. Students appear to unwittingly receive opportunities to participate in literacy activities in lessons where Swedish is not explicitly focused. A sociocultural approach to the understanding of learning, development and language has important implications for the teaching and learning of secondary languages, both in Deaf bilingual classrooms and in bilingual classrooms in general.

  • 259.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Going beyond oral-written-signed-virtual divides: theorizing languaging from mind-as-action practice perspectives2017Inngår i: Writing & Pedagogy, ISSN 1756-5839, E-ISSN 1756-5847, Vol. 9, nr 1, s. 49-75Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    The emergence of the knowledge society, increased global-local migration flows, the explosion of social media and disparate regional power and resource shifts, including conflicts in the new millennium have shaped not only the sociocultural fabric of human existence on our planet, but also the parameters of the research enterprise itself. Broadly taking sociocultural and neo-(post)colonial points of departure, the work presented in this article addresses gaps in the research where a screwed monolingual, monomodality bias continues to dominate much of the thinking in the Language and Educational sciences, particularly in the Global North. This thinking is clearly at odds given the dimensions of human existence in the new millennium.

    The empirically driven multidisciplinary study reported in this article takes a socially oriented perspective on human activity. It is broadly framed in the intersections of (new) Literacy Studies, Communication Studies, Deaf Studies and Critical Cultural Studies traditions. Regardless of the concepts that are used to describe and discuss different dimensions of human communication and identity that are evoked by or conferred upon language varieties and/or modalities used by individuals or groups, the analytical perspectives deployed here recognize the need to (re)conceptualise human linguistic-cultural behaviour, identity and space beyond divisions and boundaries. Taking neo-(post)colonial and sociocultural perspectives as points of departure, intersections and transitions are here recognized as spaces in their own right – as knowledge systems – that constitute rich sites for understanding how dimensions of communication or positions related to human identity are privileged and/or made redundant in everyday mundane interactions.

    Meaning-making processes in everyday life are here accorded primacy when compared to formal structural properties of linguistic variation, modalities and identity positions. The point of departure here is that human beings communicate with one another and they create meaning together, irrespective of whether this communication occurs in one, two or more linguistic varieties, dialects, registers or written-, pictorial-, oral-, signing- modality based systems.

    Ideas and themes that emerge from micro-empirical analysis of (i) hearing mono- and bi-variety communication, (ii) bi/multimodal communication in “visually oriented” environments, and (iii) oral-written, multimodal face-to-face and virtual communication are highlighted. “Thick accounts” and “transcripts” of mundane communication from different ethnographically pushed projects based at the CCD (Communication, Culture and Diversity – Deaf Studies) research group at Örebro University in Sweden are presented and discussed. The multi-fronted analysis of data from different language sets (in different projects) from traditionally segregated academic fields (for instance research results in fields such as Swedish/mother tongue, bilingualism, reading and writing, multimodality, deaf communication, online communication and education, etc) allows for juxtaposing the explorations against one another. Analyses are concerned with the ways and techniques that children and adults employ in order to accomplish “the social” inside and outside different institutional settings. What are the distributed and situated ways-with-words of human beings who routinely use more than one language variety and/or different modalities in different settings? The role of the written word as a technology in relationship to languaging broadly and how written, oral, signed communication are handled in daily life inside and outside learning institutional settings is explored. Furthermore, this article explores how these framings allow for understanding newer and older concepts such as superdiversity, code-switching, pluri/multilingualism, deaf bilingualism in Scandinavian and Swedish geopolitical spaces.

    The findings presented highlight the fluidity displayed in naturally occurring languaging, including its multimodality (in both face-to-face and virtual settings). Furthermore I raise didactic implications from the analysis that takes a social practice perspective and goes beyond structurally framed concepts such as codes, switching, oral language, written language, signed language, bilingualism, etc. This attention to human activity and ways-with-words makes visible the chained and linked fluidity of languaging. Focusing social practices – what gets communicated and the ways in which the same occurs – allows for problematizing the dominating monolingual-monomodality position in addition to the “monological” essentialistic perspectives that currently dominate the fields of bilingualism and literacy in educational settings in the Global North.

  • 260.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Language learners and learning language in the era of reinforced boundaries: challenging webs-of-understandings related to bilingualism ethnographically2015Inngår i: -isms of Oppression in Language Education: / [ed] Damian J Rivers and Karin Zotzmann, Berlin: Mouton de Gruyter, 2015Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [en]

    This empirically driven multidisciplinary study takes a socioculturally oriented decolonial perspective on language, identity and learning. It is framed in the intersections of Communication Studies, Literacy Studies and Educational Sciences traditions on the one hand, and the identity research domains of Deaf Studies and Gender Studies on the other. An overarching aim is to present explorations of bi/multilingualism from bi/multilingual multimodal perspectives. Focusing the ways in which individuals’ language, in public spaces, schools or work spaces, makes visible the performative work that participants (and institutions) “do” with semiotic resources. Language is empirically accounted for not as the sole property of an individual, community or geopolitical state, but rather as an intrinsic performatory dimension of both interlinked language varieties and modalities and humans in concert with tools in face-to-face, textually and digitally mediated spaces. Focusing social practices – what gets communicated and the ways in which the same occurs – allows for problematizing dominant hegemonic epistemologies related to language, identity and learning. Alternative decolonial vantage positions together with multisite, multi-scale data (like diaries, field-notes, video-data, narrative biographies, language curricula and archive data across time) from ethnographic projects at the Communication, Culture and Diversity, CCD research group at Örebro University, Sweden have enabled center staging “isms” that currently collate towards reinforcing oppressive boundaries and producing newer web-of-understandings in the Language and Educational Sciences. Together with an oral language bias in academic reporting these webs-of-understandings reinforce dominant monolingual-monomodality positions in addition to monological essentialistic colonial perspectives on language, identity and learning. The analysis highlights that ways of conceptualizing, reporting and “talking about bi/multilingualism” are not in sync with mundane languaging or ways-of-being-with-words, or peoples engagement in everyday “bi/multilingual communication” inside and outside institutional settings. The findings have major relevance for reframing both educational as well as societal agendas in the global North, but also South.

  • 261.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Languaging in and across virtual-irl timespaces: challenging disciplinary and methodological hegemonies through the lens of visually-oriented data2015Konferansepaper (Fagfellevurdert)
    Abstract [en]

    Current digital medial lives of young people and adults in different geopolitical spaces and a disparity of experiences within these spaces calls for systematically revisiting some problematic assumptions that frame the Communication and Cultural Sciences, particularly in the global North. With this as point of departure, I will attempt to do the following three things in my presentation. First, I will “make visible” some dimensions of the ways-of-being-with-words and cultural-tools that shape life in the 21st century. Secondly, my presentation will illustrate how analyses in and across virtual-irl timespaces allows for revisiting the ways in which language categories and identity positions have been talked-and-written-into-being since the end of the 20th century. Finally, I will present reflections regarding doing netnographic fieldwork in the 21st century. An overarching aim of this presentation is to contribute to the academic domain of (what is glossed as) bi/multilingual research from bi/multilingual multimodal perspectives.

    Taking both a socially oriented perspective and a decolonial framework on languaging and identity positions, my presentation will juxtapose data from ethnographic projects at the CCD research group at Örebro University, Sweden (www.oru.se/humes/ccd). The analysis I will share will include ethnographically framed everyday life (i) data from projects that focus Web 2.0 platforms (like Youtube and facebook), (ii) data from Swedish mass-media (SVT, the national TV and print-digital newspapers) and (iii) archive and policy data related to educational institutions in Sweden. My presentation will problematizes dominating understandings of language, identity and culture generally and the organization of “special” support for “immigrant” individuals as well as “functionally disabled” young people in the global North more specifically.

    The analysis presented will highlight that ways of conceptualizing, reporting and “talking about bi/multilingualism” are not in sync with mundane use of cultural-tools, languaging or ways-of-being-with-words, or peoples engagement in “everyday bi/multilingual communication” in and across virtual-irl and media-institutional settings. I will illustrate the incongruence between individuals, institutional and mass-media accountings, as opposed to the performance of language, identity and culture in the global North. The analysis will highlight the reductionistic and problematic “webs-of-understandings” (Bagga-Gupta 2012) that frame the glossed concepts mono-bi-multilingualism and mono-bi-multiculturalism in the global North. Providing emic understandings of how accountings constitute a core dimension of “collective remembering” (Wertsch 2002) of “imagined communities” (Anderson 1991), the work presented here will illustrate “alternative voices” (Hasnain el al 2013) in the multidisciplinary fields such as Communication Studies, Cultural Studies and the Language Sciences (Bagga-Gupta 2013, 2014a, 2014b). This endeavor calls for a major shift in analytical perspectives, where a visual-orientation from ethnographically framed decolonial positions present challenges to northern hegemonies that currently frame discourses of globalization.

     

    References:

    Anderson, B. (1991). Imagined Communities. Reflections on the origin and spread of nationalism. London: Verso.

    Bagga-Gupta, S. (2012). Challenging understandings of Bilingualism in the Language Sciences from the lens of research that focuses Social Practices. In Eva Hjörne, Geerdina van der Aalsvoort & Guida de Abreu (Eds.) Learning, social interaction and diversity – exploring school practices. pp 85-102. Rotterdam: Sense.

    Bagga-Gupta, S. (2013). The Boundary-Turn. Relocating language, identity and culture through the epistemological lenses of time, space and social interactions. In Imtiaz Hasnain, Sangeeta Bagga-Gupta & Shailendra Mohan (Eds.) Alternative Voices: (Re)searching Language, Culture and Identity... pp 28-49 Newcastle-upon-Tyne: Cambridge Scholars Publishing.

    Bagga-Gupta, Sangeeta (2014). Languaging. Ways-of-being-with-words across Disciplinary Boundaries and Empirical Sites. In Heli Paulasto, Lea Meriläinen, Helka Riionheimo & Maria Kok (Eds). Language Contacts at the Crossroads of Disciplines. (89-130). Newcastle-upon-Tyne: Cambridge Scholars Publishing.

    Bagga-Gupta, S. (2014). Performing and accounting language and identity: Agency AS actors-in-(inter)action-with-tools. In P. Deters, Xuesong Gao, E. Miller and G. Vitanova-Haralampiev (Eds.) Interdisciplinary approaches to theorizing and analyzing agency and second language learning. Bristol: Multilingual Matters.

    Hasnain, I., Bagga-Gupta, S. & Mohan, S. (Eds.) Alternative Voices: (Re)searching Language, Culture and Identity... Newcastle-upon-Tyne: Cambridge Scholars Publishing.

    Wertsch, J. (2002). Voices of Collective Remembering. Cambridge: Cambridge University Press.

  • 262.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Om att ”göra det omöjliga möjligt” och att ”brinna för kultur, ungdomar och kaffe”. [About ”making possible the impossible” and ”burning for culture, young people and coffee”]: en tredje position i samtal om inklusion och kritiska tankar kring representations-didaktik. [A third position in conversations about inclusion and critical thoughts about representational-didactics]2015Inngår i: Perspektiver om inkludering [Perspectives on inclusion] / [ed] Karen Bjerg Petersen, Aarhus: CURSIV, Institut for Uddannelse & Pædagogik, Aarhus Universitet. , 2015Kapittel i bok, del av antologi (Fagfellevurdert)
    Abstract [sv]

    Integrering, inkludering, jämställdhet och likvärdighet konstituerar fundamentala idéer inom ramen för demokratisering i stort i samhället och dess institutioner. Verksamheter som ungdomsskola, högskola, teater, vård, riksdag, mm men även arenor som professionsutbildningar och forskning (särskild inom tvärvetenskapliga fält såsom utbildningsvetenskap och vård och habilitering) är viktiga i detta sammanhang. Hur gränsdragningar sker i samtliga dessa arenor – skola, politik, vård, lärarutbildningen och inte minst forskning – spelar en viktig roll i vilka identiteter uppmärksammas som i längden har relevans för inklusion och det som jag kallar representations-didaktik.

    Tankar om pluralism och likvärdighet i ett samhället-för-alla, en-skola-för-alla och kultur-för-alla bygger på en grundläggande demokratisk idé om allas lika värde i dagens globaliserade tillvaro. Utbildningens nya kontext (och därmed även forskning om utbildningen i stort) i dagens globaliserade tillvaro utgör en dramatisk förändring som har konsekvenser för socialt liv och den mänskliga gemenskapen – från en möjlighet för några till en möjlighet för alla och från en kontext för en viss åldersgrupp till en kontext där hela livet innefattas. Även om de olika kulturella utrycksformer – dans, teater, musik, konst, mm – och dess konsumtion anses vara något för alla, förblir dessa stark begränsade till vissa i samhället. Det samma kan sägas om samhällets beslutsfattande institutioner i ”representativa demokratier”. Medan organ som riksdag, kommun fullmäktige, mm väls av alla och förväntas representera alla, finns det fortfarande en snäv representation av olikhet i dessa världen över.

    Den här artikeln tar avstamp i den forskningsverksamhet som jag ansvarar för inom ramen för det tvärvetenskapliga nätverket CCD (se www.oru.se/humes/ccd) och min egen forskning i såväl den globala Nord som den globala Syd (se www.oru.se/humes/sangeeta_bagga-gupta). Jag kommer, utifrån ett dekolonialt perspektiv och ett sociokulturellt ramverk kring människans kommunikation, lärande och identitet, specifikt att diskutera de föreställningar (eller metaforer) kring ”inkludering” och ”segregering” som vi lever med och som skapar förutsättningar för barn, unga och vuxna i en mängd olika institutionaliserade verksamheter. I artikeln tar jag upp exempel från mina projekt för att illustrera att våra uppfattningar om mänsklig identitet, mångfald och extrem-mångfald (En: super-diversity), inklusive ”en påhittad praxisgemenskap” (En: imaginary community, Andersson 1996), spelar en avgörande roll för samhällets planering och insatser för integrering, inkludering, jämställdhet och likvärdighet. I artikeln presenterar jag kort utgångspunkter som kännetecknar den härskande dikotomi inkludering-segregering, för att därefter gå vidare till ett tredje perspektiv kring människan och hennes potential till deltaganden i praxisgemenskaper. Jag argumenterar att det är väsentlig att gå bortom denna dikotomi såväl metaforisk som i hur samhället organiserar deltagande i sina institutioner. Jag introducerar en tredje position i samtalet om mänsklig gemenskap där omvänt-inklusion och representations-didaktik möjliggör nya föreställningar och institutionella ordningar när det gäller ett samhället-för-alla, en-skola-för-alla och kultur-för-alla.

  • 263.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Reflektioner kring flerspråkighet & kulturfrågor i hörande & Döva sammanhang [Reflections on multilingualism and cultural issues in hearing and deaf contexts]2006Annet (Annet vitenskapelig)
    Abstract [en]

  • 264.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Visual language environments: exploring everyday life and litearcies in Swedish deaf bilingual schools2000Inngår i: Visual Anthropology Review, ISSN 1058-7187, E-ISSN 1548-7458, Vol. 15, nr 2, s. 95-120Artikkel i tidsskrift (Fagfellevurdert)
  • 265.
    Bagga-Gupta, Sangeeta
    Örebro universitet, Pedagogiska institutionen.
    Visually oriented language use: discursive and technological resources in Swedish deaf pedagogical arenas2004Inngår i: To the lexicon and beyond: sociolinguistics in European deaf communities / [ed] Mieke Van Herreweghe, Myriam Vermeerbergen, Washington D.C.: Gallaudet University Press, 2004, Vol. 10, s. 171-207Kapittel i bok, del av antologi (Fagfellevurdert)
  • 266.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Evaldsson, Ann-CaritaUppsala universitet, Uppsala, Sverige.Liberg, CarolineUppsala universitet, Uppsala, Sverige.Säljö, RogerGöteborgs universitet, Göteborg, Sverige.
    Literacy-praktiker i och utanför skola2013Collection/Antologi (Annet vitenskapelig)
  • 267.
    Bagga-Gupta, Sangeeta
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    MMC, Mumbai
    Accessing global communities through local resources?: a study of barriers and facilitators of first generation women users of new communication technologies2014Inngår i: Swedish-Indian International Research Conference LanDpost, Languaging and Diversity in the age of post-colonial glocal-medialization / [ed] Central Institute of Indian Languages., Mysore, India: CIIL , 2014Konferansepaper (Fagfellevurdert)
    Abstract [en]

    India has witnessed a massive transformation in the development and use of information technology in the last decade. The way technology is experienced however, varies; and social class, gender, and age are prominent parameters that frame its use. The present study focuses the spaces of Mumbai Mobile Creches (MMC)[1] – a not for profit organization which works towards ensuring nutrition, health, and safety of migrant families and their children who spend their lives on construction sites in the mega-city of Mumbai. MMC operates day care centres on 25-30 construction sites where trained early childhood care givers, teachers and attached professional staff, including volunteers, deliver a large range of services including qualified crèches, preschools and educational facilities for children between birth and 14 years of age. Currently, 40% women workers at these centers are made up of members of construction workers’ communities. While these women execute a range of tasks creatively and under very challenging conditions, limited exposure and competencies in the use of English restricts their use of digital technologies, including web media. It is these women who constitute the first generation of technology users that this study focuses upon.   

    The study explores the access and reported experiences of women first generation digital users. It aims to understand barriers and facilitators for access to new technologies among these women, what significance these have for them, the role/s these play in shaping their sense of self and role of gender and age in technology use. The main research questions include: How does access to and engagement with new communication technologies look like in the lives of first generation women users in mega-city hubs in present times of flux? How do issues of access shape women first generation users lives? In what arenas do women from the middle and lower economic strata in a mega-city context in India have access to new communication technologies? What do their life trajectories look like and what, if anything, can we learn about development from this type of collaborative research?

    The following empirical materials have been specifically used in this study. In-depth case studies with adult women first generation new technology users based upon a series of audio-recorded conversations and written daily records maintained by the women, video-documentation of Sakhi empowerment monthly meetings, minutes of the Sakhi meetings, and MMC annual reports across two decades, 2000-2014.

    This paper empirically supports often sighted association between women’s entry into workforce and their empowerment. Nuances of the gender role expectations in use of technology and empowerment of women are focused. Empowerment of women emerges as a complex process wherein women transgress some aspects of traditional gender roles while continuing to be framed by others. LanDpost is concerned with intersections of language, gender, and media in an increasingly digital world. The present study illuminates the role digital media and language play in the access to and use of new technologies, including web media and how access to these shapes adult, first generation users lives.

    [1]http://www.mumbaimobilecreches.org/aboutus.htm

  • 268.
    Bajramović, Sanela
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Hierarchical Sisterhood: Supporting Women's Peacebuilding through Swedish Aid to Bosnia and Herzegovina 1993-20132018Doktoravhandling, monografi (Annet vitenskapelig)
    Abstract [en]

    This dissertation examines possibilities and challenges faced by international interveners in a post-socialist and violently divided area. The study object is the Swedish foundation Kvinna till Kvinna, formed in 1993 during the Bosnian war, originating from the peace movement and supported by the Swedish government aid agency Sida. The aim is to contextualize and analyze Kvinna till Kvinna’s two decades of engagement in peacebuilding in Bosnia. The encounter with domestic women’s NGOs is of particular interest. By focusing on rhetoric, practice and silences, the ambition has been to understand the international/local relationship from the perspective of both actors.

      In terms of methodology, this study combines a hermeneutic approach with that of oral history. The empirical material utilized consists of both written and oral sources, the majority of which appear in research for the first time. To capture the complexity of the peacebuilding endeavor, critically scrutinize it and discern its benevolence, this research draws inspiration from postcolonial and semiperipherality theories, as well as influential theorizing on peacebuilding, sisterhood and solidarity.

      This study shows that even well-intentioned, locally-focused external efforts, constrained by donor agendas and circumstances on the ground, contain problematic characteristics common in the era of liberal peace. While subscribing to the idea of transnational sisterhood, Kvinna till Kvinna also presented a belief in Swedish supremacy and demonstrated a lack of interest in local knowledge. It sought to educate and change its Bosnian counterparts by using soft methods. Further, the findings challenge idealized images of the ‘local’ as a peace-loving force for change and a powerless victim of Western domination. The hierarchical sisterhood that over time evolved between the two actors, founded on basic shared values related to women’s situation, was driven by mutual benefit. Acknowledging advantages of this type of transnational encounters in peacebuilding contexts, the study raises questions about dilemmas in them and underlines the importance of rhetorical listening.

    Fulltekst (pdf)
    Hierarchical Sisterhood: Supporting Women's Peacebuilding through Swedish Aid to Bosnia and Herzegovina 1993-2013
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  • 269.
    Baker, Paul
    et al.
    Department of Linguistics and English Language, Lancaster University, UK.
    Gabrielatos, Costas
    Department of Linguistics and English Language, Lancaster University, UK.
    KhosraviNik, Majid
    Department of Linguistics and English Language, Lancaster University, UK.
    Krzyzanowski, Michal
    Department of Linguistics and English Language, Lancaster University, UK.
    McEnery, Tony
    Department of Linguistics and English Language, Lancaster University, UK.
    Wodak, Ruth
    Department of Linguistics and English Language, Lancaster University, UK.
    A useful methodological synergy?: Combining critical discourse analysis and corpus linguistics to examine discourses of refugees and asylum seekers in the UK press2008Inngår i: Discourse & Society, ISSN 0957-9265, E-ISSN 1460-3624, Vol. 19, nr 3, s. 273-306Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article discusses the extent to which methods normally associated with corpus linguistics can be effectively used by critical discourse analysts. Our research is based on the analysis of a 140-million-word corpus of British news articles about refugees, asylum seekers, immigrants and migrants (collectively RASIM). We discuss how processes such as collocation and concordance analysis were able to identify common categories of representation of RASIM as well as directing analysts to representative texts in order to carry out qualitative analysis. The article suggests a framework for adopting corpus approaches in critical discourse analysis.

  • 270.
    Balder, Johan
    Örebro universitet, Musikhögskolan.
    Nervositet i musikundervisning: En studie kring lärares uppfattningar om MPA och dess inverkan på elever2018Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Fulltekst (pdf)
    fulltext
  • 271.
    Balder, Johan
    Örebro universitet, Musikhögskolan.
    Stämföring som eget upptäckande: En avkodning utav gitarrhalsen2016Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
  • 272.
    Barhaido, Emanuel
    Örebro universitet, Humanistiska institutionen.
    En undersökning av historiemedvetande bland syrianska organisationer i den svenska diasporan2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 273.
    Barhaido, Emanuel
    Örebro universitet, Humanistiska institutionen.
    En undersökning av historiemedvetande bland syrianska organisationer i den svenska diasporan2007Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syrianer saknar en egen stat och lever följaktligen idag i diasporan, bland annat i Sverige. De saknar en universell institution som tillvaratar deras egna intressen, såsom en egen stat. Syrianska organisationer har med åren utvecklat en diasporakultur. Organisationerna försöker tillvarata syrianernas intressen såsom historia, språk och kultur och ett tydligt historiemedvetande finns inom gruppen. Den kanske främsta beståndsdelen i detta historiemedvetande och som aktualiserats under det senaste årtiondet är minnen och berättelser om folkmordet på syrianer, Seyfo, som inträffade i det osmanska riket i skuggan av första världskriget. En stark identitet i sin egen historia är viktigt för att integreras i samhället och bli konstruktiva samhällsmedborgare. Men de syrianska ungdomarna har inte en riktig bra tillgång till detta och skolans historieundervisning saknar insyn på invandrargruppernas historia. Sverige är idag av ett mångkulturellt samhälle och det märks tydligt i den svenska skolan. Därför går det att fundera över vilken roll den svenska skolan har i dagens mångkulturella Sverige. Denna mångkulturella utveckling och skolans ambitioner att skapa en dialog mellan människor från olika kulturer har förändrat synen på historieämnet i den svenska skolan. Det svenska historieämnet har som mål att skapa och verka för att utveckla elevernas historiemedvetande, men vissa elever behöver också grundläggande fakta om sin egen historia. Syftet med denna uppsats är att se hur de syrianska organisationerna, Syrianska Riksförbundet i Sverige (SRF) och Syrianska Ungdomsförbundet i Sverige (SUF) försöker förmedla dessa grundläggande fakta och upprätthålla ett historiemedvetande bland de syrianska ungdomarna.

    Resultatet visar att SRF och SUF arbetar febrilt med att stärka syrianska ungdomars identitet. Genom att bland annat anordna föreläsningar och kulturella tillställningar, ge ut musik, litteratur och film och uppmärksamma Seyfo upplyser förbunden de syrianska ungdomarna om syriansk/arameisk historia, kultur, språk och religion. SRF och SUF arbetade under de inledande åren arbetade med att skapa en grund för gemenskap och sammanhållning inom gruppen, arbetet koncentrerades till att skapa den specifika etniska identiteten. Under senare år arbetade SRF och SUF med att föra ut den etniska identiteten på ett politiskt sätt. Orsaken till denna aktivitet och skapandet av denna diasporakultur kan grunda sig i tillgången till det så kallade offentliga rummet i Sverige. I sina tidigare hemländer var uttryck för syriansk historia, kultur och språk i det offentliga rummet inte möjligt.

    Fulltekst (pdf)
    FULLTEXT01
  • 274.
    Bark, Martin
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Den professionella fotbollsspelaren: En studie om de första svenska fotbollsproffsens upplevelser av proffslivet utomlands2014Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Fulltekst (pdf)
    fulltext
  • 275.
    Barsoum, Claudia
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Ensamkommande barn­: en studie av mottagandet i Sveriges kommuner2015Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
  • 276.
    Beckmann, Cecilia
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    A place where they belong: ‐ unaccompanied youth and their experiences of home, journey and integration2017Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Fulltekst (pdf)
    fulltext
  • 277.
    Beijer, Kajsa
    Örebro universitet, Musikhögskolan.
    "Att kunna tona in sig": Sångpedagogers uppfattningar och upplevelser av sångelevers intonation2014Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
  • 278. Beindorf, Claudia
    et al.
    Dahl, Izabela A.
    Freie Universität Berlin, Berlin, Germany .
    Schröder, Stephan Michael
    Kulturwissenschaft und Landeskunde: Kommentierte Auswahlbibliographien1995Bok (Annet vitenskapelig)
  • 279.
    Bekteshi, Bardha
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Skrivinlärning i ett digitaliserat samhälle: -Den ”traditionella” skrivinlärningen kontra den moderna skrivinlärningen2016Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
  • 280.
    Bengtsson, Louise
    Örebro universitet, Musikhögskolan.
    "Inte en lektion utan spel": Om lärarens didaktiska reflektioner i musikundervisningen2013Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
  • 281.
    Benzinger, Annika
    Örebro universitet, Musikhögskolan.
    Ett lätt mätt sätt: Fyra musiklärares syn på betyg och bedömning i musik, med anledning av införandet av betyg från årskurs 62013Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Syftet med denna uppsats är att undersöka hur musiklärare ser på betyg, bedömning och betygssättning i musikämnet. Detta görs med anledning av införandet av betyg från årskurs 6, lärarna som intervjuas i studien undervisar alla i årskurs 6. Hur införandet gått till, hur det påverkar undervisningens innehåll, hur lärarna upplever att det påverkar eleverna samt hur det upplevs av lärarna själva är frågor som berörs.

     

    Med utgångspunkt i ramfaktorteorin visar analysen av undersökningen hur yttre ramar som tid, resurser och styrdokument påverkar undervisningens innehåll och lärarens arbetssituation. Detta synliggörs på ett tydligt sätt i och med de förändringar som införandet av betyg från årskurs 6 medfört, framför allt bristen på tid visar sig ha negativ påverkan för en rättvis bedömning i musikämnet. Undersökningen visar att tydligare krav kan komma att ha inverkan på musikämnets status, och även att de bidrar till en musikundervisning med mer kontrollerande och skriftliga uppgifter. En risk för att förändringen innebär ett ökat fokus på det enkelt mätbara identifieras och problematiseras. Vidare berör undersökningen det spänningsfält mellan politiska beslut och den egna professionen som lärare verkar i och dess påverkan på undervisningen.

    Fulltekst (pdf)
    A_Benzinger
  • 282.
    Berg, Malin
    Örebro universitet, Musikhögskolan.
    KÖR + HIT-MUSIK = SANT?: En empirisk undersökning om elevers syn på kör i skolan & i allmänhet samt om det finns ett intresse att ta in deras vardagsmusik innanför skolans väggar2015Independent thesis Basic level (professional degree), 10 poäng / 15 hpOppgave
  • 283.
    Berg, Malin
    Örebro universitet, Musikhögskolan.
    Ska vi samarbeta?: En fallstudie om samarbete mellan musikterapeut och musiklärare inom grundsärskolan.2015Independent thesis Advanced level (professional degree), 10 poäng / 15 hpOppgave
    Fulltekst (pdf)
    fulltext
  • 284.
    Bergdahl, Elisabeth
    The Faculty of Nursing and Health Sciences, Nord University, Bodø, Norway.
    Is meta-synthesis turning rich descriptions into thin reductions?: A criticism of meta-aggregation as a form of qualitative synthesis2019Inngår i: Nursing Inquiry, ISSN 1320-7881, E-ISSN 1440-1800, Vol. 26, nr 1, artikkel-id e12273Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    Meta-synthesis of qualitative research can be an important way to consolidate and grow nursing knowledge and theory. However, from recent readings of such works in the nursing literature, one can observe that there is increasing use of meta-synthesis being used as a way to simply aggregate qualitative research findings in a manner claimed to be similar to quantitative meta-research while also remaining compatible with the qualitative research tradition. The aim of this paper is to discuss whether this meta-aggregation form of research has a sound epistemological foundation and should be considered a viable form of meta-synthesis. The conclusion drawn is that meta-aggregation falls short of being a sound method and is not compatible with the qualitative research philosophy. It is also concluded that meta-aggregation should not be seen as a form of qualitative meta-synthesis. Meta-synthesis is best understood as a way to re-interpret, compare and translate disparate qualitative studies using different conceptual apparatus into a consolidated knowledge of fundamental importance to nursing care practitioners. To conclude, aggregating qualitative research tends to turn rich descriptions into thin abstractions that are of little use to nursing practice knowledge and does not advance nursing science.

  • 285.
    Bergdahl, Elisabeth
    et al.
    Örebro universitet, Institutionen för hälsovetenskaper. Research and Development Unit, FOU nu, SLSO, Stockholm, Sweden; Faculty of Professional Studies, Nursing Science, Nord University, Bodö, Norway.
    Berterö, Carina M.
    Division of Nursing Science, Department of Medical and Health Sciences, Linköping University, Sweden.
    Concept analysis and the building blocks of theory: misconceptions regarding theory development2016Inngår i: Journal of Advanced Nursing, ISSN 0309-2402, E-ISSN 1365-2648, Vol. 72, nr 10, s. 2558-2566Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    AIM: The purpose of this article is to discuss the attempts to justify concepts analysis as a way to construct theory - a notion often advocated in nursing.

    BACKGROUND: The notion that concepts are the building blocks or threads from which theory is constructed is often repeated. It can be found in many articles and well-known textbooks. However, this notion is seldom explained or defended. The notion of concepts as building blocks has also been questioned by several authors. However, most of these authors seem to agree to some degree that concepts are essential components from which theory is built.

    DESIGN: Discussion paper.

    DATA SOURCES: Literature was reviewed to synthesize and debate current knowledge.

    IMPLICATIONS FOR NURSING: Our point is that theory is not built by concepts analysis or clarification and we will show that this notion has its basis in some serious misunderstandings. We argue that concept analysis is not a part of sound scientific method and should be abandoned.

    CONCLUSION: The current methods of concept analysis in nursing have no foundation in philosophy of science or in language philosophy. The type of concept analysis performed in nursing is not a way to 'construct' theory. Rather, theories are formed by creative endeavour to propose a solution to a scientific and/or practical problem. The bottom line is that the current style and form of concept analysis in nursing should be abandoned in favour of methods in line with modern theory of science.

  • 286.
    Bergdahl, Elisabeth
    et al.
    Research & Development Unit, FoU nu, SLSO, Stockholm, Sweden; Faculty of Professional Studies, Nursing Science, University of Nordland, Bodö, Norway.
    Berterö, Carina M.
    Division of Nursing Science, Department of Medical and Health Sciences, Linköping University, Linköping, Sweden.
    The myth of induction in qualitative nursing research2015Inngår i: Nursing Philosophy, ISSN 1466-7681, E-ISSN 1466-769X, Vol. 16, nr 2, s. 110-120Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    In nursing today, it remains unclear what constitutes a good foundation for qualitative scientific inquiry. There is a tendency to define qualitative research as a form of inductive inquiry; deductive practice is seldom discussed, and when it is, this usually occurs in the context of data analysis. We will look at how the terms 'induction' and 'deduction' are used in qualitative nursing science and by qualitative research theorists, and relate these uses to the traditional definitions of these terms by Popper and other philosophers of science. We will also question the assertion that qualitative research is or should be inductive. The position we defend here is that qualitative research should use deductive methods. We also see a need to understand the difference between the creative process needed to create theory and the justification of a theory. Our position is that misunderstandings regarding the philosophy of science and the role of inductive and deductive logic and science are still harming the development of nursing theory and science. The purpose of this article is to discuss and reflect upon inductive and deductive views of science as well as inductive and deductive analyses in qualitative research. We start by describing inductive and deductive methods and logic from a philosophy of science perspective, and we examine how the concepts of induction and deduction are often described and used in qualitative methods and nursing research. Finally, we attempt to provide a theoretical perspective that reconciles the misunderstandings regarding induction and deduction. Our conclusion is that openness towards deductive thinking and testing hypotheses is needed in qualitative nursing research. We must also realize that strict induction will not create theory; to generate theory, a creative leap is needed.

  • 287.
    Berge, Kjell Lars
    et al.
    Universitetet i Oslo, Oslo, Norway.
    Ledin, Per
    Stockholms universitet, Stockholm, Sweden.
    Perspektiv på genre2001Inngår i: Rhetorica Scandinavica, ISSN 1397-0534, Vol. 18, s. 4-16Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [sv]

    Artikeln diskuterar moderna genreteorier och presenterar artiklarna i detta temanummer. Den visar hur nordiska och internationella forskningstraditioner vuxit fram och förhåller sig till varandra. Även om dagens genreforskning förenas av ett pragmatiskt perspektiv är det uppenbart att det inte finns någon enighet om vad genre är för slags fenomen. I syfte att bringa ordning i den begreppsförvirring som råder, jämförs olika skolbildningar. Det sker först utifrån kunskapsintressen och sedan utifrån hur genre har relaterats till kulturkontext, socialisering, situationskontext, textstruktur och språk.

  • 288.
    Bergemalm, Per-Olof
    Örebro universitet, Institutionen för vårdvetenskap och omsorg.
    Audiologic and cognitive long-term sequelae from closed head injury2004Doktoravhandling, med artikler (Annet vitenskapelig)
    Abstract [en]

    Objectives – Head injury is an important health problem all over the world. Previous studies have shown that peripheral hearing impairment (HI) is a common sequel of closed head injury (CHI), but in most cases it will subside within the first posttraumatic months. However, in some cases, the HI persists and in other cases there can even be progress. The objective of the present study was to analyse long-term audiologic and cognitive consequences of CHI.

    There were four main issues:

    1. To study the presence and progress of sensorineural hearing loss (SNHL) after CHI and whether prediction of progress is possible. Autoimmunity as a possible cause of progress is also investigated, and the question of sympathetic cochleolabyrinthitis is discussed.

    2. To study the presence of central auditory processing disorders (CAPD) after CHI; the question of a King-Kopetzky syndrome should be discussed.

    3. To study the presence of cognitive impairments.

    4. To evaluate self-assessed hearing, cognition and quality of life from a long-term perspective.

    Material and methods – During a period of 14 years, around 2000 patients with head injuries were admitted to the emergency ward at Lindesberg County Hospital and Örebro Medical Centre Hospital. Six hundred subjects suffered from skull fracture and/or brain contusion and diagnosis was established using a computed tomography scan (CT). The degree of initial brain injury was estimated using the Swedish Reaction Level Scale (RLS). Sixty-six subjects were investigated with pure tone audiometry in close proximity to the trauma, and this gave an opportunity to study the issue of progress. The investigation took place two to 14 years after trauma, and the results were compared to matched control groups. A battery of different audiological methods was used to investigate peripheral and central auditory function, and a specially designed acoustic environmental room was also utilized. Cognition was investigated using a computer-based test-battery, text information process system (TIPS). Self-assessed hearing, cognition and quality of life were explored using different questionnaires.

    Results – A high percentage of peripheral and central auditory impairments and also cognitive shortcomings were demonstrated. Progress of SNHL was a common finding, and fracture, high age at trauma and large initial hearing loss predicted progress. Antibody-mediated autoimmunity as a mechanism behind posttraumatic progress of SNHL or clear evidence for sympathetic cochleolabyrinthitis could not be demonstrated. Binaural auditory deficits could be demonstrated when tested in a realistic acoustic environment. Tinnitus, vertigo and memory shortcomings proved to be common sequelae, even in a long-term perspective

    Cognitive shortcomings were found in several of these well-rehabilitated subjects.

    On a group level, there was a good correlation between self-assessments and audiometric results, even if some individuals had a tendency to over- or underestimate their abilities.

    Conclusion – Auditory and cognitive long-term sequelae of CHI are a common finding even in well-rehabilitated and socially well-functioning subjects, as are vertigo and tinnitus. Vertigo and tinnitus are also common sequelae after CHI, therefore a basic audiovestibular investigation after CHI is recommended, at least in selected cases.

    Early awareness of the risk for hearing and cognitive sequelae after CHI could lead to measurements taken to prevent tension-related symptoms.

    Early detection of HI offers an opportunity to try immunosuppressive treatment in cases with a large initial SNHL.

    Delarbeid
    1. Long-term objective and subjective audiologic consequences of closed head injury
    Åpne denne publikasjonen i ny fane eller vindu >>Long-term objective and subjective audiologic consequences of closed head injury
    2001 (engelsk)Inngår i: Acta Oto-Laryngologica, ISSN 0001-6489, E-ISSN 1651-2251, Vol. 121, nr 6, s. 724-734Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    During a period of 5 years, a total of 47 patients, 16-60 years of age, with major closed head injury (CHI) were admitted to 2 Swedish medical centres. Seven to 11 years after injury, 25 of them (mean age 40.8 years; range 25-59 years) were evaluated using peripheral and central auditory tests, and most of them also completed 2 questionnaires concerning self-assessed hearing ability and quality of life. Twenty-two patients did not participate in the long-term follow-up tests: 15 were excluded for medical reasons and 4 did not wish to participate; an additional 2 were impossible to trace and 1 had died. As many as 68% of patients (17/25) demonstrated abnormalities on 1 or more of the audiometric tests, 14 on pure-tone audiometry (p < 0.02) and/or central audiometric tests (3 on central tests only and 2 on pure-tone audiometry only). Four out of six patients with available early post-traumatic audiograms showed a significant progressive deterioration. As a group, their assessments of hearing ability and quality of life were equal to or better than those of the controls. These results may indicate that a higher priority should be given to obtaining an early audiologic evaluation of every CHI patient than is the rule today. The impact of post-traumatic progress and central lesions on social hearing at an advanced age is highlighted.

    HSV kategori
    Forskningsprogram
    Medicin
    Identifikatorer
    urn:nbn:se:oru:diva-3133 (URN)10.1080/00016480152583674 (DOI)11678172 (PubMedID)
    Tilgjengelig fra: 2004-05-03 Laget: 2004-05-03 Sist oppdatert: 2017-12-14bibliografisk kontrollert
    2. Progressive hearing loss after closed head injury: a predictable outcome?
    Åpne denne publikasjonen i ny fane eller vindu >>Progressive hearing loss after closed head injury: a predictable outcome?
    2003 (engelsk)Inngår i: Acta Oto-Laryngologica, ISSN 0001-6489, E-ISSN 1651-2251, Vol. 123, nr 7, s. 836-845Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    Objectives-To evaluate the prevalence of progression of closed head injury (CHI)-induced hearing impairment, defined as greater than or equal to 15 dB HL deterioration at 1 or more frequencies, and to identify risk factors in patient history and initial status that could predict progression.

    Material and Methods-A total of 600 patients with major CHI were admitted to 2 Swedish medical centres during a 14-year period. The type of injury was established by means of CT and the severity of head injury was measured using the Swedish Reaction Level Scale (RLS). In 62 of these patients, pure-tone audiometry was performed soon after the injury. Forty-three patients agreed to participate in the present investigation, which was carried out 2-13 years after the injury. Each participant was evaluated using pure-tone audiometry and an itemized anamnesis was obtained.

    Results-There was a higher prevalence of hearing impairments in the study group compared to a control group. Thirty-two subjects (74%) showed a progression of greater than or equal to 15 dB, which was significantly greater than the spontaneous progression in the control group. Age and temporal bone fracture were risk factors for progression but not brain contusion only or RLS. There was an association between early pure-tone average (PTA) and progression as well as regression, i.e. the poorer the initial PTA the greater the progression as well as regression, indicating increased instability in the auditory system. Examination of patient histories did not reveal any single risk factors for progression. A serendipitous finding was a higher prevalence of reported memory shortcomings among those with post-traumatic tinnitus.

    Conclusion-Especially for those with fracture of the temporal bone the present results stress the importance of audiometric evaluation and follow-up, from both rehabilitation and medicolegal perspectives

    HSV kategori
    Forskningsprogram
    Medicinsk handikappvetenskap
    Identifikatorer
    urn:nbn:se:oru:diva-3134 (URN)10.1080/00016480310002474 (DOI)
    Tilgjengelig fra: 2004-05-03 Laget: 2004-05-03 Sist oppdatert: 2017-12-14bibliografisk kontrollert
    3. Progress of sensorineural hearing loss after closed head injury: presence of autoantibodies
    Åpne denne publikasjonen i ny fane eller vindu >>Progress of sensorineural hearing loss after closed head injury: presence of autoantibodies
    2004 (engelsk)Inngår i: Audiological Medicine, ISSN 1651-386X, E-ISSN 1651-3835, Vol. 2, nr 2, s. 92-99Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    Sensorineural hearing impairment is a common sequel to closed head injury (CHI). In most cases, the impairment subsides within the first post‐traumatic year; in some cases the impairment is permanent and in other cases there will be progress. In most cases the reason for progress is unknown. Substantial research has been carried out to ascertain the aetiology of sudden sensorineural hearing loss (SNHL) and Menière's disease. A number of studies have demonstrated the presence of antibodies against HSP 70 antigen in patients' sera. In accordance with this finding, autoimmunity as an aetiological factor for progressive SNHL has been proposed. There are reports indicating that trauma is a possible mechanism for eliciting an autoimmune response, and the aim of the present study is to study this mechanism. The question of sympathetic cochleolabyrinthitis is highlighted. Sera from 35 subjects with a history of closed head injury three to 13 years prior to the investigation were obtained for Western blot immunoassay in an attempt to identify HSP 70 antibodies. Twenty‐seven of the subjects demonstrated progress of a sensorineural hearing impairment after CHI. Two of 35, both with progress of a SNHL, demonstrated presence of anti‐HSP 70 antibodies. Therefore, a significant role of an HSP 70 related autoimmune mechanism for SNHL progress post CHI could not be confirmed in the present study. Nevertheless, the possible role of autoantibodies in individual cases cannot be ruled out, neither can the presence of other transitory autoimmune reactions after CHI. No conclusive evidence of sympathetic cochleolabyrinthitis was found.

    sted, utgiver, år, opplag, sider
    Informa healthcare, 2004
    HSV kategori
    Forskningsprogram
    Medicinsk handikappvetenskap
    Identifikatorer
    urn:nbn:se:oru:diva-3135 (URN)10.1080/16513860410031966 (DOI)
    Tilgjengelig fra: 2004-05-03 Laget: 2004-05-03 Sist oppdatert: 2017-12-14bibliografisk kontrollert
    4. Appearances are deceptive?: Long-term cognitive and central auditory sequelae from closed head injury
    Åpne denne publikasjonen i ny fane eller vindu >>Appearances are deceptive?: Long-term cognitive and central auditory sequelae from closed head injury
    2005 (engelsk)Inngår i: International Journal of Audiology, ISSN 1499-2027, E-ISSN 1708-8186, Vol. 44, nr 1, s. 39-49Artikkel i tidsskrift (Fagfellevurdert) Published
    Abstract [en]

    The purpose of the present study was to examine possible signs of long-term cognitive and/or central auditory sequelae seven to eleven years after a closed head injury (CHI) of sufficient severity to cause scull fracture and/or brain contusion. Another purpose was that this investigation should be carried out in a group of recovered trauma victims with, to the individual, no known or minimal sequelae. A computer-based set of five cognitive tests and three central auditory tests were used in a group of formerly brain-injured patients who considered themselves as well recovered. Most of the participants did not report any signs of cognitive or auditory impairment. Tests of working memory capacity, verbal information processing speed, phonological processing and verbal inference-making ability were used. Auditory brain response (ABR), distorted speech audiometry (interrupted speech), and phase audiometry were used to test central auditory function. The initial severity of brain damage, i.e. status when the patient arrived at the emergency ward, was estimated with Swedish Reaction Level Scale (RLS). Cognitive shortcomings after CHI were demonstrated in a high percentage (59%, 13/22) of the cases seven to eleven years after the injury. Central auditory processing disorders (APD) were also demonstrated in a fairly high percentage (58%, 11/19) of the subjects. None of the correlations between RLS and the results on cognitive and central auditory tests reached statistical significance. However, there was a correlation between cognitive performance and the results on the central auditory tests used in this investigation. Eighty percent (8/10) of those participants with pathologies on ABR and/or phase audiometry and/or IS also failed on one or more of the cognitive tasks, compared to 44% (4/9) among those with no signs of APD. It is possible, many years after CHI, to observe cognitive shortcomings and APD in a relatively high percentage of CHI cases that are subjectively considered to be fairly well recovered. The cognitive tasks used in the study have proved to be a sensitive method to discover cognitive impairments. Long-term cognitive sequelae and APD could not be predicted from RLS scores.

    HSV kategori
    Forskningsprogram
    Medicinsk handikappvetenskap
    Identifikatorer
    urn:nbn:se:oru:diva-3136 (URN)10.1080/14992020400022546 (DOI)
    Tilgjengelig fra: 2004-05-03 Laget: 2004-05-03 Sist oppdatert: 2017-12-14bibliografisk kontrollert
    5. Long-term sequelae of closed head injury: disability, handicap & quality of life
    Åpne denne publikasjonen i ny fane eller vindu >>Long-term sequelae of closed head injury: disability, handicap & quality of life
    (engelsk)Manuskript (preprint) (Annet vitenskapelig)
    HSV kategori
    Forskningsprogram
    Medicinsk handikappvetenskap
    Identifikatorer
    urn:nbn:se:oru:diva-3137 (URN)
    Tilgjengelig fra: 2004-05-03 Laget: 2004-05-03 Sist oppdatert: 2017-10-18bibliografisk kontrollert
  • 289.
    Bergenbrant, Shaista
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Barnlitteratur och interkulturellt lärande i engelskundervisning -En undersökning av barnlitteraturen och värdegrunden i åk 4–62020Independent thesis Basic level (university diploma), 10 poäng / 15 hpOppgave
    Abstract [en]

    The Swedish society is becoming more and more multicultural. This means that the classrooms today consist of students from various backgrounds and cultures. According to the Swedish curriculum for primary school, it should be a social and cultural meeting place for children from various backgrounds and cultures, so that they can learn to live together in harmony through their education. Many researchers around the world come to the conclusion that children’s literature can be used to teach topics such as culture and cultural awareness and to create intercultural learning. Despite this agreement, however, children’s literature is not frequently used in the English classroom in grades 4-6 in Sweden. The purpose of this study is to examine how English children’s literature can be used in grades 4-6 to teach the ethical values reflected in the Swedish curriculum, especially those that concern integration. I will look at selection criteria for children’s literature with the purpose to teach some of the ethical values from the Swedish curriculum in the second-language classroom. Two primary sources serve as examples: Anthony Browne, Voices in the park, and Patricia Polacco, Chicken Sunday. Through a final discussion of methods, such as Aidan Chambers’ book talk, I show how these books may indeed be used to integrate teaching of the fundamental values with English as a school subject.

    Fulltekst (pdf)
    fulltext
  • 290.
    Bergenwall, Peder
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Sydafrikansk film som national cinema: En jämförande analys av ett forskningsfält2011Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this essay is to study the film culture in South Africa in a national cinema-context, focusing on the relationship between anti-apartheid film from 1974-1994 and the film in South Africa today. By pitching the South Africa-specific works of Lucia Saks and Jacqueline Maingard against the over-arching debate on national cinema as formulated by, amongst others, Stephen Crofts and Andrew Higson, this study aims to find whether or not a specific South African national cinema have existed, and exists today, or not. The study finds that an underground culture of documentaries and short films made by and for the black population has been in place since the apartheid, and the distribution method on video and television is still being used to reach the black population today. By re-examining the concepts of both the national, and of national cinema to also include film on video and television, the study shows that South Africa has indeed a film culture that can be called a national cinema.

    Fulltekst (pdf)
    Sydafrikansk film som national cinema: En jämförande analys av ett forskningsfält
  • 291.
    Bergenwall, Peder
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap. Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Video Hall Morality: A minor field study of the production of space in video halls in Kampala, Uganda2012Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Abstract [en]

    The purpose of this study is to examine the social and political functions of the video halls in Kampala, Uganda, based on a field study conducted during two months in the end of 2011. 13 video halls in nine different areas of Kampala form the basis of this study, and the methods being used are observations and structured and semistructured interviews with video hall owners, attendees, street vendors and "people on the street". The video halls are then problematized and discussed through theories on (social) space: Michel Foucault's (1967/1984) concept of "other spaces" and heterotopia; David Harvey's (1996) dialectical approach to the production of space, and; Nick Couldry and Anna McCarthy's (2004) volume on the concept of MediaSpace.

    The study finds that the social space of the video hall is closely linked with questions of morale and “otherness”: the video hall is by many regarded an immoral place, where thieves gather and people do drugs. This frames the video hall outside of the "normal" social imaginary, even by many of the people attending the hall. The study also finds that the potential for political resistance or an alternative public sphere – one of the main features of Foucault's heterotopia – as seen in the video parlors in Nigeria (Okome 2007) do not seem to have any bearing in the Ugandan context. Factors such as the lack of educational films, and the moral contestation of the social space, is argued to be the cause of this, however the study also makes the argument that the video hall itself, as well as the academic field of film in general, has to be taken more seriously by the academia in Uganda in order to make sense of the functions and implications of this "othering" of the social space that is the video hall.

    Fulltekst (pdf)
    video_hall_morality_bergenwall
  • 292.
    Bergfeldt, Barbro
    Göteborgs universitet, Göteborg, Sweden.
    Barns bildskapande i den proximala utvecklingszonen: En interventionsstudie av bildskapande lärandeobjekt i förskoleklass2017Independent thesis Advanced level (degree of Master (Two Years)), 10 poäng / 15 hpOppgave
    Abstract [sv]

    Denna studie är gjord i förskoleklass inom ämnet bild för att generera kunskap om hur riktad bildundervisning kan påverka barns utveckling av färdighet förmåga och förståelse för bildskapande. Studien tar avstamp i Vygotskijs sociokulturella perspektiv och teori om den proximala utvecklingszonen (Vygotskij, 1998) och syftar till att problematisera en vanlig förekommande bild av att riktad undervisning i estetiska ämnen kan störa barns kreativa inre utveckling.

    Den metod som används i studien är inspirerad av interventionsstudiens upplägg. Interventionen bestod av de 26 målarstunder med riktad undervisning och handledning. I studien ingick 49 barn från två klasser. Interventionerna genomfördes i grupper om 10-13 barn per gång. Varje barn i klass A målade tillsammans med en undervisande pedagog sju gånger och klass B vid sex tillfällen. Empirin består av bilder från de 26 målarstunderna, utskrivna texter från fem av dessa tillfällen, samt en samtalsintervju med pedagogerna på skolan.

    Studiens resultat visar att en bildpedagog som bedriver riktad undervisning där nya tekniker och material presenteras, kan ha en betydande roll för att barns utveckling av färdigheter i att hantera nya tekniker inom bildskapandet. Studiens resultat visar också exempel på hur barn på olika sätt kan använda sina nya färdigheter för att utveckla sin egen och andras kreativitet. 

    Fulltekst (pdf)
    Barns bildskpande i den proximala utvecklingszonen.
  • 293.
    Bergfeldt, Barbro
    Örebro universitet, Institutionen för naturvetenskap och teknik.
    Riktad undervisning eller inte inom bildskapande för yngre åldrar?: Resultat från en interventions studie2018Inngår i: Nätverket för Estetiska Ämnen i Lärarutbildning (NEÄL): Kropp, plats och rum, 2018Konferansepaper (Annet (populærvitenskap, debatt, mm))
    Abstract [sv]

    Studien som presenteras är gjord i förskoleklass inom bildämnet för att generera kunskap om hur riktad bildundervisning kan påverka barns utveckling av färdighet, förmåga och förståelse för bildskapande. Studien tar avstamp i Vygotskijs sociokulturella perspektiv och teori om den proximala utvecklingszonen och syftar till att problematisera en vanlig förekommande bild av att en riktad undervisning i estetiska ämnen kan störa barns kreativa inre utveckling. Studiens resultat visar att en bildpedagog som bedriver riktad undervisning där nya tekniker och material presenteras, kan ha en betydande roll för att barns utveckling av färdigheter i att hantera nya tekniker inom bildskapandet utvecklas. Uppfattningen att man ”styr” barnet genom att explicit visa hur man kan använda sig av en teknik eller ett material kan göra att många pedagoger avstår från att aktivt introducera nya sätt att arbeta på inom bildämnet. Vi kan vända på resonemanget och ställa frågan om frånvaron av riktad undervisning kan leda till att vi undanhåller kunskap för de barn som annars inte kommer i kontakt med bildskapande. Rädslan att hämma barns skapande gör att många undviker att undervisa i bild. Följden blir ett berövande av de verktyg barn behöver för sitt bildskapande, eftersom dessa tekniker och arbetssätt är svåra att upptäcka utan pedagogens hjälp. Genom att öka medvetenheten om pedagogens roll i de estetiska ämnena skapar vi möjlighet för alla barn att utveckla ett kreativt arbetssätt, inte bara för de som redan har ett intresse av det. Min förhoppning är att detta skall väcka en debatt och klargöra det ansvar som vilar på pedagogen för att utveckla barns förmåga till bildskapande. När vi medvetandegör detta i lärarutbildningen skapas en möjlighet till bättre förberedelse för den bildundervisning alla barn har rätt till och en större chans för alla barn att utveckla ett estetiskt kunnande.

  • 294. Berggren, Lars
    et al.
    Greiff, MatsHorgby, BjörnÖrebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Populärmusik, uppror och samhälle2009Collection/Antologi (Annet vitenskapelig)
  • 295. Berggren, Lars
    et al.
    Greiff, Mats
    Horgby, Björn
    Örebro universitet, Akademin för humaniora, utbildning och samhällsvetenskap.
    Rockens makt, myter och identiteter2009Inngår i: Populärmusik, uppror och samhälle / [ed] Lars Berggren, Mats Greiff, Björn Horgby, Malmö: Malmö Högskola , 2009, 1, s. 10-16Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 296.
    Bergh, Andreas
    et al.
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Rosén, Maria
    Uppsala University, Uppsala, Sweden.
    De villkorade utbildningskvaliteterna2019Inngår i: Yrkesmänniskan i den kapitaliserade välfärden / [ed] Carl Cederberg, Huddinge: Södertörns högskola, 2019, s. 157-178Kapittel i bok, del av antologi (Annet vitenskapelig)
  • 297.
    Bergkvist, Frida
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Vad är väl en bal på slottet?: -en komparativ analys av tre versioner av sagan om Askungen2016Independent thesis Advanced level (degree of Master (One Year)), 10 poäng / 15 hpOppgave
    Fulltekst (pdf)
    fulltext
  • 298.
    Berglund, Albert
    Örebro universitet, Musikhögskolan.
    Rollmedvetet musikskapande: Rollmedvetet musikskapande2018Independent thesis Basic level (degree of Bachelor), 10 poäng / 15 hpOppgave
    Fulltekst (pdf)
    fulltext
  • 299.
    Berglund, Louise
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    A Medieval Heroine for the Modern Woman: The Fredrika Bremer Association writes women’s history (c. 1859–1916)2017Inngår i: Scandinavian Journal of History, ISSN 0346-8755, E-ISSN 1502-7716, Vol. 42, nr 1, s. 46-70Artikkel i tidsskrift (Fagfellevurdert)
    Abstract [en]

    This article discusses the history writing of the early liberal women’s movement in Sweden, in the Fredrika Bremer Association’s journals such as Tidskrift för hemmet and Dagny. Prominent members of the movement sought to create a new history, by women and for women, and to create a pantheon of foremothers and examples for the modern woman. Medieval women were particularly favoured as they could be described in ways that harmonized well with the overall objectives of the liberal women’s movement and with the self-images of these early feminists. Thus, individuals such as Saint Birgitta and Queen Philippa were given heroine’s portraits and presented as carriers of ideal characteristics. This was a means of positioning themselves and of proving that women were fit to rule and to take active part in political and social life.

  • 300.
    Berglund, Louise
    Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap.
    Abbedissans makt och omakt: Riseberga kloster 1462 och det medeltida samhället2014Inngår i: Det våras för medeltiden: Vänbok till Thomas Lindkvist / [ed] Audur Magnusdottir, Henric Bagerius, Lars Hermanson, Göteborg: Institutionen för historiska studier, Göteborgs universitet , 2014, s. 117-136Kapittel i bok, del av antologi (Fagfellevurdert)
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