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  • 44301.
    Öhman, Johan
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Wolf-Watz, Daniel
    Mittuniversitetet, Östersund, Sverige.
    Sandell, Klas
    Karlstads universitet, Karlstad, Sweden.
    Beery, Thomas
    University of Minnesota, Duluth MN, USA.
    Friluftsliv och miljöengagemang2013In: Friluftsliv i förändring: resultat från ett forskningsprogram: slutrapport / [ed] Peter Fredman, Marie Stenseke, Klas Sandell, Anders Mossing, Stockhom: Naturvårdsverket , 2013, p. 145-159Chapter in book (Other academic)
  • 44302.
    Öhman, Johan
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Participatory approach in practice: an analysis of student discussions about climate change2013In: Environmental Education Research, ISSN 1350-4622, E-ISSN 1469-5871, Vol. 19, no 3, p. 324-341Article in journal (Refereed)
    Abstract [en]

    Many authors have claimed that participatory perspectives should be a significant feature of environmental and sustainability education (ESE). This change in ESE practice implies a relocation of the process of environmental knowledge constitution from ‘before’ to ‘in’ the educational event. The aim of this paper is to clarify both the processes of knowledge constitution and the content of the constituted knowledge within participatory ESE practices. Two methods based on John Dewey’s transactional perspective are used in the study: epistemological move analysis and pragmatic discourse analysis. The empirical material consists of video-recorded student discussions about climate change in the setting of a Swedish upper secondary school with a pronounced sustainability approach. In the analyses, six different epistemological moves used by the students are identified. The analyses show how students cooperatively constitute a specific view of climate change by using these moves. A main conclusion of this study is that participatory approaches do not necessarily mean that knowledge becomes more diverse. It is therefore important that teachers pay attention to governing processes among students and occasionally challenge the common view in order to allow for alternative possibilities and views.

  • 44303.
    Öhman, Johan
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Öhman, Marie
    Örebro University, School of Health Sciences.
    Klas, Sandell
    Department of Geography, Media and Communication, Karlstad University, Karlstad, Sweden.
    Outdoor recreation in exergames: a new step in the detachment from nature?2016In: Journal of Adventure Education and Outdoor Learning, ISSN 1472-9679, E-ISSN 1754-0402, Vol. 16, no 4, p. 285-302Article in journal (Refereed)
    Abstract [en]

    A new teaching aid—exergames—is increasing in popularity in schools and is regarded as an interesting, varied and effective way of improving students’ fitness. These exercise television games often contain references to physical activities carried out in different outdoor landscapes. The purpose of this article is to examine the views of landscape and nature offered by the games and the consequences this may have for students’ relationships with nature and future environmental commitment. The methodological approach used is companion meaning analysis: the meaning of nature that follows when playing the games. The results show a controlled landscape that is perfectly arranged for the activity (functional specialisation). It is an obvious anthropocentric base and commands an instrumental value where nature is valuable because it satisfies our felt preferences (demand value). Exergames can thus be seen as a further step in an ongoing detachment process from the physical landscape (indoorisation).

  • 44304.
    Öhman, Johan
    et al.
    Örebro University, Department of Humanities.
    Östman, Leif
    Clarifying the ethical tendency in education for sustainable development practice: a Wittgenstein-inspired approach2008In: Canadian Journal of Environmental Education, ISSN 1205-5352, Vol. 13, no 1, p. 57-72Article in journal (Refereed)
    Abstract [en]

    This article aims to contribute to the debate about the moral and ethical aspects of education for sustainable development by suggesting a clarification of ethics and morals through an investigation of how these aspects appear in educational practice. The ambition is both to point to the normative dangers of education for sustainable development and the possibilities to enhance pluralism. The Wittgenstein-inspired approach used means that ethics and morals are regarded as expressions of a particular human tendency--the ethical tendency--that is observable in communication. The findings suggest that the ethical tendency appears in three different kinds of situations: "personal moral reactions," "norms for correct behaviour," and "ethical reflections." We discuss the diverse learning conditions of these situations and take specific notice of the risk of indoctrination. (Contains 12 notes.)

  • 44305.
    Öhman, Johan
    et al.
    Örebro University, Department of Humanities.
    Östman, Leif
    Continuity and change in moral meaning-making – a transactional approach2007In: Journal of Moral Education, ISSN 0305-7240, E-ISSN 1465-3877, Vol. 36, no 2, p. 151-168Article in journal (Refereed)
    Abstract [en]

    In recent years, research within the sociocultural perspective on moral learning has contributed important knowledge about how individuals develop their moral ability by participating in sociocultural activities. To a lesser extent, sociocultural research has focused on the role of individual continuity in these processes. The purpose of this article is to contribute to the progress of the sociocultural perspective by suggesting an approach that allows for an in situ analysis of how individuals' prior experiences take part in the processes of moral meaning-making, which also takes sociocultural activity into consideration. The philosophical and methodological basis for this approach consists of a combination of Dewey's transactional perspective on meaning-making and Wittgenstein's first-person perspective on language use. The article contains an empirical example that illustrates this approach. This analysis shows how prior experiences are re-actualised in an event and thus participate in the process of moral meaning-making, as well as contributing to the substance of the meanings made.

  • 44306.
    Öhman, Johan
    et al.
    Örebro University, Department of Health Sciences.
    Östman, Leif
    Developing the sociocultural perspective on moral meaning-making: the question of individual continuity and changeManuscript (preprint) (Other academic)
  • 44307.
    Öhman, Johan
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Östman, Leif
    Uppsala University, Uppsala, Sweden.
    Different teaching traditions in environmental and sustainability education2019In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 70-82Chapter in book (Refereed)
    Abstract [en]

    There exists a variety of ways of teaching about sustainability issues which can be viewed as different ‘selective traditions’ that represent different answers as to what constitutes good teaching in this subject. Based on a large-scale empirical analysis in schools, three selective traditions within environmental and sustainability education have been identified: a fact-based tradition, a normative tradition and a pluralistic tradition. This chapter describes the differences between the three traditions when it comes to their sustainability approach, didactic approach, approach to facts and values and approach to democracy and education. The purpose of clarifying these traditions here is to establish a reference point that can be applied when discussing teaching involving issues related to the environment and sustainable development. They can be seen as alternatives to reflect on, oppose or support when planning lessons or formulating ideas. The strengths and shortcomings of the traditions are discussed in relation to two interconnected premises: that environmental and sustainability issues are value issues and that they should be dealt with democratically.

  • 44308.
    Öhman, Johan
    et al.
    Örebro University, School of Humanities, Education and Social Sciences.
    Östman, Leif
    Uppsala University, Uppsala, Sweden.
    The ethical tendency typology: Ethical and moral situations in environmental and sustainability education2019In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Parl and New York: Routledge, 2019, p. 83-92Chapter in book (Refereed)
    Abstract [en]

    In this chapter, the authors present and describe a typology of how ethics and morals appear in educational practice. The ‘ethical tendency typology’ distinguishes three different kinds of situations: personal moral reactions, norms for correct behaviour and ethical reflections. A moral reaction is a spontaneous, unpremeditated and non-intentional reaction to a personal experience of what one ought to do or not do in a specific situation. Norms for correct behaviour are social conventions regarding the correct way of acting in certain kinds of social activities. Ethical reflections, finally, are rational and systematic reflections about the reasons for moral actions. Each of the three situations is described and illuminated with empirical examples in terms of the diverse learning conditions they bring about. In the final section, the authors discuss the typology as a didactic tool for teachers to use when facilitating students’ learning and guiding their moral growth in relation to environmental and sustainability issues. Relating the typology to the pluralistic approach to ESE, the authors suggest principles for dealing with the ethical tendency in a democratically responsible way and how to promote students’ critical thinking and democratic action competence.

  • 44309.
    Öhman, Linda
    Örebro University, School of Humanities, Education and Social Sciences.
    Elevinflytande och elevansvar vid självstyrt arbete: En kvalitativ intervjustudie om elevinflytandets möjligheter och svårigheter2008Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 44310.
    Öhman, Linda
    Örebro University, School of Humanities, Education and Social Sciences.
    Kvinnors förhandlingsarena i förändring: - En studie om Fredrika Bremersförbundets Örebrokrets under övergången från husmoderskontrakt till jämlikhetskontrakt2011Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 44311.
    Öhman, Maria
    Örebro University, School of Health and Medical Sciences.
    Hälsofrämjande och preventiv omvårdnad vid hypertoni - distriktssköterskans roll2008Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
  • 44312.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Analysing the direction of socialisation from a power perspective2010In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 15, no 4, p. 393-409Article in journal (Refereed)
    Abstract [en]

    The purpose of this article is to describe and illustrate an approach that facilitates a study of power and governing processes in teachers' and students' interactive actions and dealings. This approach is inspired by Foucault's work on power and the research field emanating from the concept of governmentality. The approach is illustrated through an analysis of texts of teacher and student interactions derived from video-recorded physical education lessons conducted in Swedish nine-year compulsory schools. This analysis is used to demonstrate how governing processes appear in Physical Education practices, and the socialisation content of this governance. Here the term socialisation content refers to the direction of governance, which constitutes a discursive resource for the constitution of particular forms of subjectivity.

  • 44313.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Att analysera socialisationens riktning ur ett maktperspektiv2008In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 17, no 3, p. 69-88Article in journal (Refereed)
  • 44314.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Den rätta viljan: idrott och hälsa i ett styrningsperspektiv2007In: Utbildning och Demokrati, ISSN 1102-6472, E-ISSN 2001-7316, Vol. 16, no 2, p. 95-112Article in journal (Refereed)
  • 44315.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    ”Du darfst nicht am Boden klebenbleiben”2010In: Gesundheit/Krankheit: Kulturelle Differenzierungsprozesse um Körper, Geschlecht und Macht in Skandinavien / [ed] Lill-Ann Körber, Stefanie von Schnurbein, Berlin: Humboldt-Universität , 2010, p. 99-126Chapter in book (Other academic)
  • 44316.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    "Du får inte sitta fast i golvet": en undersökning av styrningsprocesser i skolämnet idrott och hälsa2008In: Hälsa - makt, tolkning, styrning / [ed] Kristina Engwall, Magdalena Bengtsson Levin, Stefanie von Schnurbein, Stockholm: Institutet för framtidsstudier , 2008, p. 89-112Chapter in book (Other academic)
  • 44317.
    Öhman, Marie
    Örebro University, Department of Humanities.
    "Här kan jag äntligen tala": tematik och litterär gestaltning i Åsa Nelvins författarskap2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    The subject of this thesis is Swedish author Åsa Nelvin’s writings. Five books are at the center of attention: The children’s books De vita björnarna (“The White Bears”) (1969) and Det lilla landet (“The Little Country”) (1971), the two novels Tillflyktens hus (“The House of Refuge”) (1975) and Kvinnan som lekte med dockor (“The Woman who played with dolls”) (1977), and the cycle of poems Gattet (“The Inlet”) (1981). The overriding aim of the the thesis is to characterize Nelvin’s literary works and her over-all literary enterprise.

    A major part of the thesis is devoted to textual analyses, the purpose of which is to identify fundamental themes and literary strategies in Nelvin’s works. Also treated is the author’s development from being a prose writer to becoming a lyric poet. In addition, the thesis examines how Nelvin’s writings relate to the cultural climate of the 1960s and 1970s; it deals with the reception of her works, and the question whether literary ideals and conventions have had any impact on her writings.

    Nelvin is generally associated with the emancipatory tradition of female autobiographers in the 1970s. Her works are considered to engage in psychological and/or gender issues and to be openly autobiographical. This thesis partly argues against that view by asserting that that the fundamental concern of Nelvin’s works is the experience of being and the creation of meaning. The textual analyses show that Nelvin’s writings in the main deal with existential matters such as time and death, art and eternity. They also show that the autobiographical elements in her works are not primarily directed towards the construction of womanhood or therapeutic confession. They rather serve as an aesthetic and meta-literary function, drawing attention to questions concerning the construction of the text (and life), and differences or correspondences between phenomena like fiction and reality.

  • 44318.
    Öhman, Marie
    Örebro University, Department of Social and Political Sciences.
    Kropp och makt i rörelse2007Doctoral thesis, monograph (Other academic)
    Abstract [en]

    Body and Power in Motion

    This dissertation is concerned with body and politics, or, more specifi cally body, power and governance. The central question is how specifi c individuals and bodies are constituted in the teaching of Physical Education (PE) in school. Inspired by Foucault’s work and the research fi eld that emanates from the concept of governmentality, one of the ambitions is to develop a method that facilitates the study of power and governance processes in teachers’ and students’ interactive actions and dealings. With the aid of this approach, 15 video-recorded physical education lessons in 5 Swedish nine-year compulsory schools are analysed in order to demonstrate how governance processes are included in the work and activities in terms of how the processes of governance–self-governance are staged, and the direction this takes. In using the term direction I am here referring to the content the governance is aiming towards, where the question of which subjects and bodies are constituted is of substantial interest. This means that the study not only focuses on what is done, but also on the way in which it is done, i.e. it analyses both process and content.

    The results show that physical exertion and the desire for physical work is a thread that runs though the analysed material. It is mainly scientifi c knowledge about the body that is referred to in actual teaching practice. This is displayed through the use of a scientifi cally inspired language when talking about the body, where effects on muscles and degrees of oxygen intake are considered in connection with the physical activities. In connection with physical exertion, pupils are encouraged to do their best, try the activities on offer, cooperate with others and face challenges. In line with the governmentality perspective’s problematisation of the process governance–self-governance, the study highlights a governance mentality that is not characterised by coercion, but is rather directed towards different components of willingness where the students are expected to be participatory, take responsibility and govern their own actions in the direction of that which is most desirable and reasonable. The willingness component appears as the actual hub of character-building, were the students ought to be physically active, should want to do their best, be willing to try, should want to show solidarity and should want to defeat the others. The process of governance–self-governance is staged as different ways of appealing to one’s willingness in the activities studied. Specifi c governance techniques are used to support and promote self-governance work, i.e. different forms of encouragement strengthen the correct action, emphasising physical exertion as pleasurable and focuses on the fact that we are all involved in a common project. In the dissertation it is shown how the body is included in a socio-political context. Through the body the individual is turned into a participant of physical projects concerned with becoming a certain kind of social citizen. The body thus symbolises the complex encounter between the individual and society. In this way the study demonstrates and highlights tendencies that are evident in modern society. It is thus a narrative that indicates how we all become part of a discourse system.

  • 44319.
    Öhman, Marie
    Örebro University, School of Health Sciences.
    Losing touch: Teachers’ self-regulation in physical education2017In: European Physical Education Review, ISSN 1356-336X, E-ISSN 1741-2749, Vol. 23, no 3, p. 297-310Article in journal (Refereed)
    Abstract [en]

    The question of physical interaction is especially relevant in school physical education, where a lot of the teaching and activities are based on body movements. However, the issue of ‘touching’ has been questioned in recent years. This paper takes its starting point in the discourse of child protection and the growing anxiety around intergenerational touch in educational settings. The purpose is to examine PE teachers’ self-regulation in relation to the child protection discourse and no touch policies. What sort of strategies have the teachers developed for dealing with physical contact in their teaching? It is a matter of problematising teachers’ pedagogical interactions in PE practice.

    The study takes its starting point in a discourse-analytical tradition using a methodology based on Foucault’s ideas about governmentality. Twenty-three teachers (10 women and 13 men) aged 30–63 and at different stages in their careers were interviewed. The results show two different self-regulating processes: (1) adaptation using avoidance-oriented strategies and (2) resistance using downplaying-oriented strategies. The paper discusses potential consequences for PE teachers’ pedagogical work if they feel that they have to protect themselves instead of operating in a way that is in the best interest for students’ learning and development. The study aims to contribute to the literature on child protection and ‘no touch’ policies and to a more multifaceted understanding of physical interaction in PE. 

  • 44320.
    Öhman, Marie
    Örebro University, School of Health and Medical Sciences.
    Styrning i ”jumpasalen”: analys av videoinspelad undervisningspraktik2007In: Diskursanalys i praktiken / [ed] Mats Börjesson, Eva Palmblad, Malmö: Liber , 2007, p. 128-146Chapter in book (Other academic)
  • 44321.
    Öhman, Marie
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Almqvist, Jonas
    Dept Educ, Uppsala Univ, Uppsala, Sweden.
    Meckbach, Jane
    GIH Swedish Sch Sport & Hlth Sci, Stockholm, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Competing for ideal bodies: a study of exergames used as teaching aids in schools2014In: Critical Public Health, ISSN 0958-1596, E-ISSN 1469-3682, Vol. 24, no 2, p. 196-209Article in journal (Refereed)
    Abstract [en]

    Since the development of the welfare state, the Swedish school subject Health and Physical Education (HPE) has been regarded as an important site for public health work, and still assumes a central role in promoting the health of the coming generation. A specific type of health intervention, promoted by researchers in recent years, is the use of so-called exergames. In some countries, these fitness games are used as teaching aids in physical education classes and can be seen as examples of how public health issues and popular culture are shaping HPE in schools. The aim of the study reported in this paper is to examine which messages about health and body are offered, and how these are expressed in some of the fitness games used as teaching aids in school. The results of the study highlight the dangers of using exergames in the teaching of HPE in schools. The messages communicated by the games have a number of potentially harmful consequences, particularly with regard to the creation of specific health and bodily norms based on a measurable ideal. The use of this tool in education is thus far from value free, and the problems that might be solved when using the games are not necessarily the ones that education should privilege.

  • 44322.
    Öhman, Marie
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Grundberg Sandell, Carin
    The pedagogical consequences of ‘no touching’ in Physical Education: the case of Sweden2015In: Touch in Sports Coaching and Physical Education: Fear, Risk and Moral Panic / [ed] Heather Piper, New York: Routledge, 2015, p. 70-84Chapter in book (Refereed)
    Abstract [en]

    The chapter is focused on the context of Physical Education and the professional ideals and responsibility of the PE teacher, while implicitly demonstrating the important point that issues and dilemmas around touch, abuse and protection do not recognize sectoral boundaries. Employing a Foucauldian lens in considering a rich selection of Swedish documentation, the chapter demonstrate the pervasive effect of a particular discourse across a range of contexts. The discursive pressures affecting perception and practice in school gymnasiums and sports fields cannot be understood in isolation from experience in sport clubs organisations like the scouts and guides, where high quality intergenerational relationships are essential to making ambitious holistic goals a reality. Thus, even if Swedish schools have not laid down draconian guidance regarding touch in PE or more generally, instead relying on more general statements of intent, PE teachers are still affected by more generalized and proscriptive discourses and their translation into other contexts where they may operate, including sports coaching outside school.Referring to recordings and transcripts of PE teaching sessions drawn from a wider Swedish study, the authors explore the tensions between teachers´ practice in different PE activities and the explicit general expectations of what should be happening in, and achieved by, all Swedish schools and teachers. While recognizing the importance of child protection in stopping bad things from happening, the authors argue that there is an equally significant imperative to ensure that good things happen in teaching contexts. Acts which are nothing of the sort now risk being interpreted as obviously sexual. They stress the importance of caring and that, if it is to be appropriately understood, respected, and protected, then a more sophisticated and holistic understanding of intergenerational and pedagogic interactions than that employed in current discourses on child protection is essential. In its absence, not only is teaching impoverished, but so too is the pupils´experience. The loss, virtually by default, of key ideals of Swedish education is obviously significant, but so too is the transgression against fundamental elements of children's rights, all in the name of a limited conception of protection.

    [le

  • 44323.
    Öhman, Marie
    et al.
    Örebro University, Department of Education.
    Pettersson, Pernilla
    Örebro University, Department of Education.
    Undervisning i och på modersmål: - en studie om organisationsmöjligheter och dess konsekvenser -2005Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Sammanfattning/abstract

    Som blivande lärare i dagens mångkulturella skola är vi intresserade av vikten av modersmålsundervisning och studiehandledning på modersmålet. Det vi främst intresserar oss för är olika organisationsformer av detta och vilka konsekvenser de kan få för lärare och elever.

    Syftet med denna uppsats är därför att undersöka hur modersmålsundervisning och studiehandledning på modersmålet är organiserat i en mellansvensk kommun, och om det finns några planerade förändringar inom denna organisation. Ett ytterligare syfte är att undersöka hur verksamma modersmålslärare i kommunen ser på sin arbetssituation i den nuvarande organisationen, samt varför de anser att det är viktigt med modersmålsundervisning och studiehandledning på modersmålet. Vi valde att studera just denna kommun efter att vi ha tagit del av kritik från Skolverkets inspektion 2005 inom just dessa områden.

    Vi har genom kvalitativa forskningsintervjuer med ansvarig rektor på modersmålsenheten, samt med verksamma modersmålslärare i kommunen fått kunskaper om hur undervisning i och på modersmål är organiserat. Resultatet visar att modersmålslärare arbetar ambulerande på många olika skolor med elever från förskoleklass upp till gymnasiet, såsom de flesta kommuner i landet organiserar sin undervisning. Undervisningstiden ligger ofta utanför timplanebunden tid. Studiehandledning på modersmål har i denna kommun ökat efter kritik från Skolverket 2005. Denna undervisning äger rum på respektive skola inom timplanebunden tid. Vissa förändringar har ägt rum inom organisationen. Ett matematikprojekt med undervisning på modersmål i ett antal större språk pågår på en skola, och resultatet kommer att utredas.

    Modersmålslärarna måste resa mycket under sin arbetsdag eftersom undervisningen är utlagd på flera skolor under dagen, vilket de ser som den mest negativa delen med yrket. Det leder till att modersmålslärarna känner en anonymitet på skolorna och att det är svårt att upprätta ett samarbete med övriga lärare och personal på skolorna. Modersmålslärarna saknar också möjligheten att ha en fast plats där de kan arbeta och förvara sina arbetsredskap.

    Lärarna anser att det är viktigt med modersmålsundervisning och studiehandledning på modersmål för att hjälpa eleverna att lära sig svenska genom att kunna referera till sitt modersmål, att hitta sin identitet, att reda ut begrepp som är svåra samt att vara en förebild för eleverna.

  • 44324.
    Öhman, Marie
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Questioning the no-touch discourse in physical education from a children's rights perspective2017In: Sport, Education and Society, ISSN 1357-3322, E-ISSN 1470-1243, Vol. 22, no 3, p. 305-320Article in journal (Refereed)
    Abstract [en]

    In this paper we question the rationality of ‘no–touch policies’ and offer an alternative approach to the matter of physical contact between teachers and students in the context of physical education in schools. Earlier research has drawn attention to how a discourse of child protection is starting to affect how physical contact is viewed in physical education (PE) practice. The avoidance of intergenerational touch is increasingly justified by referring to the children’s rights agenda. Here, arguments for ‘no-touching’ are linked to children’s right to be protected from harm. In the paper we explore a children’s rights based viewpoint that supports the use of and need for physical contact in PE teaching by developing theoretical and practice based arguments. An alternative children’s rights perspective, based on rights theorising, is used to formulate the theoretical argument. Interviews with 16 PE teachers about their experiences of physical contact in their pedagogical work form the practice-based arguments. The two arguments provide a way of looking at intergenerational touch in education from the vantage point of children’s human right to develop to their full potential, which can support a need for physical touch in pedagogical situations. 

  • 44325.
    Öhman, Marie
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Adopting a Salutogenic Approach in Health Education: Possibilities and Risks2013Conference paper (Other academic)
    Abstract [en]

    Health in school has since the development of the welfare state in Sweden been considered as an important forum for health work, and schools still assume a central role when it comes to health promotion of the coming generation. In the Swedish context, health has also been regarded as an important part of the democratic project in that it is the ‘good society’ that is formulated in societal public health goals. The school subject Physical Education and Health has been considered as an important forum for public health work. In this paper we deal with Aaron Antonovsky´s pathogenic and salutogenic approaches to health. We began by exploring pathogenic views of health, and the consequences of the individual view of the learner and the instrumental view of education that follows. Further, the paper critically examines how salutogenic approaches can provide an alternative philosophical starting point for discussions about health within health education practices. We also point to some of the potential risks of a salutogenic approach in health education in relation to the neoliberal society.

  • 44326.
    Öhman, Marie
    et al.
    Örebro University, School of Health and Medical Sciences.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences.
    Feel good—be good: subject content and governing processes in physical education2008In: Physical Education and Sport Pedagogy, ISSN 1740-8989, E-ISSN 1742-5786, Vol. 13, no 4, p. 365-379Article in journal (Refereed)
    Abstract [en]

    Background: In this paper a study of both subject content and governing processes in Swedish physical education is presented. The reason why an analysis of both content and processes is of special interest is that it makes it possible to understand the encounter between the institutional level and the practice of education.

    Purpose: The purpose of the paper is threefold: (1) to analyse the subject content in physical education through identifying discourses embedded in its practice; (2) to illustrate how the subject content is created/re-created in physical education practice through various governing processes; and (3) to discuss how governing processes also become content through the

    socialization of students in terms of becoming a certain type of social citizen.

    Research design and data collection: The empirical material used is collected in connection with a national evaluation of physical education in Sweden, commissioned by the Swedish Government and the Swedish National Agency for Education. This paper uses local curriculum documents from 72 schools and 15 video-recorded physical education lessons from five schools. A starting point for the methodological framework is discourse theory and the governing perspective developed by Michel Foucault (1978/1991, 1980, 1982/2002). The governing perspective is used as a methodological tool, and we work with two overarching analysis themes: one oriented towards what pupils are governed, in terms of discourses embedded in physical education, and the other how the identified discourses are created/re-created in the practice of physical education. We also use the methodological framework as a tool to discuss how the governing processes also become content—a content of socialization.

    Findings: The results show that physical exertion and active participation are the main threads that run though the analysed material. In connection with physical exertion and active participation, pupils are also encouraged to cooperate with others and to compete. The content of socialization is primarily directed towards different components of willingness, for example a will to do one’s best and a will to try, where the pupils are expected to be participatory, take responsibility and govern their own actions in the direction of that which is most reasonable.

    Conclusions: A clear message is communicated in physical education in Sweden—be active and work up a sweat. This is also concerned with fostering good character, i.e. creating correct attitudes and approaches through physical activity—be an active and willing person. Physical education is consequently a place where both political volition and the creation of today’s citizens are staged. It is thus not only physical exertion—the physiological effects of exercise and involvement in sports and physical education—that is in the foreground of the activities we study in physical education. It is also about becoming a certain type of social citizen.

  • 44327.
    Öhman, Marie
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Observational studies2012In: Research methods in physical education and youth sport / [ed] Kathleen Armour, Doune Macdonald, London: Routledge, 2012, p. 189-203Chapter in book (Refereed)
  • 44328.
    Öhman, Marie
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Quennerstedt, Mikael
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    “Three, two, one – measure, measure, measure – done”: a study of exergames in physical education2012Conference paper (Refereed)
  • 44329.
    Öhman, Marie
    et al.
    Örebro University, School of Health Sciences.
    Segolsson, Joakim
    Örebro University, School of Health Sciences.
    Quennerstedt, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    Lennqvist Lindén, Ann-Sofie
    Örebro University, School of Humanities, Education and Social Sciences.
    Tolgfors, Pernilla
    Fysisk beröring mellan lärare och elev i utbildningssammanhang2017In: Undersöka och utveckla undervisning: Professionell utveckling för lärare / [ed] Jonas Almqvist, Karim Hamza, Anette Olin, Lund: Studentlitteratur AB, 2017, p. 155-171Chapter in book (Other academic)
  • 44330.
    Öhman, Marie
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Harmoni eller konflikt?: en fallstudie av meningsinnehållet i utbildning för hållbar utveckling2012In: NorDiNa: Nordic Studies in Science Education, ISSN 1504-4556, E-ISSN 1894-1257, Vol. 8, no 1, p. 59-72Article in journal (Refereed)
    Abstract [en]

    Conflict or harmony between economic, ecologic and social sustainability are two opposing perspectivesthat have appeared in the current debate about sustainable development. The aim of this studyis to investigate how the relations between these sustainability aspects are established in a concreteschool practice. The present study is a case study and investigates two classes of Swedish upper secondarystudents presenting a three-weeks thematic assignment concerning sustainable urban planning.The empirical material consists of field notes, audio-recordings, video-recordings and students’texts. In order to analyse the students’ meanings about sustainable development a method inspiredfrom pragmatic discourse analysis is used. The findings show how the students in their language usageconstitute a harmony perspective on sustainable development. The results and implications forteaching and learning are finally discussed.

  • 44331.
    Öhman, Marie
    et al.
    Örebro University, School of Health and Medical Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Kroppen i friluftslivet2011In: Friluftssport och äventyrsidrott: utmaningar för lärare, ledare och miljö i en föränderlig värld / [ed] Klas Sandell, Johan Arnegård, Erik Backman, Lund: Studentlitteratur AB, 2011, 1, p. 147-172Chapter in book (Other academic)
  • 44332.
    Öhman, Marie
    et al.
    Örebro University, School of Health Sciences.
    Öhman, Johan
    Örebro University, School of Humanities, Education and Social Sciences.
    Power and governance in environmental and sustainability education practice2019In: Sustainable Development Teaching: Ethical and Political Challenges / [ed] Katrien Van Poeck, Leif Östman and Johan Öhman, Milton Park and New York: Routledge, 2019, p. 185-193Chapter in book (Refereed)
    Abstract [en]

    This chapter focuses on how the subject content that is highlighted in school can be understood in terms of power. In Foucault’s notion of power, power is not a question of who has, hold or exercises power. Power is seen as embodied in people’s everyday actions, for example the content (knowledge, norms and values) that is offered to students in a teaching situation. The chapter explains how the subject content guides students in certain directions and thereby favours certain ways of thinking and acting, which in turn create opportunities and restraints for students to understand and look at themselves and their environment in specific ways. The teaching practice in a school subject is often rooted in habits and traditions, and we often regard the content as natural and obvious. By highlighting the power dimension, the authors want to offer teachers a way of reflecting on the consequences of the choice of content. The chapter is illustrated with examples of classroom practices in environmental and sustainability education.

  • 44333.
    Öhman, Marie
    et al.
    Örebro University, School of Health and Medical Sciences.
    Öhman, Johan
    Örebro University, Department of Education.
    Power in action: Possibilities and restraints in ESD practice2008In: Envigogika, ISSN 1802-3061, Vol. 3, no 1Article in journal (Other academic)
    Abstract [en]

    The debate concerning the pros and cons of ESD has mainly been conducted on the grounds of principle. The question is how, and to what extent, misgivings about ESD and its expectations are actually manifested. The purpose of this paper is to suggest an approach that can contribute empirical knowledge to this debate. The suggested approach is related to the research field of governmentality and Foucault’s ideas about power and knowledge. It focuses on the way students are governed in ESD practice and explores which understanding of future development is privileged in this practice.

  • 44334.
    Öhman, Natalie
    et al.
    Örebro University, School of Health and Medical Sciences.
    Edström, Eva-Lena
    Örebro University, School of Health and Medical Sciences.
    Hälsoutbildning i kost och motion vid psykisk sjukdom: En kvalitativ intervjustudie2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Enligt den senaste folkhälsorapporten ökar den psykiska ohälsan i Sverige. Psykisk sjukdom kan försvåra personens delaktighet i vardagen, framförallt diagnoserna inom WHO:s ICD-klassifikation F20.0-24.9. Somatiska sjukdomar som kommer utav osunda vanor är vanligt hos den här gruppen.

    Hälsoprogram har utvecklats men man vet lite om hur den sortens undervisning har påverkat personerna som deltagit och om den har bidragit till någon förändring. Syftet var att beskriva just detta i en kvalitativ semistrukturerade intervjustudie där sex personer deltog.

    Materialet analyserades enligt innehållsanalys och det framkom ett övergripande tema ”Att delta i hälsoutbildning” samt tre kategorier och åtta underkategorier.

    Personer med psykisk sjukdom skiljer sig inte mycket åt från den övriga befolkningen. Gamla och nya vanor är svåra att ändra på och fysiska och psykiska faktorer påverkar personens aktivitetsutförande och delaktighet i vardagen. För att klara en livsstilsförändring behöver personer med psykisk sjukdom kontinuerliga och långsiktiga insatser.

  • 44335.
    Öhman, Peter
    et al.
    Avdelningen för ekonomivetenskap och juridik, Mittuniversitetet, Östersund, Sweden.
    Carrington, Thomas
    Uppsala universitet, Uppsala, Sweden.
    Johansson, Tobias
    Örebro University, Örebro University School of Business.
    Johed, Gustav
    Stockholms universitet, Stockholm, Sweden.
    Professionalism och kommersialism bland revisorer2014Report (Other (popular science, discussion, etc.))
  • 44336.
    Öhman, Randi
    Örebro University, School of Humanities, Education and Social Sciences.
    Arbetet med åtgärdsprogram: En kvalitativ studie av elever i behov av särskilt stöd2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
  • 44337. Öhman, S
    et al.
    Strand, Susanne
    Department of Social Sciences, Mid Sweden University, Sundsvall, Sweden.
    Amundsdotter, E.
    Stockholm University, Stockholm, Sweden.
    Processes of change linked to leadership and gender: the story of a group of Swedish female researchers2012Conference paper (Other academic)
  • 44338.
    Öhman Sandberg, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    A peer coaching project as a tool for sustainable school development2014In: A peer coaching project as a tool for sustainable school development, 2014Conference paper (Refereed)
  • 44339.
    Öhman Sandberg, Ann
    Örebro University, School of Humanities, Education and Social Sciences.
    The relation between policy, program and sustainable change of practice2014In: The relation between policy, program and sustainable change of practice, 2014Conference paper (Refereed)
  • 44340.
    Öhman Swenson, Angelica
    et al.
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Andersson, Elin
    Örebro University, School of Health and Medical Sciences, Örebro University, Sweden.
    Kvinnors upplevelser efter att ha genomgått en mastektomi till följd av bröstcancer2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Bröstcancer är den vanligaste cancersjukdomenhos kvinnor i Sverige. Den viktigaste behandlingsmetoden är kirurgi där mastektomiär en metod. Bröstet är en del av den kvinnliga identiteten och därför kanförlusten av ett bröst påverka kroppsbilden. Syftet med studien varatt beskriva kvinnors upplevelser efter en mastektomi till följd avbröstcancer. Metod som använts var en allmän litteraturstudie med en systematisksökning och beskrivande design. Resultatet visade att det fannsupplevelser av att känna sig mindre kvinnlig och negativa känslor om kroppenkunde upplevas. Den sexuella lusten kunde påverkas och känselbortfall förändradehos vissa kvinnor den sexuella känslan. Det fanns känslor av sorg över detförlorade bröstet och sinnesstämningen kunde vara låg. Fantombröstkänslor ochandra förnimmelser existerade hos kvinnorna som genomgått en mastektomi. Hoskvinnorna förekom ett behov av stöd för femininitet och kroppsbild. Det kanvara av vikt att sjuksköterskan låter kvinnor få prata fritt om sina känsloroch tankar efter operationen för att underlätta anpassningen till denförändrade kroppsbilden.

  • 44341.
    Öhnell, Emelie
    Örebro University, Department of Humanities.
    Funktion och läsbarhetsindex: En studie av läromedel för grundskolans senare årskurser2008Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 44342.
    Öhrling, Elinor
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Förfrågningsunderlaget: En snårig djungel eller en fråga om tydlighet och precisering?2008Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Lagen (1992:1528) om Offentlig Upphandling [LOU] 1 kap. 4 § är en viktig paragraf som all offentlig upphandling skall genomsyras av. Ett korrekt uppfört förfrågningsunderlag skall vara tydligt och precist utformat. En leverantör skall i förfrågningsunderlaget inneha den information som är nödvändig för att kunna ge ett anbud. Har den upphandlande enheten utformat skall-krav och bör-krav i förfrågningsunderlaget så skall de uppställda skall-kraven vara uppfyllda. I annat fall skall anbudet förkastas. Vid utformningen av ett förfrågningsunderlag skall även de gemenskapsrättsliga principerna tas hänsyn till. Görs ej detta har den upphandlande enheten brutit mot kravet i LOU 1 kap. 4 § där det slås fast att all upphandling skall göras affärsmässigt.

  • 44343.
    Öhrling, Elinor
    et al.
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Marklund, Sara
    Örebro University, Department of Behavioural, Social and Legal Sciences.
    Gränsdragningen mellan yttrandefriheten och ärekränkningsbrotten2007Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 44344.
    Öhrn, Alexandra
    Örebro University, Örebro University School of Business.
    Det genuina sparandet och en hållbar utveckling: En empirisk analys om varfö̈r vissa ekonomiers utveckling är hållbar och andras inte.2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 44345.
    Öhrn, Mariana
    Örebro University, Department of Education. Örebro University, School of Humanities, Education and Social Sciences.
    ”… kroppsfixering, bröst och sådant…”: – Ungdomars sexualitet i relation till samlevnadsundervisningen ur ett lärarperspektiv2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Syftet med uppsatsen är för det första att genom en historisk överblick lyfta sexualitetens betydelse för unga i dagens samhälle. För det andra att sätta sexualitetens betydelse i samband med skolans samlevnadsundervisning och då undersöka hur lärare förhåller sig gentemot ungdomars sexualitet och hur deras förhållningssätt speglas i samlevnadsundervisningen. Syftet för denna uppsats nås genom studier av tidigare forskning och genom en empirisk undersökning i form av intervjuer med tre lärare som bedriver samlevnadsundervisning på tre olika skolor. Eleverna de undervisar är av varierande ålder. De forskningsfrågor jag ämnar besvara är Hur har synen på sexualitet och sexualupplysning sett ut ur ett historiskt samhällsperspektiv, Hur lärare förhåller sig till samhällsutvecklingen vad gäller ungdomars sexualitet i utformandet av samlevnadsundervisningen och Hur ser kompetensutvecklingsbehovet ut för lärare i samlevnadsundervisning.

    De resultat jag kom fram till genom intervjuerna och genom tidigare forskning är att samlevnadsundervisningen har under åren utvecklats och förändrats i takt med samhällets förändring. Men en likhet är att undervisningen fortfarande utgår från ett hälsofrämjande perspektiv.

    I undervisningen visade det sig att både forskning och i mina intervjuer ser man positivt på att utgå från vad eleverna själva vill lära sig. Elevinflytande skapar ett större engagemang och undervisningen upplevs mer förankrad i ungdomarnas verklighet.

    Eftersom det dock inte finns några direkt mål för samlevnadsundervisningen så får elever skiftande undervisning i ämnet. I och med den låga utbildningsnivån på sexualitetsområdet så varken kan eller vågar lärarna ta initiativet. Det visar sig att kompetensutveckling i ämnet är liten. Endast på en av de intervjuades skola erbjöds fortbildning i ämnet. RFSU (2004) förespråkar obligatorisk samlevnadsundervisning i alla lärarutbildningar, då de föreslår att ämnet skall ingå i det allmänna utbildningsområdet. Tanken är då att man får generella kunskaper om ungdomssexualitet och den psykosexuella utvecklingen.

    Att lärare nämner i intervjuerna de positiva aspekterna som kommit med dagens sexualiserade samhälle.  Därför har idag samlevnadsundervisningen ett stort ansvar för vilka normer som sätts.

  • 44346.
    Öijen, Lena
    Örebro University, School of Humanities, Education and Social Sciences.
    Samverkan lärosäte-skola: en studie av Regionalt utvecklingscentrum som samarbetspart2014Doctoral thesis, monograph (Other academic)
    Abstract [en]

    This thesis is a study of a phenomenon in Swedish education: the RegionalDevelopment Centre (Regionalt utvecklingscentrum, RUC). Insetting up RUC, the Swedish state’s original intention was to enhancecollaboration between teacher education and training, research andschool development. RUC was specified in the appropriation directionsfor Swedish higher education institutions (HEIs) that trained teachers in1997–2010. The purpose of this thesis is to clarify and analyse differinginterpretations and implications of RUC as a phenomenon and conceptualisethe task of addressing them in a changing education-policy context.Empirical sources for the study are central government publicationsand interviews with RUC representatives at 22 HEIs. This empiricalmaterial has been modified and analysed in four stages: a survey of RUCas a phenomenon, construal of ‘ideal types’ of RUC, testing of the construedideal types as analytical tools, and application of the construedideal types as analytical tools to gain an ‘explanatory understanding’ ofRUC. Through analysis of needs, actors and value, five ideal types empiricallybased on transcribed interviews are construed: the receiveroriented,trust-creating, region-boosting, conceptualising and salesorientedtypes. A model shows how these ideal types can be mutuallyunderstood and conceptualised. Examples are given, based on this model,of specific interpretations and implications that may fit each idealtype. RUC’s legitimacy in 2012 still entails a marked emphasis on RUCas a receiver-oriented associate. Three aspects enhancing the likelihoodof RUC, in 2012, being deemed important to retain at an HEI appear tobe the HEI’s goodwill towards RUC, its dependence on remits from theSwedish National Board of Education and schools’ research needs. Focusingmore on RUC as the region-boosting partner would mean oncemore uniting RUC’s role in teacher education with school developmentand research, but on the basis of ‘common needs’ within the frameworkof a distinct growth policy.

  • 44347.
    Öjebo, Erik
    Örebro University, School of Science and Technology.
    Objekt-relationsmappning i datacentrerad applikation2009Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This report presents a study of six different object-relational mapping frameworks, namely Entity Framework, LINQ to SQL, NHibernate, Castle ActiveRecord, MyGeneration Doodads and Subsonic. The study describes the strengths and weaknesses of the various frameworks and discusses when each framework is appropriate to use.

    The frameworks that were judged to be the most interesting were NHibernate and Entity Framework, since they provide flexible mapping between the domain model and the underlying database schema as well as good availability of documentation and literature.

    The study was used as a basis for deciding which of the frameworks that should be used in a rewrite of an existing application for the IT consulting company Sogeti. The framework that was considered the most appropriate for the application was NHibernate.

  • 44348.
    Öjstrand, Emma
    Örebro University, School of Law, Psychology and Social Work.
    Fel i vara vid köp av häst2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 44349.
    Öjstrand, Emma
    Örebro University, School of Law, Psychology and Social Work.
    Rätten till efterarv i makes förmånstagarförvärv2016Independent thesis Advanced level (professional degree), 20 credits / 30 HE creditsStudent thesis
  • 44350.
    Ökvist, Anna
    Örebro University, Department of Clinical Medicine.
    Magnetisk resonanstomografi vid Mb Perthes2006Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Mb Perthes är en höftledsjukdom som drabbar barn, framför allt pojkar. Sjukdomens etiologi antas vara vaskulär, men orsak till cirkulationsstörningen är fortfarande okänd. Därför är det viktigt att tidigt se förändringarna.

    Vid utredning av Mb Perthes är konventionell röntgen en rutinundersökningsmetod. I tidiga stadier eller om konventionell röntgenbild visar normala höftleder kan man använda sig av magnetisk resonanstomografi (MR).

    Syftet med min litteraturstudie var att undersöka vad MR har för betydelse vid diagnostik av Mb Perthes samt vidare om MR kan vara användbart för att bedöma sjukdomens förlopp.

    Min litteraturstudie har visat att MR vid misstanke om Mb Perthes kan vara ett gott komplement till konventionell röntgen för att få rätt diagnos och följa sjukdomens förlopp, då man med MR får en mycket tydligare bild av sjukdomens utbredning.

    MR är, i jämförelse med skelettscintigrafi och artrografi, lika bra eller bättre för att påvisa förändringar och hur de förändras över tiden.

    Detta är viktiga faktorer som har betydelse vid behandling och för bedömningen om operation ska ske eller inte. För att få ett säkrare resultat bör fler artiklar studeras och sammanställas.

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