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  • 2201.
    Bond, Johanna
    et al.
    Dalarna University, School of Health and Social Studies, Caring Science/Nursing.
    Kalles, Jessica
    Dalarna University, School of Health and Social Studies, Caring Science/Nursing.
    Patienters upplevelser av omvårdnad på en akutmottagning: en litteraturstudie2010Independent thesis Basic level (degree of Bachelor)Student thesis
    Abstract [sv]

    Syfte: Syftet med denna litteraturstudie var att belysa vilka upplevelser patienter hade av olika omvårdnadsaspekter vid besök på en akutmottagning. Metod: Vetenskapliga artiklar till studien har sökts via databaserna PubMed, Medline och Cinahl samt sökmotorn ELIN@Dalarna. Resultat: Miljön i väntrummet visade sig vara mycket viktig eftersom det ofta förekom långa väntetider. Väntetiden var en viktig aspekt för upplevelsen av besöket på akutmottagning. Lång väntetid gav en negativ upplevelse av besöket. Det framkom att information om varför det var väntetid samt varför prover och behandling utfördes var betydelsefullt. Upplevelser av att få vara delaktig i omvårdnaden var en aspekt som stod i nära samband med patienternas tillfredsställelse med omvårdnaden på akutmottagningen. En anhörigs närvaro var betydelsefull för tryggheten vid akutmottagningsbesöket. Diskussion: Då det handlar om patientens omvårdnad är det av vikt att patienten får den information som krävs för att kunna följa med i vårdprocessen. Sjuksköterskan kan vara ett stöd i att finna mening och på så vis stärka känslan av trygghet under besöket på akutmottagningen. Slutsats: Adekvat information till patient och närstående hjälpte patienten att acceptera väntetiden, förstå undersökning och behandling samt känna sig delaktig. . Det var viktigt att patienten fick känna sig sedd och bekräftad av sjuksköterskan samt att det fanns en fungerande kommunikation mellan sjuksköterska och patient.

  • 2202.
    Bonin, Helena
    Dalarna University, School of Humanities and Media Studies, German.
    Fremde Kinder und ideologische Staatsapparate: Wie Momo, Pippi und das Sams Ideologie entgehen2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Ideology, as explained by Louis Althusser, is used by ideological

    state apparatuses (ISAs) to reinforce the control of the dominant class.

    ISAs in turn consist of elements of society such as families, schools, and

    churches. In the works of Michael Ende, Astrid Lindgren, and Paul Maars,

    Momo, Pippi and the Sams defy the ideologies and norms of their

    respective societies. This thesis shows that the three children can do this

    because they are alien children and therefore exist beyond the reach of the

    ISAs of their respective worlds.

  • 2203.
    Bonsér, Victor
    Dalarna University, School of Humanities and Media Studies, Moving Image Production.
    Klippning av actionsekvenser2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Målet med denna uppsats är att undersöka vilka likheter och skillnader det finns i klippningen av actionsekvenser i filmer producerade i Hollywood och Hongkong. Analysen i uppsatsen bygger på Barry Salts analysmetod för att få fram en sekvens ASL (Average shot length). För att en scen ska få analyseras så måste den innehålla Dancygers fyra kriterier som behövs i en actionsekvens. Den statistik som samlas in jämförs sedan för att få fram vilka skillnader och likheter det finns i klippningen. Resultatet visar att klippningen av sekvenserna är relativt lika varandra men ger ändå olika upplevelser. Detta på grund utav att det är så pass många olika faktorer som spelar in i hur en actionsekvens skapas.

  • 2204.
    Boo, Paula
    Dalarna University, School of Humanities and Media Studies, English.
    A Destructive Myth of Masculinity: Ken Kesey’s One Flew Over the Cuckoo’s Nest from a Men’s Studies Perspective2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 2205. Book, Tommy
    et al.
    Stier, Jonas
    Mälardalens högskola, Akademin för hälsa, vård och välfärd.
    Ghettot: Fysisk gränsdragning och social barriär1999In: Geografiska Notiser, ISSN 0016-724X, no 4, p. 212-219Article, book review (Other academic)
  • 2206. Book, Tommy
    et al.
    Stier, Jonas
    Mälardalens högskola, Institutionen för samhälls- och beteendevetenskap.
    Ghettot som geografisk, historisk och sociologisk företeelse2004Book (Refereed)
  • 2207. Book, Tommy
    et al.
    Stier, Jonas
    Mälardalens högskola, Akademin för hälsa, vård och välfärd.
    Staden en etnisk spelplan1999In: Invandrare & Minoriteter, ISSN 0346-6566, no 1, p. 18-21Article in journal (Other (popular science, discussion, etc.))
  • 2208. Boonstra, M. J.
    et al.
    Blomberg, Jonas
    Dalarna University, School of Technology and Business Studies, Forest and Wood Technology.
    Semi-isostatic densification of heat-treated radiata pine2007In: Wood Science and Technology, ISSN 0043-7719, E-ISSN 1432-5225, Vol. 41, no 7, p. 607-617Article in journal (Refereed)
    Abstract [en]

    Semi-isostatic densification is a useful method to increase the density and to improve the mechanical properties of fast-grown softwood species like radiata pine. A major disadvantage of this method is the almost complete recovery of the original dimensions when densified wood is exposed to moisture. Heat treatment improves the dimensional stability of wood and might be a useful method to prevent this shape-recovery after densification. However, no or only a limited effect on the shape-recovery was found when densified radiata pine was exposed to moisture.

  • 2209.
    Boquist, Linnéa
    et al.
    Dalarna University, School of Education, Health and Social Studies, Caring Science/Nursing.
    Larsson, Marit
    Dalarna University, School of Education, Health and Social Studies, Caring Science/Nursing.
    Beröringsbehandling hos patienter med cancer: En litteraturöversikt2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Background: Each year around 64 000 people are diagnosed with cancer and tumor

    diseases are the second common cause of death in Sweden. Getting the diagnosis of cancer

    means a stressful time both physically and mentally. Nurse’s role is to alleviate suffering and

    promote god health. Touch is a universal human need and becomes particularly clear when a

    deadly disease affects a person.

    Aim: The aim is to illustrate the experiences of touch treatment of nurses and patients with

    cancer.

    Method: A literature review, fourteen research papers. Five qualitative and nine quantitative.

    Results: The result was divided in two areas: patient’s experiences of touch treatment and nurse’s experiences of touch treatment. In the area of patients experiences two categories

    showed: Soothing effect and supportive effect as well as subcategories: physical discomfort,

    physiological discomfort, well-being and closeness. In the area of nurse’s experiences

    emerged one category: Education in touch therapy as well as the subcategory experiences of

    touch therapy.

    Conclusion: Touch has a short-term symptom relief effect of pain, anxiety, nausea and

    provides increased well-being. Therewith the physical contact between nurse and patient

    improved and led to that the existential loneliness was reduced. The nurses saw the patient as a person instead for a patient with a disease.

  • 2210.
    Boqvist, Maria
    et al.
    Dalarna University, School of Education, Health and Social Studies, Sport and Health Science.
    Varkki, Sofia
    Dalarna University, School of Education, Health and Social Studies, Sport and Health Science.
    Mitt barns fysiska aktivitet: En enkätundersökning om föräldrars inställningar och attityder till sitt barns fysiska aktivitet2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Aim

    The aim of this survey was to examine parents approach and attitude against their children’s physical activity.

    Method

    The survey has been chosen as the method in the study and has been distributed online. The survey has been developed by validated questionnaires and via a newsletter from a school sent to parents whose children are in grade eight. A municipality in central Sweden has been contacted by a convenience sample and then recommended the chosen school. Qualitative data were analyzed using content analysis and in quantitative data the numbers of participants were compiled.

    Result

    Parents mostly believed that their children should be physically active and readily outside organized sports. The results have also shown that parents believe that the school is important in the promotion of varied physical activity.

    Conclusion

    Nine out of ten parents felt that their children should be physically active. The parents felt that children mainly should be active outside of organized sports and made it clear that they are the mainstay when children are active. The parents felt that their children should be introduced to physical activity through the school or by the child’s own interest. Further research should aim to examine what the obstacles and opportunities are in the parents' preferences and attitudes to a child to be physical active. Because of the low number of participants the validity were considered inadequate and the result is only representative of the group that participated.

  • 2211.
    Borch, Ellen
    et al.
    Dalarna University, School of Health and Social Studies, Caring Science/Nursing.
    Hillervik, Charlotte
    Upplevelser av kroppslig beröring i omvårdnadsarbetet - patienter berättar2004In: Vård i Norden, ISSN 0107-4083, E-ISSN 1890-4238, Vol. 24, no 74, p. 48-53Article in journal (Refereed)
  • 2212.
    Borch, Ellen
    et al.
    Dalarna University, School of Health and Social Studies, Caring Science/Nursing.
    Sörensen Duppils, Gill
    Dalarna University, School of Health and Social Studies, Caring Science/Nursing.
    Hov, Reidun
    Athlin, Elsy
    Group supervision to strengthen nurses in their preceptor role in the bachelor nursing education: Perceptions before and after participation2013In: Nurse Education in Practice, ISSN 1471-5953, E-ISSN 1873-5223, Vol. 13, no 2, p. 101-105Article in journal (Refereed)
    Abstract [en]

    Background: A collaborative project was carried out at four bachelor nursing colleges in Sweden and Norway, to support preceptors in the clinical fields by means of group supervision.

    The aim of this study was to investigate the preceptors’ views on their own ability and satisfaction in the role before and after taking part in group supervision during one year and to describe their perception of the supervision model used.

    Method: Forty-five preceptors participated in the study. Baseline and endpoint questionnaires were used for data collection. 

    Results: Before taking part in group supervision most preceptors expressed that they were content with their ability and knowledge with regards to the preceptor role.  Despite this most of them considered that the participation had increased their ability to supervise students, and more than half of them considered that it also had promoted to their personal development. At the end of the project a majority of them had positive experiences of group supervision. Most of the structure and climate factors in the supervision model were considered important and almost all were highly realised. Conclusion: The study showed that group supervision could be a valuable tool to provide support to preceptors in bachelor nursing education.

  • 2213.
    Borelius, Charlotta
    Dalarna University, School of Health and Social Studies, Caring Science/Nursing.
    Distriktssköterskors arbetstid i fokus: En deskriptiv tvärsnittsstudie och kvalitativa intervjuer2009Independent thesis Advanced level (degree of Master (Two Years))Student thesis
    Abstract [sv]

    Distriktssköterskors fördelning av arbetstid är lite utvärderad. Tidigare studier visar dock att en stor del av sjuksköterskors och distriktssköterskors arbete inom slutenvården och öppenvården används till arbete som ligger utanför den patientnära omvårdnaden. Syfte: Syftet med föreliggande studie har varit att kartlägga hur distriktssköterskor fördelar sin arbetstid mellan direkt och indirekt patientarbete och övrig tid, om distriktssköterskors fördelning av arbetstid skiljer sig mellan olika stora vårdcentraler och vilka erfarenheter distriktssköterskor har av förhållandet mellan direkt och indirekt patientarbete och övrig tid. Metod: Studien är genomförd som en deskriptiv tvärsnittsstudie med kvantitativ och kvalitativ ansats med självskattningsformulär och intervjuer. Resultat: Resultatet visade att av distriktssköterskornas totala arbetstid utgjordes 51 % av direkt patientarbete, 30 % av indirekt patientarbete och 19 % av övrig tid. Ingen signifikant skillnad i fördelning av arbetstid i förhållandet mellan direkt och indirekt patientarbete och övrig tid kunde påvisas för distriktssköterskor som arbetade vid olika stora vårdcentraler. Gemensamt för distriktssköterskornas erfarenhet i arbetet var förmågan att hantera en komplex yrkesroll. Förhållandet mellan direkt och indirekt patientarbete och övrig tid var komplex och de olika arbetsmomenten som distriktssköterskorna utförde integrerades i varandra. Slutsats: Studien har visat distriktssköterskornas reella och upplevda fördelning av arbetstiden samt hur arbetssituationen upplevdes. Av distriktssköterskornas arbetstid utgjordes 51 % av direkt patientarbete. Distriktssköterskeyrket upplevdes som komplext där förmågan till samordning av olika vårdgivares insatser var viktig. Resultatet skulle kunna användas som underlag vid förändrings- och förbättringsarbeten inom vård och omsorg, speciellt med tanke på distriktssköterskors arbetssituation.

  • 2214. Borell, Klas
    När Michels oligarkilag kom till Sverige: Debatten om partiliv och demokratisering 1911-19201997In: Sociologisk forskning, ISSN 0038-0342, Vol. 34, no 1-2, p. 149-176Article in journal (Refereed)
  • 2215.
    Borell, Klas
    et al.
    Institutionen för socialt arbete, Mittuniversitetet,.
    Gerdner, Arne
    Hälsohögskolan, Högskolan i Jönköping.
    Motstånd och stöd: en studie av svenska muslimska församlingar2010In: Sociologisk forskning, ISSN 0038-0342, Vol. 47, no 4, p. 31-43Article in journal (Refereed)
    Abstract [en]

    Opposition and Support: A Study of Swedish Muslim Congregations

    Anti-Islamic attitudes are deeply rooted in Western Europe, and Muslims have, especially in the post-September 11 context, experienced discrimination and demonization. But how do anti-Islamic attitudes affect practicing Muslims and their congregations? The aim of this study, the first of its kind in Europe, is to present a statistically representative view of how Muslim congregations in Sweden experienced the reactions from the surrounding community. The results of the survey carried out show that according to the representatives of the local congregations (n=105) half of the congregations have experienced opposition from the local community and in 40 percent of the congregations criminal offences have been committed against active Muslims or their places of worship.  This opposition is closely connected with two types of situations: either international occurrences (i.e. terrorist bombings in, for example, London, Madrid) or local events that have emphasized the presence of Islam in the public sphere. A multivariate analysis of the results of the study shows that the strongest opposition has taken place in small municipalities with a large proportion of immigrants. However, opposition does not preclude support. On the contrary, opposition appears to have a mobilizing effect on those who support the right of Muslims to exercise freedom of religion. However, neither opposition nor support are the key factors affecting whether congregations see themselves as established in the local community. The degree of anchorage depends on the demographic composition of the congregation and on the degree of contact that the members have with the surrounding community.

  • 2216.
    Borell, Klas
    et al.
    Högskolan i Jönköping.
    Johansson, Roine
    Mittuniversitetet.
    Redaktörerna har ordet: Ett förändrat tidskriftslandskap2013In: Sociologisk forskning, ISSN 0038-0342, Vol. 50, no 2, p. 91-92Article in journal (Refereed)
  • 2217.
    Borell, Klas
    et al.
    Högskolan i Jönköping.
    Johansson, Roine
    Mittuniversitetet.
    Redaktörerna har ordet: I backspegeln2013In: Sociologisk forskning, ISSN 0038-0342, Vol. 50, no 1, p. 3-5Article in journal (Other academic)
  • 2218.
    Borell, Klas
    et al.
    Högskolan i Jönköping.
    Johansson, Roine
    Mittuniversitetet.
    Redaktörerna har ordet: Med nordiskt samhällsliv i fokus2012In: Sociologisk forskning, ISSN 0038-0342, Vol. 49, no 3, p. 171-172Article in journal (Other academic)
  • 2219.
    Borell, Klas
    et al.
    Högskolan i Jönköping.
    Johansson, Roine
    Mittuniversitetet.
    Redaktörerna har ordet: Sociologisk Forskning 50 år2012In: Sociologisk forskning, ISSN 0038-0342, Vol. 49, no 4, p. 255-256Article in journal (Other academic)
  • 2220.
    Borell, Klas
    et al.
    Högskolan i Jönköping.
    Johansson, Roine
    Mittuniversitetet.
    Redaktörerna har ordet: Sociologisk Forskning under 50 år2013In: Sociologisk forskning, ISSN 0038-0342, Vol. 50, no 3-4, p. 195-197Article in journal (Other academic)
  • 2221.
    Borell, Klas
    et al.
    Högskolan i Jönköping.
    Johansson, Roine
    Mittuniversitetet.
    Redaktörerna har ordet: Stafetten går vidare2014In: Sociologisk forskning, ISSN 0038-0342, Vol. 51, no 1, p. 3-4Article in journal (Other academic)
  • 2222.
    Borell, Klas
    et al.
    Högskolan i Jönköping.
    Johansson, Roine
    Mittuniversitetet.
    Redaktörerna har ordet: Stafetten har gått vidare2012In: Sociologisk forskning, ISSN 0038-0342, Vol. 49, no 2, p. 99-101Article in journal (Refereed)
  • 2223.
    Borell, Klas
    et al.
    Högskolan i Jönköping.
    Johansson, RoineMittuniversitetet.
    Sociologisk Forskning 2012:22012Collection (editor) (Refereed)
  • 2224.
    Borell, Klas
    et al.
    Högskolan i Jönköping.
    Johansson, RoineMittuniversitetet.
    Sociologisk Forskning 2012:32012Collection (editor) (Refereed)
  • 2225.
    Borell, Klas
    et al.
    Högskolan i Jönköping.
    Johansson, RoineMittuniversitetet.
    Sociologisk Forskning 2012:42012Collection (editor) (Refereed)
  • 2226.
    Borell, Klas
    et al.
    Högskolan i Jönköping.
    Johansson, RoineMittuniversitetet.
    Sociologisk Forskning 2013:12013Collection (editor) (Refereed)
  • 2227.
    Borell, Klas
    et al.
    Högskolan i Jönköping.
    Johansson, RoineMittuniversitetet.
    Sociologisk Forskning 2013:22013Collection (editor) (Refereed)
  • 2228.
    Borell, Klas
    et al.
    Högskolan i Jönköping.
    Johansson, RoineMittuniversitetet.
    Sociologisk Forskning 2013:3-42013Collection (editor) (Refereed)
  • 2229.
    Borell, Klas
    et al.
    Högskolan i Jönköping.
    Johansson, RoineMittuniversitetet.
    Sociologisk Forskning 2014:12014Collection (editor) (Refereed)
  • 2230.
    Borell, Klas
    et al.
    Högskolan i Jönköping.
    Nilsson, Marco
    Högskolan i Jönköping.
    Debatt: Samhällsvetenskaperna och den akademiska friheten i Turkiet: Massavskedanden, resignation och motstånd2019In: Sociologisk forskning, ISSN 0038-0342, Vol. 56, no 3-4, p. 311-317Article in journal (Other academic)
    Abstract [sv]

    Allvarliga kränkningar av den akademiska friheten förekommer idag i flera av Europarådets medlemsstater och det är ofta samhällsvetenskaperna som utgör måltavlan. Situationen är särskilt allvarlig i Turkiet där tusentals universitetslärare avskedats. Intervjuer med avskedade turkiska samhällsvetare och samhällsvetare som lever under hot om avsked ger en sammansatt bild: här finns både resignation och motstånd.

  • 2231.
    Boremyr, Hanna
    Dalarna University, School of Humanities and Media Studies, Swedish as Second Language.
    ”Man väljer det ju för att bli snickare, inte för att läsa svenska”: En diskursanalytisk intervjustudie om sva- respektive svelärares tal om sitt ämne och sina elever inom ramen för yrkesförberedande gymnasieutbildning2019Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med denna studie är att få kunskap om lärares diskursiva konstruktioner av ämnena svenska som andraspråk (sva) respektive svenska (sve) samt om de elever de möter i dessa inom ramen för yrkesförberedande gymnasieprogram. Genom att intervjua sex lärare som undervisar i ett eller bägge av gymnasieskolans två svenskämnen urskiljs med hjälp av Laclau och Mouffes (1985) diskursteori hur lärare diskursivt konstruerar sina ämnen som olika, samt hur yrkeseleven konstrueras som en särskild elevkategori som har betydelse för lärarnas förhållningssätt till det egna ämnet.

    Lärarna i studien beskriver på ett generellt plan sva-ämnet som primärt ett språkoch stödämne med fokus på utveckling främst av grammatik, ordförråd och kulturella referenser, medan de beskriver sve-ämnet mer som ett litteraturämne med stora möjligheter vars fokus till stor del ligger på att utveckla mer avancerade litteracitetskunskaper hos eleverna. Förutom att lärarnas diskurser om svenskämnena organiseras kring olika tecken och således tillskrivs olika mening, visar resultatet också att lärare med snarlika/återkommande begrepp diskursivt konstruerar eleven från yrkesförberedande program som en problempräglad, läsoch studieointresserad elevkategori som förstås se på svenskämnena som ”ett nödvändigt ont”.

    Slutsatser som kan dras från studien är att (1) begreppet språk ekvivaleras med olika tecken beroende på om diskursen gäller sva eller sve, vilket visar på en betydande skillnad mellan hur lärarna i studien förstår sina ämnen och inte minst då de språkliga kompetenser som sva- respektive sve-eleven anses vara i behov av att utveckla inom ramen för dessa. (2) Det är inte enbart en fråga om uppdelningen sva/sve när likvärdighet i gymnasieskolans svenskundervisning diskuteras, utan även en fråga om vilket gymnasieprogram som eleverna kommer från och vem den enskilde läraren är. Denna studie visar hur yrkeselev ligger som en överordnad elevkategori av betydelse för hur lärare relevantgör sitt ämne i en yrkesgymnasial kontext.

    En ytterligare slutsats är att (3) det råder motstridiga diskurser i lärarnas tal, då lärarna dels tydligt rör sig inom en omsorgsdiskurs i vilken elevens (o)intressen och (icke-)behov utgör en tydlig utgångspunkt för dem i sin praktik, men dels också en anpassningsdiskurs som har sin främsta utgångspunkt i låga förväntningar på yrkeselevens motivation och kapacitet. Denna senare diskurs kan ses gå stick i stäv med omsorgsdiskursen, genom att risk finns att undervisningen i svenskämnena utformas på ett sätt så att den skapar social reproduktion.

  • 2232.
    Boremyr, Hanna
    Dalarna University, School of Humanities and Media Studies, English.
    Reading Orwell’s Animals: An animal-oriented study of George Orwell’s political satire Animal Farm 2016Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 2233.
    Boremyr, Hanna
    Dalarna University, School of Humanities and Media Studies, English.
    Reading Orwell’s Animals: An animal-oriented study of George Orwell’s political satire Animal Farm 2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 2234.
    Borg, Cajsa
    Dalarna University, School of Technology and Business Studies, Graphic Arts Technology.
    Grafisk design i komplexa webbprojekt: En undersökning av grafisk design i samband med webbprojekt, olika webbstrukturer och responsive design2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The objective of this study was to examine the use of design in complex web structures. To accomplish this, five persons with experience of web development projects from different companies were interviewed. Their answers were summarised into three different business descriptions of the responsibilities and methods web designers use in their profession.  The result of the study shows that design is usually the first step in every web development project. The perceived work responsibilities and work assignments of the web designer share a lot of similarities even though there was a difference between companies and projects. There was a tendency that web designers and programmers often work in close collaboration during web development projects. The conclusion of this study is that design is a very important in web development projects. 

  • 2235.
    Borg, Cajsa
    Dalarna University, School of Humanities and Media Studies, Sound and Music Production.
    WordPress och innovations design: En semiotisk analys av prioriteringar inom innovativ webbpublicering.2015Independent thesis Advanced level (degree of Master (One Year)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    A study that examines how the term innovation is constructed by analyzing

    innovative websites. The factors that are most salient on the examined websites

    are analyzed within the web publishing tool WordPress, in order to identify the

    priorities of the tool's basic interface. The study identifies factors which are

    salient in innovative web publishing, and describes how they relate to the tool

    WordPress.

  • 2236.
    Borg, Dennis
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Elevers läsning och läslust: En enkätundersökning bland 8- och 9:or2015Independent thesis Advanced level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Syftet med mitt examensarbete var att undersöka och analysera vad elever anser är faktorer som påverkar deras läslust och deras inställning till att läsa. Detta genomfördes genom

    en enkätundersökning med 44 elever genomförd i en högstadieskola. Examensarbetets utgångspunkt är hur jag som blivande lärare kan i en positiv bemärkelse påverka eleverna i deras läslust eller hur jag som lärare kan bidra till att skapa en positiv relation mellan att läsa och eleven. Det finns positiva och negativa faktorer som påverkar eleverna, exempelvis miljön där läsning genomförs, om eleven har blivit läst för i yngre åldrar och om eleven har fått beröm eller belöningar för att läsa. Alla faktorer kan inte läraren påverka utifrån styrdokumenten men som blivande lärare kan jag vara öppen för idéer och arbeta för att göra läsningen till en positiv faktor som kan bidra till elevens fortsatta utbildning och liv.

  • 2237.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    A case study of a Green Flag-certified preschool in Sweden2019In: The Hungarian Educational Research Journal, ISSN 0309-7846, E-ISSN 2064-2199, Vol. 9, no 4, p. 607-627Article in journal (Refereed)
    Abstract [en]

    This paper presents findings from a case study intended to develop understanding of the practices within education for sustainable development at a preschool in Sweden and highlights its work with two themes: The Health of People and the Planet and Human and Animal Societies. This case study was part of a large school development project conducted by a university in collaboration with a municipality between 2017 and 2019. The preschool had two units with a total of 36 children aged 1–6 years, and 8 preschool teachers. Empirical materials were collected from observations of educational activities at two events, as well as group discussions with teachers and the preschool head teacher. Findings show that the interconnectedness of, and interdependencies between, the environmental, social, and, to some extent, economic aspects of sustainable development were present in educational practices of the preschool. They also indicate that young children, with support and encouragement from their teachers, can take responsibility for activities that are meaningful to them. In this preschool, children’s opinions were respected, and they were given the opportunity to participate in decision-making activities of relevance to their lives.

  • 2238.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Att arbeta med lärande för hållbar utveckling i förskolan: Skolutvecklings- och forskningsprojekt Högskolan Dalarna2019Conference paper (Other (popular science, discussion, etc.))
  • 2239.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå universitet, Institutionen för tillämpad utbildningsvetenskap.
    Caring for people and the planet: preschool children’s knowledge and practices of sustainability2017Doctoral thesis, comprehensive summary (Other academic)
    Abstract [en]

    Children across the globe today are continuously being exposed to and affected by various kinds of real-world complexities and challenges; however, research on their knowledge and practices in terms of sustainability is limited, in particular with regards to how preschool- and home-related factors are associated with their learning for sustainability. Since 1998, different types of eco-certification have been awarded by the Swedish National Agency for Education and Keep Sweden Tidy Foundation to promote education for sustainability (EfS) in all areas of education and learning. Despite certificates having been granted in Sweden since 1998, no studies have been conducted at the national level to investigate whether eco-certification has any role to play in children’s learning for environmental and sustainability issues. This knowledge is important to develop pedagogical activities to engage young children meaningfully in learning for sustainability at preschool. This study was undertaken so as to address this research gap in a Swedish context.

    The overall aim of this study was to enhance the existing knowledge about preschool children’s learning for sustainability in Sweden. The objectives of this study have been to investigate and compare the knowledge and self-reported practices of sustainability among children attending eco-certified and non-eco-certified preschools, respectively, and to explore the extent to which preschool- and home-related factors are associated with children’s knowledge and practices of sustainability. Further, this study explored children’s perceived sources of such knowledge. The term ‘knowledge’ in this text refers to the descriptions of children’s ideas and thoughts. Similarly, eco-certified preschool refers to a school that work explicitly with EfS.

    The study was designed from a "child’s perspective": this means that it was designed by adults to understand children’s perceptions and actions. Bandura’s (1977) social learning theory and Bruner’s (1961) iconic (image-based) modes of representation were applied in various stages of the study. A conceptual framework was developed within the three-interlocking-circles model of sustainability that illustrates how environmental, social and economic dimensions are interconnected. The concept of sustainability was operationalized in four themes: economic equality, resource sharing, recycling and transport use.

    With the use of illustrations and semi-structured questions, final-year preschool children (n=53), aged five to six years, and the directors (n=7) at six eco-certified and six non-eco-certified preschools were interviewed, while guardians (n=89) and teachers (n=74) filled out questionnaires. Qualitative and quantitative data were analyzed using content analysis and Orthogonal Partial Least Squares Discriminant Analysis (OPLS-DA), respectively. The quality and complexity of children’s responses were assessed and classified using the SOLO Taxonomy (Biggs & Collis, 1982).

    The results showed that by the time the children completed preschool, many had acquired some knowledge about how to use money, about the sorting of different recyclable items at home and at preschool, and about the impact of different modes of transport on the environment and people’s lives. They also had ideas about the lives of other children in the world and what it can mean to share resources with other people. There was a positive relationship between children’s declarative (understanding) and functional (practice) knowledge of sustainability issues and the involvement of teachers and guardians in sustainability-related discussions and activities. No statistically significant differences between eco-certified and non-eco-certified preschools in terms of children’s declarative and functional knowledge were found. Parents were reported to be the main sources of children’s knowledge along with the children themselves, teachers and media.

    The findings offer support for integrating environmental, social and economic dimensions of sustainability into the daily pedagogical activities of preschools and for giving children opportunities to participate in discussions and practical activities that concern their lives. Further studies are needed to investigate the extent to which different educational activities contribute to developing children’s understanding and behavior when it comes to a sustainable society.

  • 2240.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Developing a semi-structured interview instrument to explore preschool children’s understanding of economic issues related to sustainable development2016Conference paper (Refereed)
  • 2241.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå University.
    Economic (in)equality and sustainability: preschool children’s views of the economic situation of other children in the world2019In: Early Child Development and Care, ISSN 0300-4430, E-ISSN 1476-8275, Vol. 189, no 8, p. 1256-1270Article in journal (Refereed)
    Abstract [en]

    This study explored preschool children’s knowledge and views of other children’s economic situation worldwide, and their self-reported sources of such knowledge. A total of 53 final-year preschool children, aged 5–6, from 12 preschools in Sweden were interviewed. Children’s responses were analysed using content analysis and the Structure of the Observed Learning Outcomes Taxonomy. Most of them seemed to have knowledge about the lives and the economic situation of other children in the world. Many of the preschool children could justify their views with one or more relevant ideas or thoughts, and a few of them were also able to logically connect their arguments. Parents, media and observations of real-life situations were reported as major sources of knowledge, while preschool was mentioned by a few. Further research is needed to enhance our knowledge about how to integrate social and economic sustainability in preschool’s pedagogical activities and to engage children meaningfully in such learning.

  • 2242.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå Universitet.
    Environmental and sustainability education in early childhood: a systematic search and review of the literature2015Conference paper (Refereed)
    Abstract [en]

    Environmental and Sustainability Education in Early Childhood: A Systematic Search and Review of the Literature

    Although environmental and sustainability education in early years is on the rise, it has been noted that the field is slow to engage in sustainability issues (Davis, 2005, 2009; Elliott & Davis, 2009; Pramling Samuelsson, 2011). Evidence from a number of longitudinal studies indicates that high quality preschool education has positive effects on children’s well-being, health, intellectual and social behavioral development (Siraj-Blatchford et al., 2008; The Abecedarian Project, 2012). Researchers also stress that environmental and sustainability issues should feature in early childhood education, because children develop their attitudes, conceptions, behavioral and intellectual potential during this time (Cutter-Mackenzie & Edwards, 2013; Flogaitis et al., 2005; Siraj-Blatchford, 2009). However, questions such as in what way and how sustainability challenges should be integrated in early childhood education have received little attention (Hagglund & Samuelsson, 2009).

    Defined as “development that meets the needs of the present without compromising the ability of future generations to meet their needs” (Brundtland, 1987, p. 43), the concept of sustainability was introduced in the end of the 1980's as a critical global issue. Later on, the United Nations General Assembly declared the Decade of Education for Sustainability (2005-2014) for promoting education for sustainability within all areas of education and learning (UNESCO, 2005). As the Decade recently came to an end, a literature review would be useful to provide an overview of what has been done academically in the field of early childhood education since the concept of sustainability was introduced. A review can also help to avoid ‘re-inventing the wheel’ and to build on the findings of other studies (Badger et al., 2000). Evidence from empirical studies can assist in improving educational practices and to facilitate evidence-based policy-making (Broekkamp & van Hout-Wolters, 2007).

    The purpose of this review is to provide an overview of the current empirical evidence in the field of environmental and sustainability education in early childhood, which is based on information provided by preschool children, their parents or teachers. Its objectives have been:

    • to identify articles reporting empirical studies about early childhood education concerning environmental or sustainability issues, which are based on data provided by preschool children, their parents or teachers, and are published between 1987 and 2015;
    • to synthesize the key findings; and
    • to identify research needs suggested in the studies.

    Early childhood refers to a period until eight years of age (Britto, Yoshikawa, & Boller, 2011). Preschools refer to any type of child institutional care, for example, a day-care center, a nursery or a kindergarten, where children are taken care of while their guardians work. They include government, non-government, private, international and combined-type of institutions for young children. This review does not address any similarities or differences in conceptions of environmental and sustainability education. It does not attempt to define any terms, rather, it reports what has been done in both fields regarding early childhood education.

    Methodology, Methods, Research Instruments or Sources Used Although some elements of a systematic review were followed, variations in objective, study design and outcome of the included studies do not allow for a meaningful evaluation of the quality of the evidence. The methodology included establishing inclusion and exclusion criteria, identifying and grouping relevant search terms, searching articles in selected databases, screening and selecting articles, and extracting data according to preselected categories. A priori inclusion and exclusion criteria were developed for the review. The inclusion criteria included peer-reviewed journal articles reporting empirical studies published 1987 or later. The author(s) of the articles should explicitly connect early childhood education to the concept of environmental or sustainability education. Articles were searched in three databases on 31 January 2015 by combining two groups of search terms. The first group of search terms was concerned with preschool settings and the second group was concerned with environmental and sustainability education. Within each group search terms were combined by the Boolean operator OR, and the two groups of search terms were combined using the Boolean operator AND. A hit was generated if any one term in the first group and any one term in the second group both appeared in the topic or abstract of an article. Searches were performed in the following databases: Academic Search Elite, ERIC, and GreenFILE. The databases were chosen considering their coverage of educational resources related to environmental and sustainability issues. No restrictions in language or geographical areas were set and no special search limiters were chosen. American and British spelling differences were noted and both were searched for. The total number of hits in the three databases was 217. Titles and abstracts of these primary records were screened. Duplicates and articles not meeting the inclusion criteria or meeting the exclusion criteria were omitted. Based on a review of titles, abstracts and elimination of duplicates, 157 articles were excluded. Sixty articles were selected for full text review. Eligible articles will be selected for inclusion. Using a form comprising pre-determined categories, data will be extracted from the selected articles. In terms of methodological limitations, a systematic search and review may have gaps in the searching procedure (Borg et al., 2014). Some relevant studies may have been excluded if they were not on electronic databases. Therefore, traditional methods of hand searching, information from individuals and searching references will be carried out. Conclusions, Expected Outcomes or Findings The study is in progress and will be completed by the end of May. Data categories include: Author, Year, Objective, Study design, Country, Participants, Theoretical framework, Aspects of sustainability (environmental, social or economic), Findings and Recommendations. The categories will be collapsed into broader areas while summarizing the data. A brief summary on what has been done in the field of early childhood education since the concept of sustainability was introduced in 1987 will be provided, as well as an outline of identified research needs. This review is intended to provide researchers and practitioners with an overview of the current evidence base and research needs to offer support and guidance for future practices, strategies, policies and priorities.

  • 2243.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Hållbarhet i förskolan: En översikt av forskningsresultat2019In: Kollegiet för didaktik och barns lärande. Institutionen för pedagogik, kommunikation och lärande. Göteborgs universitet., 2019Conference paper (Other academic)
    Abstract [en]

    Eftersom det är svårt att ändra det man lär sig som ung är det betydelsefullt att påbörja utbildning för hållbarhet redan i förskolan. Den här presentationen kommer att redovisa min forskning om förskolebarns kunskaper om och färdigheter i social, ekonomisk och miljömässig hållbarhet i Sverige, samt betydelsen av pedagogers engagemang för barns lärande om hållbarhet. Några resultat från två pågående skolutvecklingsprojekt kommer också presenteras; dels vad gäller hur pedagogerna konkretiserar det abstrakta konceptet hållbarhet i det vardagliga pedagogiska arbetet, dels hur förskolechefer ser på förskolans arbete med hållbarhet. Föreläsningen hålls på engelska.

  • 2244.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Integration of immigrants and cultural diversity: An analysis of one textbook and its workbook for upper secondary English A published in Sweden in 20042007Independent thesis Advanced level (degree of Master (Two Years)), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    The objective of this thesis was to describe how a contemporary textbook and its workbook forSwedish upper secondary English A course reflects integration of immigrants and fundamentalvalues for a society based on cultural diversity. A textual analysis of the texts in the textbook,questions and activities in the workbook, and a visual analysis of the images of the textbook werecarried out using quantitative and qualitative methods. The result of the study indicates that thethemes, texts, personalities, writers and images of the textbook appear to be selected consciouslyto avoid portraying stereotype messages and views of “them”, who are different. Although thereare a couple of stereotype messages, the textbook offers teachers and pupils of English A coursea wide range of texts and images, including activities in the workbook, which can be used to meetthe goals in LPF 94 regarding integration of immigrants and fundamental norms and values for asociety based on cultural diversity.

  • 2245.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Kids, cash and sustainability: Economic knowledge and behaviors among preschool children2017In: Cogent Education, E-ISSN 2331-186X, ISSN 2331-186X, Vol. 4, no 1Article in journal (Refereed)
  • 2246.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work. Umeå University.
    Preschool children’s understanding of transport use and environmental issues in Sweden2015Conference paper (Refereed)
    Abstract [en]

    Introduction: As humans we influence the climate system and our current emissions of greenhouse gases are higher than ever. Nearly two thirds of the greenhouse gases in the transport sector come from motor cars. Driving car is not only harmful for the environment, but it also contributes to health problems. Issues related to climate change and transport are part of a large challenge of sustainability. Children as future global citizens are the potential victims of these consequences. Raising awareness about the hazardous environmental issues does not ensure a change in human behavior or practice. Rather, alternative forms of education and learning are needed to develop such understandings, attitudes and capacities. As we develop our values, attitudes, behaviors and skills when we are very young, special attention needs to be given to include sustainability issues in early childhood education.  However, knowledge is scarce in the field of preschool children’s understanding of transport use and its relation to environmental and sustainability issues.

    Objectives: To explore preschool children’s understanding of transport use and its relation to environmental and sustainability issues, and investigate the sources of their understandings.

    Methods: A pilot study was conducted with eight children, aged 5-6, in a preschool in Sweden in 2014. Semi-structured questions with colored illustrations of a bus, a car, a bi-cycle and a child walking to school with an adult were used. The interviews were audio recorded. The five levels of Biggs and Collis’ SOLO (Structure of the Observed Leaning Outcomes) taxonomy was used to organize, categorize and analyze the responses.

    Results: All children mentioned that walking to preschool is best for the environment when someone lives close to the school. Some children could tell that going by bus is better than going by car, but the reason was unknown to them. Thus, they could connect single to multiple aspects of various modes of transport, but relationships between these connections or their effects on the environment were missing. One child responded at a relational level by telling that walking is good for health and going by car is bad for the nature. Another child responded at an extended level by mentioning that driving car is bad for health and for the environment, while walking is good for health, because one gets fresh air. Two children mentioned that it is not enjoyable to travel by bus during winter when it is freezing cold and one has to wait for the bus. Guardians and teachers were mentioned as the main sources of children’s understandings of transport and the environment.

    Conclusion: The findings indicate that children understand different modes of transport and their relation to environmental issues and health. However, their levels of understanding vary. The findings also suggest that both preschool teachers and guardians play instrumental roles in children’s understandings of sustainability issues and can help them grow as agents of change.

  • 2247.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Protibandhi grameen shishu: Samaz shasthakormi, ponorbashankormi o poribarer jorno ekta shohayika2004Collection (editor) (Other (popular science, discussion, etc.))
  • 2248.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Religio-political rhetoric in George W. Bush’s speech: An analysis of one political speech, dated January 23, 20072007Independent thesis Advanced level (degree of Master (Two Years)), 5 credits / 7,5 HE creditsStudent thesis
  • 2249.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Shuniti interesting stories for children on rights2001Collection (editor) (Other (popular science, discussion, etc.))
    Abstract [en]

    'Shunitir mojar galpo' is the name of two series of storybooks in Bengali. The storybooks raise awareness among children on human rights as well as rights of people with disabilities in an attractive and entertaining way. A selection of stories from 'Shunitir mojar galpa' has been translated into English and published under the name 'Shunitir-interesting stories for children on rights. 

    The story writing competition and publishing of the storybooks were the two major components of Shuniti - a human rights project of InterLife-Bangladesh. The project was funded by PMU-InterLife.

  • 2250.
    Borg, Farhana
    Dalarna University, School of Education, Health and Social Studies, Educational Work.
    Sustainability in preschool educational activities: A case study of an eco-certified preschool in Sweden2018Conference paper (Refereed)
    Abstract [en]

    One challenge of our time is to find ways of living in harmony with people and the nature without further damaging our planet. To promote sustainability, Goal 4 of the Sustainable Development Goals (SDGs) is about ensuring quality education and lifelong learning opportunities for all. To achieve the SDGs by 2030, they have been integrated in Swedish national policy documents, such as the preschool curriculum. However, research on how preschools include education for sustainability (EfS) in daily educational activities is limited.

    This paper presents findings from a case study in an eco-certified preschool that works explicitly with EfS. The aim of this study was to gain a deeper understanding of the preschool’s activities with EfS from a whole-school approach model. The preschool has 36 children aged one to six, and eight preschool teachers (of whom two are child-carers). Since 2009, the preschool has maintained the requirements for the Green Flag award by the Keep Sweden Tidy Foundation, which is part of the eco-preschool program of the Foundation for Environmental Education.

    Data were collected from the director and preschool teachers through group discussions, observations, informal conversations, structured interviews, reading of reports and attending planning meetings. A whole-school approach model in EfS and Bronfenbrenner’s ecological systems theory were utilized to interpret the findings.

    Teachers encouraged children to take part in planning and decision-making activities. Together they selected different sustainability themes, such as, friendship, health of people and the planet, energy consumption, and recycling. Teachers used songs, stories, plays, films, illustrations, drawings and different experiments when they work with EfS. Older children took part in group discussions to reflect on different issues. Teachers connected environmental, social and economic aspects of sustainability in educational activities. For instance, under the theme health, teachers integrated what is good for our health and what is good for our planet to survive. Some children transferred knowledge about the use of water and electricity from preschool to home.

    There were areas that the preschool could improve, e.g., newly employed staff and kitchen staff had less opportunity to be involved in EfS; one reason being that not much time was allocated for collegial learning and reflection. It is important to collaborate within the whole organisation, as sustainability is everyone’s responsibility. The preschool may think of keeping record of its ecological footprint and monitoring impact of their EfS activities to provide an incitement. This study helps developing our knowledge about how to integrate EfS at preschool level.

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