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Sökning: hsv:(SAMHÄLLSVETENSKAP) hsv:(Annan samhällsvetenskap) hsv:(Tvärvetenskapliga studier) > Malmö högskola

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1.
  • Lingärde, Svante, 1969-, et al. (författare)
  • En skälig levnadsnivå för barn
  • 2013
  • Ingår i: Barnfattigdom. - Lund : Studentlitteratur. - 9789144079837 ; s. 119-140
  • Bokkapitel (övrigt vetenskapligt)abstract
    • I kapitlet studeras vad skälig levnadsnivå för barn innebär - förr och nu. Vidare studeras Konsumentverkets hushållsbudget och riksnormen för ekonomiskt bistånd. Det finns flera oklarheter kring vad en skälig levnadsnivå för barn egentligen innebär enligt gällande lagstiftning och rättstillämpning.
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2.
  • Elmerstig, Eva, 1969-, et al. (författare)
  • "Sexual pleasure on equal terms": Young women´s ideal sexual situations
  • 2012
  • Ingår i: Journal of Psychosomatic Obstetrics and Gynaecology. - 0167-482X. ; 33:3, s. 129-134
  • Tidskriftsartikel (refereegranskat)abstract
    • Purpose: We wanted to identify young women’s ideal images of sexual situations and expectations of themselves in sexual situations.Methods: We conducted audiotaped qualitative individual interviews with 14 women aged 14 to 20 years, visiting two youth centers in Sweden. The data were analyzed with constant comparative analysis, the basis of grounded theory methodology. Results: The women’s ideal sexual situations in heterosexual practice were characterized by sexual pleasure on equal terms, implying that no one dominates and both partners get pleasure. There were obstacles to reaching this ideal, such as influences from social norms and demands, and experiences of the partner’s “own race”. An incentive to reach the ideal sexual situation was the wish to experience the source of pleasure.Conclusions: Our research further accentuates the importance of finding ways to focus on the complexity of unequal gender norms in youth heterosexuality. A better understanding of these cognitions is essential and useful among professionals working with youths´ sexual health.
3.
  • Tran, Hoai Anh, et al. (författare)
  • Gender and class in urban transport: the cases of Xian and Hanoi
  • 2010
  • Ingår i: Environment and Urbanization. - 0956-2478. ; 22:1, s. 139-155
  • Tidskriftsartikel (refereegranskat)abstract
    • This paper presents empirical findings of a study on the mobility situation of people of different gender, age and class in two residential areas each in two fast-growing Asian cities with high rates of motorization, Xian in China and Hanoi in Vietnam. Notable class and gender differences in travel patterns were found in both cities. Respondents in the old and poorer residential areas walk more, while better-off respondents in the new areas use motorized transport modes (car and motorbikes) to a greater extent. The main difference in travel modes between the areas in both cities is that non-motorized modes are used as a necessary means of travel for less well-off people in the old areas, while residents in the new (and better-off areas) can choose to switch to motorized modes for longer distance trips. Further class difference can be found in Hanoi in the use of buses and in Xian in the use of cars. The study found that the differences in travel patterns between women and men are similar to those found between the residents of poor and affluent areas: women walk more and men are more motorized. The study also confirms that in both Xian and Hanoi, despite women’s high rates of participation in the labour market, men still predominate in livelihood-related transport tasks whereas women are more involved in household-related transport tasks.
4.
  • Anderberg, Elsie, 1948-, et al. (författare)
  • Global learning for sustainable development in higher education: recent trends and critique.
  • 2009
  • Ingår i: International Journal of Sustainability in Higher Education. - Emerald Group Publishing Limited. - 1467-6370. ; 10:4, s. 368-378
  • Tidskriftsartikel (refereegranskat)abstract
    • Purpose – The purpose of this paper is to provide a synopsis of some major trends that have marked discussions on global learning for sustainable development (GLSD) in higher education. The aim is formulated against the background of the complexity represented in GLSD, as well as the fact that sustainable development (SD) is an issue of global interest for universities. Design/methodology/approach – The authors conducted an overview in recent trends in research on GLSD in higher education over the last 20 years, based on the combination of the keyword higher education for Sustainable Development with global learning (GL) and global education. Findings – The overview suggests that only relatively limited steps have been implemented to achieve GLSD, and rhetoric still dominates the discussions. It appears that little empirical research has been undertaken on learning in global settings. Several authors have identified the need for a competence-based curriculum for GLSD. Originality/value – Universities, professionals and students need to take greater responsibility. How knowledge, values and abilities are formed and developed from the global learner's perspective therefore, remains an open and fundamental question. The paper underlines the crucial role that higher education plays in GL for sustainability. Acknowledgements: This paper has been written with financial support from The Swedish Research Council and the International Institute for Industrial Environmental Economics at Lund University, Sweden.
5.
  • Andersson, Ann-Christine, et al. (författare)
  • Five Types of Practice-Based ImprovementIdeas in Health Care Services: : An EmpiricallyDefined Typology
  • 2011
  • Ingår i: Quality Management in Health Care. - 1063-8628. ; 20:2, s. 122-130
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this study is to empirically identify and present different kinds of practice-based improvement ideas developed in health care services. The focus is on individual placement needs, problems/issues, and the ability to organize work on the development, implementation, and institutionalization of ideas for the health care sector. This study is based on a Swedish county council improvement program. Health care departments and primary health care centers in the Kalmar County Council were invited to apply for money to accomplish improvement projects. A qualitative content analysis was done of 183 proposed applications from various health care departments and primary health care centers. The following 5 types of improvement projects were identified: organizational process, evidence and quality, competence development, process technology, and proactive patient work. This illustrates the range of strategies that encourage letting individual units define their own improvement needs. These projects point to the various problems and experiences health care professionals encounter in their day-to-day work. To generalize beyond this improvement program and to validate the typology, we applied it to all articles found when searching for quality improvement projects in the journal Quality Management in Health Care during the last 2 years and found that all of them could be fitted into at least 1 of those 5 categories. This article provides valuable insights into the current state of improvemen  work in Swedish health care, and will serve as a foundation for further investigations in this quality improvement program.
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6.
  • Andersson, Ann-Christine (författare)
  • Managers' views and experiences of a large-scale county council improvement program : : limitations and opportunities
  • 2013
  • Ingår i: Quality Management in Health Care. - Lippincott, Williams & Wilkins. - 1550-5154. ; 22:2, s. 152-160
  • Tidskriftsartikel (refereegranskat)abstract
    • The aim of this study was to explore and evaluate managers’ views of a large-scale improvement program, including their experiences and opinions about improvement initiatives and drivers for change. The study is based on a survey used in 2 nationwide mappings of improvement initiatives and developmental trends in Swedish health care. The participants were all managers in a county council in Sweden. Data were analyzed descriptively, and statements were ranked in order of preferences. A majority of the respondents stated that they had worked with improvements since the county council improvement program started. The managers sometimes found it difficult to find data and measurements that supported the improvements, yet a majority considered that it was worth the effort and that the improvement work yielded results. The top-ranked driving forces were ideas from personnel and problems in the daily work. Staff satisfaction was ranked highest of the improvement potentials, but issues about patients’ experiences of their care and patient safety came second and third. The managers stated that no or only a few patients had been involved in their improvement initiatives. Large-scale county council improvement initiatives can illuminate quality problems and lead to increased interest in improvement initiatives in the health care sector.
7.
  • Avery, Helen, et al. (författare)
  • Within, above, between or outside? : ESD in teacher training : implications of various institutional constructions
  • 2015
  • Konferensbidrag (refereegranskat)abstract
    • Introduction: Theoretically, ESD is variously construed as inter- or transdiscipline. Despite divergences (Barth & Michelsen 2013; Lundholm 2011; Shallcross & Robinson 2007), a consensus exists in acknowledging fundamental complexities (Gough 2012), engagement and action-oriented learning (Sterling 2011; Wiek, Withycombe & Redman 2011).Objectives: The study looks at teacher education, considering the ways ESD-oriented knowledge, competencies and approaches are situated within pathways and curricula. The organization of teacher education (Rauch & Steiner 2013; UNESCO 2005; Wals 2014) is crucial, since it ultimately affects the potential for transdisciplinary development in schools. It is argued that the meaning of ESD in higher education is shaped by specific institutional structures, and the vocational contexts and practices the courses are oriented towards. With respect to teacher training, the meaning of ESD is additionally shaped by policy and steering documents regulating the profession.Methods: Policy documents and course descriptions relating to teacher education from two Swedish universities and four Danish institutions are investigated.  Aspects focused here are: sustainability awareness, democratic deliberation, transdisciplinarity, working with complexity, problem-solving, boundary-crossing cooperation, action preparedness. Attention is also given to how the teacher training environments relate institutionally to wider academic contexts, and to how ESD oriented teacher competencies are formally described in terms of learning outcomes, requirements and qualificationsResults: At a macro-level, a fairly positive picture of the position of HESD in northern Europe emerges (see ue4sd outcomes). Looking more specifically at teacher training, however, our study suggests that sustainability concerns are still marginal. Focus lies on subject-specific knowledge, and sustainability mainly appears as an isolated aspect of natural science education. Knowledge is constructed through assessment practices that tend to standardise, simplify and fragment understanding of complex interrelationships. Academic writing skills are emphasised to the detriment of transdisciplinarity and action-oriented capabilities.Conclusion: At an institutional level, economic steering and criteria for operationalising academic excellence tend to drive towards increased compartimentalisation. Importantly, the way learning is operationalised through modularisation of teaching provisions, constructive alignment of curricula and highly formalised assessment practices appears to limit transformative potentials for greening HESD curricula.Although the wider academic environments contain sophisticated research groups in the area of sustainability studies, there are very few institutional points of contact with teacher training programmes. Finally, the separation between academic and vocational tracks in Denmark further increases the institutional distance between teacher training and sustainability-oriented academic research.
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8.
  • Avery, Helen, et al. (författare)
  • Working with the divides : Two critical axes in development for transformative professional practices
  • 2017
  • Ingår i: International Journal of Sustainability in Higher Education. - Emerald Group Publishing Limited. - 1467-6370. ; 18:5, s. 666-680
  • Tidskriftsartikel (refereegranskat)abstract
    • PurposeThe paper aims to provide a conceptual map of how to mediate between sustainability theory and practice in higher education and how disciplinary divides can be bridged. It further looks at issues linked to knowledge views and drivers for institutional change that affect opportunities for whole institution development promoting action preparedness.Design/methodology/approachTaking its point of departure in the University Educators for Sustainable Development report UE4SD (2014, 2015), the paper discusses ways that ideas and interaction can be mediated in higher education settings, to connect sustainability research with vocational programmes. Different options are considered and compared.FindingsAlthough the literature stresses both action orientation and the need for holistic transdisciplinary approaches, many institutional drivers limit opportunities for more integrating approaches.Research limitations/implicationsHowever, while conclusions may hold for universities at an overarching level, it is likely that certain research and teaching environments have been able to transcend such barriers.Practical implicationsConceptually mapping the different forms that dialogue, interaction and flows of ideas take within higher education institutions has relevance for whole institution development for sustainability.Social implicationsImportantly, producing sustainability science with relevance to practice in various professions is a fundamental condition to support accelerated transitions to sustainability at societal levels.Originality/valueThe paper makes a significant contribution by focusing on concrete institutional pathways for knowledge exchange and negotiation that can support education for sustainability in higher education.
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9.
  • Beery, Thomas, 1962-, et al. (författare)
  • Perceptions of the ecosystem services concept: Opportunities and challenges in the Swedish municipal context
  • 2016
  • Ingår i: Ecosystem Services. - Elsevier. - 2212-0416. ; 17, s. 123-130
  • Tidskriftsartikel (refereegranskat)abstract
    • A current focus of ecosystem services (ES) implementation is on the municipal level of government where international and national legislation and policies have to be translated into practice. Given this focus, an understanding of perceptions within municipalities of the ES concept is crucial to support the implementation process. Against this background, this paper examines the perceptions of Swedish municipal stakeholders for the ES concept. A 2013 Swedish federal mandate that states that the values of ecosystem services should be considered in relevant decision-making processes, provides a timely context. Current perceptions, preconditions and awareness are explored via interviews and analyses. The results show that the views on the ecosystem services concept and its usefulness are generally very positive. Conceptual knowledge use is perceived as important as is the recognition of monetary valuation of ES. However, clarification of the distinction between implicit and explicit use of the concept by stakeholders is needed. Finally, results indicate that a deeper understanding of monetary valuation of ecosystem services by municipal staff members is connected with a more critical view on monetary valuation. It is concluded that detailed and clear definitions and guidelines are needed in order to support the process of implementing ES in municipalities.
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10.
  • Berg, Agneta, 1950-, et al. (författare)
  • Are supervisors using theoretical perspectives in their work? : a descriptive survey among Swedish-approved clinical supervisors
  • 2007
  • Ingår i: Journal of Nursing Management. - 0966-0429. ; 15:8, s. 853-861
  • Tidskriftsartikel (refereegranskat)abstract
    • Aim The aim of the study was to explore the theoretical perspectives in use by approved clinical nursing supervisors in Sweden.Background. For the time being, we know little of the theoretical perspectives in use on a daily basis by the clinical nursing supervisors in Sweden.Methods. A questionnaire (n = 49) and follow-up telephone interviews (n = 14) were used. Data analysis was made by descriptive statistics and qualitative content analysis.Results. The result from the questionnaire showed that the supervisors often used and combined different theoretical perspectives with origins in nursing, education and psychology. Surprisingly, one-fourth of the respondents did not state any nursing theoretical perspective in use during clinical nursing supervision. The result from the interviews revealed that the theory of Katie Eriksson (1987) was the most commonly used nursing perspective.Conclusion. As the overall aim for clinical nursing supervision is to improve nursing for the patient/family, the supervisor's competence in nursing is essential. Given this fact, and that only three-quarters of the approved clinical nursing supervisors stated a use of theoretical nursing perspective when supervising, there is obviously a need for further investigations in this area. In addition, there is also a need for approved Swedish clinical nursing supervisors, to further become aware of the theoretical perspective in use that supports their clinical nursing supervision. Clinical nursing supervision is a multifaceted activity that needs to be supported by different nursing theoretical perspectives including physical, emotional, intellectual, spiritual as well as socio-cultural aspects.
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