47 research outputs found
A study of collected narratives on gender perceptions in the 27 EU Member States : synthesis report
The âStudy of collected narratives on gender perceptions in the 27 EU Member Statesâ has been commissioned by the European Institute for Gender Equality with the aim of mapping the persistence of stereotypical gender attitudes and perceptions. The study has as its central objective the collection of real-life stories related to gender perceptions in the form of narratives. The specific aim with this study is to map stereotypical gender attitudes/perceptions through stories and put these in their narrative form and original language in an online database. These narratives have been analysed with a view to identifying how stereotypical gender perceptions influence peopleâs lives, as well as to provide background information on possible obstacles for increased gender equality in various contexts and on how stereotypical gender perceptions can be overcome. For the purpose of this study, gender perceptions are defined as âpeopleâs perceptions with regard to (asymmetric) gender roles and attributes of âfemininityâ / âmasculinityââ. It is the purpose of this Synthesis report to make a broad, rather than a detailed and focussed analysis of the narratives. The analysis will seek to identify belief systems, patterns and norms of behaviour that reinforce gender stereotypes, including how these may evolve over time. The study wants to point to possible ways of how and why people change their ways of thinking about gender. In this context, the study looks for triggers of change such as key actors or factors that have contributed to breaking a pattern of stereotypical gender perceptions.peer-reviewe
Effectiveness of Pregabalin as Monotherapy or Combination Therapy for Neuropathic Pain in Patients Unresponsive to Previous Treatments in a Spanish Primary Care Setting
RÀcker det med svenska? : En enkÀtstudie om attityder till engelska lanord
Denna studie genomfördes genom ettsprĂ„ksociologiskt perspektiv som bland annat studerar sprĂ„k i ett socialtperspektiv. Tankar till studien grundades sig i att det verkar rĂ„da en hel delengelska lĂ„nord i svenskan och det finns delade meningar om hur pass mycket detpĂ„verkar det svenska sprĂ„ket och hotar det. I âMĂ„l i mun-handlingsplan för det svenska sprĂ„ketâ menar man att detska rĂ€cka med svenska men trots det verkar de engelska lĂ„norden fĂ„ en alltstörre plats i det svenska sprĂ„ket. Denna studie syftade dĂ€rför att undersökavilka allmĂ€nna attityder 10 stycken informanter har till engelska lĂ„nord.StrĂ€van var Ă€ven att undersöka hur pass medveten vi Ă€r i anvĂ€ndandet av lĂ„nordsamt om dĂ€r fanns vissa lĂ„nord som föredras. Studien undersökte ocksĂ„ om lĂ„nordförekommer mer inom vissa domĂ€ner. För att samla data genomfördes enenkĂ€tstudie vilket bar bĂ€rkraft till problemstĂ€llningen, resultat och tolkning.Efter sammanstĂ€llning kunde slutsatsen dras att svenskan inte Ă€r hotad avengelska lĂ„nord utan kan ses som en naturlig utveckling i den vĂ€rld vi lever i.Det finns en medvetenhet i vĂ„rt anvĂ€ndande av dem och med fördel kan vireflektera över anvĂ€ndandet. Vi anvĂ€nder lĂ„norden nĂ€r vi ej har en fungerandesvensk motsvarighet. Dock vĂ€ljer vi hellre en fungerande svensk motsvarighetföre engelska lĂ„nord. Enligt denna studie rĂ€cker det med svenska
High-resolution spectroscopy of gold, nickel and iron ; with applications to space astronomy
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Microbial potential of spent mushroom compost and oyster substrate in horticulture: Diversity, function, and sustainable plant growth solutions
Disciplinary discernment in astronomy education : Hertzsprung-Russell-diagrams
This paper aim at investigating what astronomy students and experts discern from the multitude of different disciplinary affordances available in Hertzsprung-Russell (HR) diagrams. HR-diagrams are central to all of astronomy and astrophysics and used extensively in teaching. However, knowledge about what students and experts discern from these disciplinary representations are not well known at present. HR-diagrams include many disciplinary affordances that may be hidden to the novice student, hence we aim at investigating and describing what astronomy students at different university levels (introductory, undergraduate, graduate), and astronomy educators/professors, discern from such representation â referred to as disciplinary discernment. Data from a web based questionnaire were analysed using the Anatomy of Disciplinary Discernment (ADD) framework by Eriksson et al.(2014). Preliminary results show (1) the developmental nature of disciplinary discernment from the HR-diagram by the participants and (2) the large discrepancy between disciplinary discernment by the astronomy educators and their students. We describe and discuss the qualitative nature of these differences and implications for teaching and learning astronomy
Disciplinary discernment from Hertzsprung-Russell-diagrams
This paper aim at investigating what astronomy students and experts discern from the multitude of different disciplinary affordances available in Hertzsprung-Russell (HR) diagrams. HR-diagrams are central to all of astronomy and astrophysics and used extensively in teaching. However, knowledge about what students and experts discern from these disciplinary representations are not well known at present. HR-diagrams include many disciplinary affordances that may be hidden to the novice student, hence we aim at investigating and describing what astronomy students at different university levels (introductory, undergraduate, graduate), and astronomy educators/professors, discern from such representation â referred to as disciplinary discernment (Eriksson, Linder, Airey, & Redfors, 2014). Data from a web based questionnaire were analysed using the Anatomy of Disciplinary Discernment (ADD) framework by Eriksson et al. (2014). Preliminary results show (1) the developmental nature of disciplinary discernment from the HR-diagram by the participants and (2) the large discrepancy between disciplinary discernment by the astronomy educators and their students. We describe and discuss the qualitative nature of these differences and how this can have implications for teaching and learning astronomy
Socio-scientific collaborative inquiry in astrobiology : the design and implementation of a digital learning environment
In a European project â CoReflect â researchers in seven countries are developing, implementing and evaluating teaching sequences using a web-based platform (STOCHASMOS). The interactive web-based inquiry materials support collaborative and reflective work. The project methodology is based on the idea of design-based research, which seeks to bridge the often disconnected worlds of academia and educational practices. Hence, the teachers are engaged throughout the project. The learning environments will be iteratively tested and refined, first as pilot projects, then during local implementations, and finally during implementations and synthesis work at the European level. All learning environments are focusing âsocio-scientificâ issues. In this article we report from the pilot of the Swedish learning environment with an Astrobiology context. The socio-scientific driving questions were âShould we look for, and try to contact, extraterrestrial life?â, and âShould we transform Mars into a planet where humans can live in the future?â The students are in their last year of compulsory school (16 years old), and worked together in triads. We report from the groupsâ decisions and arguments used. A majority of the groups express reluctance towards both the search of extraterrestrial life and the terraforming of Mars
Socio-scientific reasoning in a digital learning environment : a report from the European CoReflect project
Disciplinary discernment in astronomy education : Hertzsprung-Russell-diagrams
This paper aim at investigating what astronomy students and experts discern from the multitude of different disciplinary affordances available in Hertzsprung-Russell (HR) diagrams. HR-diagrams are central to all of astronomy and astrophysics and used extensively in teaching. However, knowledge about what students and experts discern from these disciplinary representations are not well known at present. HR-diagrams include many disciplinary affordances that may be hidden to the novice student, hence we aim at investigating and describing what astronomy students at different university levels (introductory, undergraduate, graduate), and astronomy educators/professors, discern from such representation â referred to as disciplinary discernment. Data from a web based questionnaire were analysed using the Anatomy of Disciplinary Discernment (ADD) framework by Eriksson et al.(2014). Preliminary results show (1) the developmental nature of disciplinary discernment from the HR-diagram by the participants and (2) the large discrepancy between disciplinary discernment by the astronomy educators and their students. We describe and discuss the qualitative nature of these differences and implications for teaching and learning astronomy