Taking women on boards: a comparative analysis of public policies in higher education

publishedVersionPaid Open Acces

Vilka var humanisterna? Underlag till Humanisterna och framtidssamhället: Tre studier och en workshop om humanioras framtid Kulturhuset, Stockholm, den 24 mars 2011

In debates about the Humanities, historical references, more or less anecdotal, are requently used. The aim of this project is to present some facts about the Humanities’ academic environments and their main activities. To be more precise, we have scrutinised three Humanities disciplines and their development over time: 1900, 1950 and 2000. We have chosen Archeology, English and History with a special focus on Lund University and Uppsala University. Our main tasks have been to describe the existing staff resources at the time as well as the main activities undertaken. The empirical material used has been written sources in the form of catalogues, annual reports, protocols and phone books. The study shows that the three subjects were in a formation phase around 1900. There are single teachers in place in Archeology and English whereas History hosted a larger number of academic staff. By the turn of the millennium, there was a great diversity in terms of staff categories and the total number of staff has increased dramatically. For instance, the lone Archeology teacher in 1900 has become 75 by the year 2000 (Medieval Archeology included). However, the student numbers have increased even more. In 1900 there were in total 1,000-1,500 students at each university. That number was tripled in 1950 and the years after 2000 there was an enormous increase compared to the earlier years in this study. English alone had approximately 5,000 students, i.e. the double total number of students at the universities in Lund and Uppsala in 1900. The publication patterns have changed during the period, but perhaps not to the extent one might expect. As far as type of publication is concerned, historians are most inclined to write monographs. The other subjects publish more articles. Around 2000, English has increasingly become the publication language of Archeology and, perhaps less surprising, English. Historians still prefer Swedish. However, this issue goes beyond English or Swedish. It is striking how broad the language skills were around the year 1900, at least in terms of publications. Beside Swedish, many researchers published scientific texts in French, German and English. Outreach activities reported in annual reports etc. show a great breadth during the whole period, e.g. committees, censorship, writing popular science or taking part in politics and societal debate. However, within the frames of this study, we have not been able to analyse the societal role of the Humanities to any great extent.Humanities’ academic environments; Archeology; English; History; staff resources; activities undertaken

Посещение Самарского государственного медицинского университета сотрудниками ВГМУ

МЕДИЦИНСКИЕ ВУЗЫМЕЖДУНАРОДНОЕ СОТРУДНИЧЕСТВООБРАЗОВАНИЕ МЕДИЦИНСКОЕ /МЕТОДЫПРЕПОДАВАТЕЛИОБРАЗОВАТЕЛЬНЫЙ ПРОЦЕСССТОМАТОЛОГИЧЕСКОЕ ОБРАЗОВАНИЕПРОФЕССИОНАЛЬНОЕ ОБРАЗОВАНИЕВ рамках реализации программы академической мобильности профессорско-преподавательского состава, в соответствии с договором о совместном сотрудничестве между Витебским государственным медицинским университетом и Самарским государственным медицинским университетом в период с 27 по 29 декабря 2016 года сотрудники кафедры терапевтической стоматологии ВГМУ посетили СамГМУ

Славянские ведические храмы

Материалы III междунар. науч. конф., 22-23 мая 2003 г

SJPA Special Issue Introduction : What Has Changed and What Remains? Institutional Shifts in Nordic Higher Education in the 2000s

In this special issue, four individual articles approach change and continuity in Nordic HE policy from different angles. Two of the articles explore ideational change in HE policies, outlining bold reforms of the national system of Denmark and Finland. The studies make visible a longer view of continuity and change in domesticHEin the period from 2000 to 2020. The other two articles focus on the dynamic and complex interplay between institutional and academic ideals, as well as the importance associated with embracing complexity and reflexivity. These perspectives reflect the dynamics of collaboration and competition in academic practices, which may appear conflicting but often resulting paradoxical tensions that, if handled properly or embraced, are likely to be negotiated or addressed in a constructive manner. [this passage is taken from the introductive article of the special issue, see Poutanen et al 2023]publishedVersionNon peer reviewe

Responses to the Global Financial Crisis - Lessons From the Public Sector in the Nordic Countries

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How a Lateralized Brain Supports Symmetrical Bimanual Tasks

A large repertoire of natural object manipulation tasks require precisely coupled symmetrical opposing forces by both hands on a single object. We asked how the lateralized brain handles this basic problem of spatial and temporal coordination. We show that the brain consistently appoints one of the hands as prime actor while the other assists, but the choice of acting hand is flexible. When study participants control a cursor by manipulating a tool held freely between the hands, the left hand becomes prime actor if the cursor moves directionally with the left-hand forces, whereas the right hand primarily acts if it moves with the opposing right-hand forces. In neurophysiological (electromyography, transcranial magnetic brain stimulation) and functional magnetic resonance brain imaging experiments we demonstrate that changes in hand assignment parallels a midline shift of lateralized activity in distal hand muscles, corticospinal pathways, and primary sensorimotor and cerebellar cortical areas. We conclude that the two hands can readily exchange roles as dominant actor in bimanual tasks. Spatial relationships between hand forces and goal motions determine hand assignments rather than habitual handedness. Finally, flexible role assignment of the hands is manifest at multiple levels of the motor system, from cortical regions all the way down to particular muscles

Rare coding variants in PLCG2, ABI3, and TREM2 implicate microglial-mediated innate immunity in Alzheimer's disease

We identified rare coding variants associated with Alzheimer’s disease (AD) in a 3-stage case-control study of 85,133 subjects. In stage 1, 34,174 samples were genotyped using a whole-exome microarray. In stage 2, we tested associated variants (P<1×10-4) in 35,962 independent samples using de novo genotyping and imputed genotypes. In stage 3, an additional 14,997 samples were used to test the most significant stage 2 associations (P<5×10-8) using imputed genotypes. We observed 3 novel genome-wide significant (GWS) AD associated non-synonymous variants; a protective variant in PLCG2 (rs72824905/p.P522R, P=5.38×10-10, OR=0.68, MAFcases=0.0059, MAFcontrols=0.0093), a risk variant in ABI3 (rs616338/p.S209F, P=4.56×10-10, OR=1.43, MAFcases=0.011, MAFcontrols=0.008), and a novel GWS variant in TREM2 (rs143332484/p.R62H, P=1.55×10-14, OR=1.67, MAFcases=0.0143, MAFcontrols=0.0089), a known AD susceptibility gene. These protein-coding changes are in genes highly expressed in microglia and highlight an immune-related protein-protein interaction network enriched for previously identified AD risk genes. These genetic findings provide additional evidence that the microglia-mediated innate immune response contributes directly to AD development