Het rendement van een stage in de huisartspraktijk vergeleken met een stage in een academisch ziekenhuis

This article analyses how ‘eco-certified children’ are constructed as desirable subjects in teaching materials addressing education for sustainable development. We are interested in how discourses structure this cherished practice and how this practice has become ‘natural’ and obvious for us. A discourse analysis is carried out by looking at the material through the lens of Foucault’s notion of pastoral power. The analysis departs from teaching material addressing issues on sustainable development: (1) textbooks for primary and secondary school; (2) games targeted at preschool and school children; and (3) children’s books about sustainable development. The results show that the discourse of education for sustainable development is characterized by scientific and mathematical objectiv- ity and faith in technological development. It emphasizes the right of the individ- ual and the obligation to make free, however ‘correct’, choices. In the teaching materials, the eco-certified child therefore emerges as knowing, conscious, rational, sacrificing and active. This child is constructed through knitting together personal guilt with global threats, detailed individual activities with rescuing the flock and the planet. In a concluding discussion, we discuss how ESD is framed in a neoliberal ideology. With the help of ESD, an economic discourse becomes dressed in an almost poetic language

Treading carefully : the environment and political participation in science education

Politics and science are inextricably connected, particularly in relation to the climate emergency and other environmental crises, yet science education is an often overlooked site for engaging with the political dimensions of environmental issues. This study examines how science teachers in England experience politics - specifically political participation - in relation to the environment in school science, against a background of increased obstruction in civic space. The study draws on an analysis of theoretically informed in-depth interviews with eleven science teachers about their experiences of political participation in relation to environmental issues. We find that politics enters the science classroom primarily through informal conversations initiated by students rather than planned by teachers. When planned for, the emphasis is on individual, latent-political (civic) engagement rather than manifest political participation. We argue that this is a symptom of the post-political condition and call for a more enabling environment for discussing the strengths and limitations of different forms of political participation in school science

Development of a thermal conductivity map of Stockholm

New methods have been suggested to spatially extend in situ thermal response test (TRT) assessments based on geostatistical analysis. These methods can be used to determine a stochastic distribution of the subsurface thermal conductivity beyond the test borehole on larger scales by interpolating the data with geostatistics, including sequential Gaussian simulations (SGS) used in the present study. This paper presents a simulated thermal conductivity map for Greater Stockholm in Sweden, based on the SGS method with input data from in situ measurements (TRT and DTRT). The geology of Stockholm is used as a background raster in the simulations, based on bedrock maps from the Geological Survey of Sweden (SGU). The resulting maps are compared with a point map of punctual ground thermal conductivity of Greater Stockholm earlier derived by SGU, compiled from laboratory data that were obtained by thermal conductivity scanning and modal analysis of surface rock specimens of the area

Intressekonflikter och handlingskompetens

Kapitlet belyser två perspektiv på lärande och hållbar utveckling. Det ena perspektivet behandlar demokratisk handlingskompetens. Det andra behandlar intressekonflikter i utnyttjandet av naturresurser.Redaktör: Claes MalmbergÄmnesövergripande – Grundskola åk 7-9 Modul: Hållbar utveckling Del 1: Didaktiska perspektiv på hållbar utveckling</p

Om vädrets makter hos Herodotos

Väder är ett tema som ligger i den, vad gäller Herodotos, omdiskuterade skärningspunkten mellan religion och försokratisk naturfilosofi. Studien har undersökt 74 textpassager i Herodotos Historia som tar upp väder eller klimat. Passagerna har analyserats med avseende på kopplingar till olika former av religion och förekomsten av rationella förklaringar eller tillämpning av försokratiska teorier. Totalt i verket blandas passager med och utan koppling till religiösa sammanhang. Drygt 40 % av passagerna har koppling till religion. I de övriga förekommer vädret eller klimatet i sekulära situationer, eller i naturfilosofiska resonemang. Men när man delar upp passagerna i fyra kategorier med olika grad av oförutsägbarhet, så skiljer sig andelen religiöst anknutna fall betydligt åt mellan kategorierna. Klimat, den minst oförutsägbara kategorin, har lägst andel fall med gudomlig anknytning, sedan stiger procentandelen med tilltagande grad av oförutsägbarhet i kategorierna säsongsväder (årstidsväder, årstidsvindar) och normalväder. Klart högst andel av religiöst anknutna passager har den mest oförutsägbara kategorin oväder, med 70 %. Den kategorin innehåller också flest passager totalt sett. Tyngdpunkten på oväder ger intrycket av en agerande gudom, snarare än en immanent gud som genomsyrar naturen. Sammanlagt elva passager kan tolkas som att gudar aktivt ingriper i människornas värld med hjälp av väder. De förekommer i alla fyra kategorierna, men är flest i oväderskategorin. I fem av de elva ingripandena ger Herodotos bilden av att han själv hyser tilltro till dem. Även bland dessa dominerar ovädren. Det är alltså ganska få fall där Herodotos själv ger uttryck för att han tror på gudomliga väderingripanden. Men även de fall där han behandlar försokratiska väderteorier är få. Utöver några basala rationella tankar om klimatfenomen, finns de försokratiskt influerade förklaringarna i säsongsväderkategorin. De rör teorier för säsongsvariationerna hos Nilens och Istros (Donaus) vattenstånd. Det är alltså i de bägge minst oförutsägbara kategorierna som Herodotos tillämpar rationella resonemang och naturliga förklaringsmodeller. Av resonemangen i vattenståndspassagerna framgår att Herodotos kände till försokratiska teorier för regn och resonerar rationellt kring vind. Trots det tillämpar han aldrig detta när det handlar om oväder. Inte heller nämner han teorier för åska, trots att flera sådana teorier fanns. Bland ovädren är istället religiösa kontexter vanliga

Kunskapsbygge på nätet - en studie av studenter i dialog

This thesis investigates students’ dialogue and collaboration when working in small groups in a netbased course. The aim is to describe and shed light on student’s dialogue and collaboration in a computer-mediated communication working with a problem oriented task. Thus, the interest lies in student’s engagement in the learning situation rather than on the learning outcomes. The research was carried out in ‘natural’ settings, as part of a computer supported course involving 120 students in 25 groups working for 5 weeks. The course was taken by teacher students in Mathematics and Science during their first year. The students used a web-based learning environment. The study analyses the dialogue from three out of the 25 groups when working with tasks dealing with ethical conflicts in connection with the exploitation of natural resources. Observation was used as a method of collecting empirical material. The observational data gathered is student’s interaction in discussion forum and chat from netbased communication from each group. Three studies were carried out. The interest in the first study is the dynamic condition in which the dialogue takes place. The second study focuses on the resources students are using in the dialogue. The third study has two different but parallel foci: the dialogical quality of the separate utterance and the students’ use of each other utterances. In sum, all three groups are developing an extensive dialogue. However, despite the fact that all students are taking part in the dialogue some are more central than other. Obviously, timing is a crucial factor. A late submission doesn’t receive responses. The interaction is on-task when groups are using the asynchronous forum. The synchronous chat is used as a space for private and social talk. Intensive use of the chat has a positive effect on the dialogue in the forum. This suggests that social interaction is a key feature of constructive collaboration in net based courses. The students refer to sources both inside as outside the group. A positive feature is the potential for knowledgebuilding shaped through the richness of resources brought into the dialogue. However, external references are often vague value statements. The students are referring to specific knowledge to a low extent. When they do, their utterances do not elicit responses. A statement representing an authoritarian voice is accepted not commented. The utterances made by the students can often be characterized as multivoiced and open. However, the dialogues changes from periods of a tentative and open inquiry to periods with a more closed interaction. During the closed periods of the dialogue only few utterances builds on each others content and external resources are not used. The students give account for their own position; develop their own ideas, and pose question more to themselves than to the group as a whole. One can conclude that it is not enough with multivoiced and open utterances to create a knowledgebuilding dialogue. The task itself functions as strong motivating fuel and the wish to pass the exam might be stronger than a genuine knowledgebuilding interest

: Person-centered care for families where children has ADHD A literature review

Bakgrund: Attention deficit hyperactivity disorder (ADHD) är den vanligaste neuropsykiatriska diagnosen bland barn, prevalens ca 5%. ADHD kan skapa en myriad svårigheter som ibland är svåra att koppla till kärnsymtomen. Miljö och bemötande är viktiga faktorer. Syfte: Syftet med följande studie har varit att beskriva hur specialistsjuksköterskan i psykiatrisk vård kan anpassa den personcentrerade omvårdnaden för barn och familjer där barn har ADHD. Metod: Litteraturstudie av tolv kvalitativa artiklar. Resultat: Tre huvudteman och tre underteman identifierades, 1)Problem, svårighet och avsaknad med underteman; medicinering, psykosocialt och information. 2) Insats, stöd och behov 3) Sjuksköterskeinsats. Svårigheter kring medicinering, kränkningar och att hitta eftersökt information ses. Behovet av struktur, förstående nyckelpersoner och information i ett familjeperspektiv är stort. Sjuksköterskeinsatsen är mångfacetterad, den innefattar att fånga upp och förstå de problem och svårigheter patienten upplever, utbilda, förklara och ge saklig information i ett sociokulturellt kontext till patient och familj. Slutsats: Psykiatrisjuksköterskan måste känna till och respektera varje individs upplevelse av vad som är problemskapande. Struktur, förutsägbarhet, kunskap och en förstående omgivning är nyckelfaktorer för att skapa god personcentrerad omvårdnad för familjer där barn har ADHD.Background: Attention deficit hyperactivity disorder (ADHD) are the most common neuropsychiatric diagnose among children with a prevalens of Approx. 5 %. ADHD can cause a myriad of problems who sometimes are hard to interlock with the core-symtoms. Context and treatment are important factors. Aim: The aim for this literature study was to describe how the psychiatric nurse can adopt the personal-centered care for families and children’s in families when the child lives with ADHD. Metod: Litteratur rewiew included Twelve qualitative articles. Result: Three main themes and three sub themes were identified, 1) Problems, difficulties and lack of, sub themes; medication, psychosocial and information. 2) Stake, support and needs. 3) Nursing Difficulties regarding medication, insults, and to find demanded information emerged. The need of structure, understanding stakeholders and information from a family-centered perspective are major. Nursing are multifaceted. It includes to pick up and understand the problems and difficulties the patient experience, educate, explain and give substantial information from a sociocultural context to patient and family. Conclusions: The psychiatric nurse needs to know and respect each patients experience of issues. Structure, prediction, knowledge and understanding from stakeholders are key factors when establishing god person-centered care for families including child having ADHD