Quality-Based Clustering of Food Products for Customized Food Logistics

Perishability and quality deterioration over time makes food differ from industrial products. The objective of this research is to describe the food quality from a logistics perspective and specify which characteristics of food products are necessary to consider in designing food logistics. These characteristics include food sensory factors, food safety factors, packaging, and the interaction of all these factors with the surrounding environment which can occur related to the logistics processes.According to the results, food products are suggested to be divided into 6 major groups based on their similarity in the interaction with surrounding environment factors affecting the products during logistics activities. These groups are Vegetables, Fruits, Biennial vegetables, Chilled & Super-Chilled, Frozen, and Ambient. Subsequently, the sensitivity of each group was analyzed with regard to the environmental factors they are exposed to during logistics, such as e.g. temperature variations, humidity, or pressure and vibration.The results of this study can increase the knowledge and know-how for more efficient and safer food transports while minimizing the risk of damage to the food products during transport

Identification of Yersinia at the Species and Subspecies Levels Is Challenging

Peer reviewe

Riistan lihantarkastuslöydökset Suomessa 2008-2012 : Meat inspection findings of game in Finland 2008–2012

Peer reviewe

Reflections and Experiences of a Co-Researcher involved in a Renal Research Study

Background Patient and Public Involvement (PPI) is seen as a prerequisite for health research. However, current Patient and public involvement literature has noted a paucity of recording of patient and public involvement within research studies. There have been calls for more recordings and reflections, specifically on impact. Renal medicine has also had similar criticisms and any reflections on patient and public involvement has usually been from the viewpoint of the researcher. Roles of patient and public involvement can vary greatly from sitting on an Advisory Group to analysing data. Different PPI roles have been described within studies; one being a co-researcher. However, the role of the co-researcher is largely undefined and appears to vary from study to study. Methods The aims of this paper are to share one first time co-researcher's reflections on the impact of PPI within a mixed methods (non-clinical trial) renal research study. A retrospective, reflective approach was taken using data available to the co-researcher as part of the day-to-day research activity. Electronic correspondence and documents such as meeting notes, minutes, interview thematic analysis and comments on documents were re-examined. The co-researcher led on writing this paper. Results This paper offers a broad definition of the role of the co-researcher. The co-researcher reflects on undertaking and leading on the thematic analysis of interview transcripts, something she had not previously done before. The co-researcher identified a number of key themes; the differences in time and responsibility between being a coresearcher and an Advisory Group member; how the role evolved and involvement activities could match the co-researchers strengths (and the need for flexibility); the need for training and support and lastly, the time commitment. It was also noted that it is preferable that a co-researcher needs to be involved from the very beginning of the grant application. Conclusions The reflections, voices and views of those undertaking PPI has been largely underrepresented in the literature. The role of co-researcher was seen to be rewarding but demanding, requiring a large time commitment. It is hoped that the learning from sharing this experience will encourage others to undertake this role, and encourage researchers to reflect on the needs of those involved.Peer reviewedFinal Published versio

Närståendestöd och efterlevandestöd – under och efter vårdtid inom specialiserad Palliativ vård och ASIH i Skåne

Bakgrund: En av hörnstenarna i palliativ vård handlar om att ge stöd till alla närstående. Enligt lagstiftning har sjukvården även en skyldighet att speciellt beakta barns behov av information, råd och stöd om barnets föräldrar eller någon annan vuxen som barnet varaktigt bor tillsammans med har en livshotande sjukdom eller avlidit.Syfte: Alla närstående inom Palliativ vård och ASIH i Skåne ska erbjudas personcentrerad och jämlikt stöd under och efter vårdtiden.Metod: Uppdraget startades 2019 och beräknas vara klar under hösten 2022. All personal inom palliativ vård och ASIH i Skåne involverades genom att de fick göra nulägesanalys gällande närståendestöd. I nästa steg utfördes gapanalys för att identifiera likhet och olikhet kring närståendestöd. Vidare fick all personal ge förslag till att forma framtidens närståendestöd. Efter nulägesanalys och gapanalys bildades en multiprofessionell arbetsgrupp med representanter från alla verksamheterna i Skåne. Arbetsgruppens uppdrag var att framställa beslutsunderlag gällande närståendestöd under vårdtid och efterlevandestöd till närstående efter vårdtiden. Resultat: Nulägesanalys som utfördes 2019 visade att närstående med liknande behov har erbjudits olika professionella stöd. Gapanalys utfördes under 2020 för kartläggning av vilka former av stöd saknades/önskades samt var relevanta i nu tiden. Under 2021 arbetet har fortsatt med att definiera vad närståendestöd innefattar och under 2022 har arbete pågått med att ta fram beslutsunderlag för hur och vilka former av närståendestöd som ska erbjudas.Betydelse: Genom strukturerad arbetssätt identifiera närståendes förutsättningar, behov och önskemål ökar sannolikheten för att närstående erbjuds rätt stöd, i rätt tid och av rätt profession

Are self-report of disability pension and long-term sickness absence accurate? Comparisons of self-reported interview data with national register data in a Swedish twin cohort

<p>Abstract</p> <p>Background</p> <p>Self-reported disability pension (DP) and sickness absence are commonly used in epidemiological and other studies as a measure of exposure or even as an outcome. The aims were (1) to compare such self-reports with national register information in order to evaluate the validity of self-reported DP and sickness absence, and (2) to estimate the concordance of reporting behaviour in different twin zygosity groups, also by sex.</p> <p>Methods</p> <p>All Swedish twins born 1933-1958 who participated in the Screening Across the Lifespan Twin study (SALT) 1998-2003, were included (31,122 individuals). The self-reported DP and long-term sickness absence (LTSA) at the time of interview was compared to the corresponding register information retrieved from the National Social Insurance Agency by calculating the proportions of agreements, kappa, sensitivity, specificity, concordance rates, and chi-square test, to evaluate construct validity.</p> <p>Results</p> <p>The proportions of overall agreement were 96% and specificity 99% for both DP and LTSA, while the sensitivity was 70% for DP and 45% for LTSA. Kappa estimates were 0.76 for DP, and 0.58 for LTSA. The proportions of positive agreement were 64% for DP and 42% for LTSA. No difference in response style was found between zygosity groups among complete twin pairs for DP and LTSA. Results were similar for women and men and across age. Kappa estimates for DP differed somewhat depending on years of education, 0.68 (college/university) vs. 0.77 (less than 13 years in school) but not for LTSA.</p> <p>Conclusions</p> <p>Self-reported DP data may be very useful in studies when register information is not available, however, register data is preferred especially for LTSA. The same degree of twin similarity was found for truthful self-report of DP and LTSA in both monozygotic and dizygotic twin pairs. Thus, the response style was not influenced by genetic factors. One consequence of this would be that when estimating the relative importance of genetic and environmental effects from twin models, heritability estimates would not be biased.</p

Vikten av pedagogernas medvetenhet för små barns lärande inom matematik

Titel: Vikten av pedagogernas medvetenhet för små barns lärande inom matematik. En enkätundersökning bland pedagoger på förskola. Författare: Kristina Fredriksson och Caroline Rudolfsson Termin och år: Vårterminen 2008 Kursansvarig institution: Sociologiska institutionen Handledare: Bibbi Ljungvall Examinator: Staffan Stukát Rapportnummer: VT08-2611-202 Nyckelord: Kompetens, matematik, medvetenhet, pedagogisk miljö och synliggöra. __________________________________________________________________________ Syfte: Det övergripande syftet med vår enkätstudie och våra telefonintervjuer är att undersöka hur den pedagogiska verksamheten är utformad för de yngsta barnen (1-3 år) i förskolan när det gäller matematik. Huvudfrågor: Här följer de frågeställningar som vi har valt att få besvarade: Besitter pedagogerna matematisk kompetens och finns det intresse för kompetensutveckling inom matematik? Förekommer matematik medvetet i det pedagogiska arbetet med de yngsta barnen? I så fall när och var sker det matematiska utövandet? Hur är den pedagogiska miljön utformad för de yngsta barnen med fokus på matematik? Hur belyser och synliggör pedagogerna matematiken för de yngsta barnen? Metod och material: För att få vårt syfte och våra frågeställningar besvarade har vi använt oss främst av en undersökningsmetod och utökade därefter med ytterligare en metod. Till en början valde vi att använda enkäter och kompletterade sedan med telefonintervjuer för att få en mer beskrivande bild av hur pedagogerna använde matematiken i verksamheten. Resultat: Vårt resultat visade att det fanns ett relativt stort intresse för kompetensutveckling i undersökningsgruppen samt att majoriteten redogjorde för att de arbetade medvetet med matematik med de yngsta barnen. Resultatet visade att majoriteten av pedagogerna använde matematiken i många av de situationer som uppkom naturligt under större delen av dagen på förskolan. Dessa pedagoger angav en variation av material och att räkning då var den mest vanligt förekommande formen av matematik. Vidare visade resultatet att merparten av pedagogerna benämnde, uppmärksammade och synliggjorde matematiska begrepp för de yngsta barnen. Betydelse för läraryrket: Besitter pedagogerna i förskolan matematisk kompetens kan det leda till en mer respektingivande roll gentemot andra yrkeskategorier i skolans värld. Det kan resultera i att vi som pedagoger i förskola anses utgöra en viktig del i barnens livslånga lärande

Drama som pedagogisk möjlighet : En intervjustudie med lärare i grundskolan

The aim of this study is to develop insights about what meaning teachers ascribe to their work with drama in education. Based on a socio-cultural perspective drama is seen as a tool for learning. Another point of departure is the Swedish National curriculum, which states that aesthetic learning processes should be an integrated part throughout compulsory education. The data for the study consists of interviews with eleven primary school teachers. The qualitative analysis shows a variation in how the teachers perceive drama. Drama can be used for example to illustrate different factual knowledge or to explore and create meaning in relation to a human dilemma or a complex subject matter. The working methods vary from focusing the artistic dimension of drama to giving the art form minor or no importance at all. The findings indicate, in line with previous studies, that drama is mainly used to work with the school's social goals, like creating a friendly atmosphere and prevent bullying. The findings also show that teachers find it difficult to integrate drama in their everyday teaching. One obstacle which is pointed out is the fact that in Swedish compulsory schools drama does not have its own curriculum and thus is not included in the schedule. Other explanations are that many teachers experience that they have insufficient drama skills and lack of time for drama work, depending on the school's focus on measurable knowledge and goals to be achieved. The conclusion is that drama can allow meetings where different stories can be viewed from several perspectives and be an opportunity for greater understanding and deeper knowledge. Drama can also be dismissed because it is not real and drama can be used in a fostering way, to direct students towards a desirable behavior. In other words, drama can be described as a multifaceted and powerful educational tool

Drama som pedagogisk möjlighet : En intervjustudie med lärare i grundskolan

The aim of this study is to develop insights about what meaning teachers ascribe to their work with drama in education. Based on a socio-cultural perspective drama is seen as a tool for learning. Another point of departure is the Swedish National curriculum, which states that aesthetic learning processes should be an integrated part throughout compulsory education. The data for the study consists of interviews with eleven primary school teachers. The qualitative analysis shows a variation in how the teachers perceive drama. Drama can be used for example to illustrate different factual knowledge or to explore and create meaning in relation to a human dilemma or a complex subject matter. The working methods vary from focusing the artistic dimension of drama to giving the art form minor or no importance at all. The findings indicate, in line with previous studies, that drama is mainly used to work with the school's social goals, like creating a friendly atmosphere and prevent bullying. The findings also show that teachers find it difficult to integrate drama in their everyday teaching. One obstacle which is pointed out is the fact that in Swedish compulsory schools drama does not have its own curriculum and thus is not included in the schedule. Other explanations are that many teachers experience that they have insufficient drama skills and lack of time for drama work, depending on the school's focus on measurable knowledge and goals to be achieved. The conclusion is that drama can allow meetings where different stories can be viewed from several perspectives and be an opportunity for greater understanding and deeper knowledge. Drama can also be dismissed because it is not real and drama can be used in a fostering way, to direct students towards a desirable behavior. In other words, drama can be described as a multifaceted and powerful educational tool