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  • 301.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Den nya professionen i fritidshemmet – en diskussion om mellanrummets hybriditet.2019In: Lärarprofession i en tid av förändringar. : Konferensvolym från den tredje nationella ämneskonferensen i pedagogisktarbete / [ed] E. Reimers, M. Harling, I. Henning Loeb & K. Rönnerman, Göteborg: Göteborgs universitet, 2019, p. 45-64Chapter in book (Refereed)
  • 302.
    Ackesjö, Helena
    University of Kalmar, School of Human Sciences.
    Det är ju ingenting vi bett om...: En studie av en integrationsprocess mellan förskoleklass och skola, med fokus på personal i förändring2006Report (Other academic)
    Abstract [en]

    The major purpose of this master thesis is to follow a collaboration project of pre-school and compulsory school at one school during one school year. The survey is focused on the teachers and school administrators perception of the activities during the process of change before, during and after the physical integration. The main focus is to study how different groups and cultures of the teachers and the teachers historical and traditional background affect the perception. The survey is based on action research. The method allows triangulation, and during the data collection conversation, observations, diarys and questionnaires has been used. The results shows that the process was affected by the fact that compulsory school teachers eventually subordinated to the reform of collaboration. The pre-school teachers however regressivly balkanized themselves and created a room for acting. The process was thereby affected by a silent power struggle amongst the teachers, in terms of internal traditional and historical ranking and of educational methods. By subordination the compulsory school teachers took the power over the collaboration. No spontanious collaboration was established during the first school year.

  • 303.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Fritidshemmet som en kontinuitetsskapande arena2017In: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola / [ed] Anne Lillvist och Jenny Wilder, Lund: Studentlitteratur AB, 2017, 1, p. 99-116Chapter in book (Other academic)
  • 304.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    "From a big and competent preschool child to a small school child in need of care": Parent's perspectives on their children's transition to preschool class.2015In: Abstract book. Innovation, Experimentation and Adventure in Early Childhood, 25th EECERA Annual Conference, Barcelona September 7-10, 2015, 2015Conference paper (Refereed)
    Abstract [en]

    The objective is to examine parent’s expectations and concerns about upcoming transitions, as well as how parents describe their children in transition. Research has shown that the time before and after school start can be seen as an important period of life. Transitions can also pose a particular strain. Although children often are well prepared, they can “get lost in transition” when exit and entry processes in different school forms are floating into each other. Therefore, support from parents and teachers could be considered as crucial. The analysis is built on theories of transition and socio-cultural perspectives where surroundings, relationships, critical events and contexts become important. The data consists of 173 questionnaires answered by parents to children who are about to make the transition to school. The questionnaires were answered a few months prior to the actual transition, when the head masters invited the parents to visit school and to get informed about the preschool class. The parents could choose whether they wanted to participate in the study or not. The results show that even though the parents seem excited about their children’s next step on the educational ladder they also describe certain concerns. The most reoccurring theme in the narratives is the descriptions of the big and competent preschool child who becomes a small school child in need of care after the transition to preschool class.  Hearing parent’s concerns and understandings about their children in transition informs us how we can prepare both children and parents for transitions.

  • 305.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Från förväntningar till motstånd och anpassning: Fyra barns övergångar till och från förskoleklass2013In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 6, no 15, p. 1-23Article in journal (Refereed)
    Abstract [en]

    This article focuses the Swedish preschool class and the transitions from preschool to compulsory school, out from children’s perspectives. The study indicates that children, in these transitions, are constructing identities such as future pupils, Ex preschoolers, playful preschool class children and adjusted and responsible pupils. It’s indicated that children’s ways of defining themselves, and their markings of borders between the institutions, are changing over time and are depending on the current context. The study also highlights how Swedish children conduct two school entries where they have to reconstruct both their identities and their understanding of institutional borders.

  • 306.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Förskoleklassen: En ö eller en bro mellan förskola och skola?2011 (ed. 1)Book (Other academic)
  • 307.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Förskoleklassen som skolform, en kunskapsöversikt.2010In: I rättan tid? Om ålder och skolstart: SOU 2010:67, Stockholm: Fritzes, 2010, p. 293-314Chapter in book (Other academic)
  • 308.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Förskoleklassen som övergångszon: Väntrum eller genomfart?2011In: Psykisk Hälsa, ISSN 0033-3212, no 3, p. 38-43Article, review/survey (Other (popular science, discussion, etc.))
  • 309.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Förskoleklasslärare som gästarbetare: Gränsmarkeringar via sociala stängningar2010In: Nordisk Barnehageforskning, ISSN 1890-9167, E-ISSN 1890-9167, Vol. 3, no 1, p. 1-16Article in journal (Refereed)
    Abstract [en]

    The preschool class is an educational programme that has been created through an educational reform in Sweden in the late 1990s. The purpose was to construct a bridge between preschool and primary school, where the two institutions together would create a “new pedagogy”. My study of teacher identities in preschool class shows that the teachers are using strategies to mark their differences to other teachers. One strategy is to enhance in-groups and out-groups. These strategies also construct the preschool class as a security zone where the teachers distance themselves from other teachers, in contrast to the educational reform.

  • 310.
    Ackesjö, Helena
    University of Kalmar, School of Human Sciences. University of Gothenburg.
    Gränsers påverkan på lärares identitetskonstruktioner i förskoleklass2009In: Centrum för professionsstudier, 2009Conference paper (Refereed)
    Abstract [sv]

    Syfte:I studien av läraridentiteter i förskoleklass har förskoleklassen teoretiskt placerats i gränslandet mellan förskola och skola. Detta görs för att förskoleklassen är en frivillig skolform som i verksamheten ska utgå ifrån förskolans pedagogiska traditioner, men ingår i skolans läroplan. Syftet har varit att studera vilka läraridentiteter som konstrueras i detta gränsland och hur dessa konstrueras.

    Metod:Data för studien har konstruerats med inspiration av dialogseminarier. Genom att skriva egna texter, läsa och berätta för andra lärare i grupper, engagerades lärarna i vad som skulle kunna kallas för narrativt teoretiserande, vilket kan leda till att man kan upptäcka och skapa sina professionella identiteter.

    Resultat:Resultaten visar att lärarna i identitetskonstruktionen positionerar sig emot de två omgivande kulturerna, förskolans och skolans. Identitetskonstruktionen utgörs i flera fall av vi-dom-markeringar. Vikten av och möjligheten till delaktighet och acceptans i skolgemenskapen blir centralt. I resultatet skapas två centrala samtalsteman; inom samverkanstemat konstruerar lärarna gränsöverskridande identiteter genom sitt kryssande mellan de olika kulturerna, och inom särartsteman konstruerar lärarna transformativa identiteter i det kulturella mellanrummet mellan de omgivande kulturerna.

    Konklusioner:Konstruktionen av särartstemat, där lärarna placerar sig i mellanrummet mellan kulturerna och framhåller sin unikhet, kan indikera att gränserna mellan förskola och skola har förstärkts istället för att öppnas. Förskoleklassen kan därför ses som en säkerhetszon, i vilken lärarna kan distansera sig från övriga lärare i skola och förskola och konstruera sina identiteter genom att markera sin särart i utbildningssystemet. Allt detta tvärtemot förskoleklassreformens intentioner.

  • 311.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Läraridentiteter i förskoleklass.: Berättelser från ett gränsland.2010Licentiate thesis, monograph (Other academic)
  • 312.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Medspelare och ordningsvakter.: Barns bilder av fritidspedagogens yrkesroller på fritidshemmet och i skolan.2011In: Fritidspedagogik.: Fritidshemmets teorier och praktiker. / [ed] Anna Klerfelt och Björn Haglund., Stockholm: Liber, 2011, 1, p. 182-203Chapter in book (Other academic)
  • 313.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Mind the Gap!: Children’s transition from preschool to school: the Swedish example.2013Conference paper (Other academic)
    Abstract [en]

    This paper explores children’s transition from preschool to school in the Swedish context. Continuity in transition between school forms has often been stressed by for example national and international policy makers. But what is continuity? This concept is seldom defined. The paper is based on results from my forthcoming thesis, which explores children’s perspectives on the Swedish preschool class and children’s transition from preschool to school. When re-analyzing the empirical data in search for indications of continuity, I found that children in transition to school enhances that this process includes gaps and discontinuities – discontinuities that children put forward as positive.

  • 314.
    Ackesjö, Helena
    University of Kalmar, School of Human Sciences. University of Gothenburg.
    Narrative teacher identities in preschool class: Stories from a borderland2008In: ECER 2008, From Teaching to Learning?, 2008Conference paper (Refereed)
    Abstract [en]

    Aims & methodA new arena, the preschool class, is arising between preschool and compulsory school. One can assume that new teacher identities are formed in this new borderland. This study, which is in its introduction phase, aims to search for answers about how the teachers chose to describe themselves as teachers in preschool class, how they are talking about themselves, who they are today and who they want to be tomorrow. In other words, which teacher identities these variations contain.

    In the study the teacher identities will be investigated by their narratives in interaction with and between teachers in focus groups. Bruners (1986) starting point is that narratives creates and recreates relations and identities, and that narrative telling can be seen as an act of reality making.  The narratives render possible definitions of identities in the social life.

    The identities the teachers in preschool class assume is not static, instead they can change constantly on the basis of experiences and reflections. The identities constitute a part of the teachers aims to create meaning in their actions in the pedagogical practice, both historical, current and according to their goals for the future (Beijaard m.fl., 2004; Geijsel & Meijers, 2005). In the study the teacher identities are connected to their actions in the pedagogical practice (ex. Irisdotter, 2006; Beijaard, Meijer, & Verloop, 2004 & Säljö, 2000).

    The theoretical perspectives in the studyThe study is built on sociocultural theories, social constructionism and border theories. In sociocultural theories meaning making can be seen as mediated through language, where our meaning making processes can be seen as reactions on cultural, historical and social circumstances and where we create ourselves in a narrative praxis (ex. Bruner, 1990 & Rogoff, 2003).

    The preschool class can be considered as a borderland between preschool and compulsory school, hence border theories can be productive in a study of teachers in preschool class. We all live in a world, where (invisible) borders control our lives. Frontiers, borders and borderlands used in geographical literature have a big relevance on our lives and social interactions. The borders creates transition zones to which people from both sides of the border are given permission and where hybrid groups with hybrid identities permits to grow (Newman, 2003). The individual narratives and identities are changing when an activity is transferred to a new territory. Thereby, when individuals are moving from one category or area to another they can experience a form of transition hybridity, where they has assimilated “the new” at the same time as they sustain a great part of  “the old” (Newman, 2006b).

    The contribution from the social constructionism to this study is the starting point that teacher identities can’t be found passively inside the teacher, instead the teacher identity is created in a social act and in a specific practice.  Hence, the focus in this study is on what happens in the relations between people, and what is communicated and expressed in this communication (Shotter, 2005).

    MethodsFocus groups are used as the research method. Approximately 15 teachers working in preschool class are participating, and they are divided into three focus groups. Each group is gathered three times, and each time a main theme for discussion is presented from me as the researcher and moderator of the groups. Data is produced via interaction between the teachers and their narratives are recorded by audio technique. The narratives are then analyzed with focus on the content in the discussions and with the aim to make the variation of the teacher’s identities in preschool class visible. 

    Expected outcomesThis study can make a contribution to the research on professional identities in general and teachers’ professional identities in particular. It has the potential to generate new hypothesis about the construction of “teachers”. Firstly by focusing on a “new” teacher profession, and secondly by connecting border theories to research on professional identities.

  • 315.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Parents' Emotional and Academic Attitudes Towards Children's Transition to Preschool Class: Dimensions of School Readiness and Continuity2017In: Families and Transition to School / [ed] Sue Dockett, Wilfried Griebel, Bob Perry, Springer Publishing Company, 2017, 1, p. 147-162Chapter in book (Refereed)
  • 316.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Preschool children’s border work and constructing of (new) identities in the transition to school.2011Conference paper (Refereed)
  • 317.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Skolförberedda barn – barnförberedd skola?: Vårdnadshavares perspektiv på sina barnsövergång från förskola till förskoleklass.2018In: Cepra-striben - tidsskrift for Evaluering i Praksis, ISSN 1903-8143, no 23, p. 4-13Article in journal (Refereed)
    Abstract [sv]

    I denna text diskuteras svenska vårdnadshavares förväntningar på sina barns kommande övergång från förskola till förskoleklass. Empirin består av 176 enkäter besvarade av vårdnadshavare vars barn var på väg att göra denna övergång. Resul-taten visar att många vårdnadshavare beskriver sina barn som ”redo för skolan” medan andra ger uttryck för att det snarare är skolan som måste vara redo för deras barn. Resultaten visar att övergångar mellan skolformer måste betraktas ur ett sociokulturellt perspektiv baserat på dialog mellan individ, hem och de olika institutionerna i skolsystemet. Först då kan ”school readiness”-begreppet utgöra en rättighetsdiskurs – dvs. barns rätt till anpassad fortsatt skolgång.

  • 318.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Solidarity - with whom?: Perspectives on solidarity in the borderland between preschool and school.2012In: Spaces for Solidarity and Individualism in Educational Contexts. / [ed] Eva Johansson och Donna Berthelsen, Göteborg: Acta Universitatis Gothoburgensis, 2012, p. 83-98Chapter in book (Refereed)
  • 319.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Supporting Children’s Transition from Preschool to the Leisure Time Center2016In: Journal of Education and Human Development, ISSN 2334-296X, E-ISSN 2334-2978, Vol. 5, no 3, p. 27-37Article in journal (Refereed)
    Abstract [en]

    The leisure time center is an important arena for families and children in school. However, there is a lack of knowledge about the leisure time center’s role in children’s transition from preschool to school. Research has shown that transitions are a critical event which often involves discontinuities. Therefore, this article investigates how children’s transition from preschool to the leisure time center in school is organized and conducted, and how the leisure time center can construct and provide a sense of continuity for children in this transition. The leisure time center can be understood as an arena at the intersection between other educational settings. By cooperation and sharing information with teachers in other school forms, the teachers in the leisure time center can provide important support for children in transition. By arranging priming events, teachers can help children to create security and meaning in the transition as well as before the actual entering into the setting.

  • 320.
    Ackesjö, Helena
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Teacher identity issues in the Swedish preschool class2010Conference paper (Other academic)
    Abstract [en]

    Abstract NERA/NFPF

    Malmö 11-13 mars 2010

    ___________________________________________________________________________

     

     

    “Teacher identity issues in the Swedish preschool class”

    Helena Ackesjö

     

     

    Aims of the research

    The purpose with the preschool class in Sweden is to construct a bridge between preschool and primary school, where the two institutions together would create a blended pedagogy that would facilitate the six-year old children’s transition from preschool to compulsory school. Even though the preschool class is included in the curriculum for the primary school, the activities in preschool class should not be school activities but also not mere preschool activities. Little is known about these preschool class teachers. The research topic is; How do the teachers construct their professional identities at this crossroad?

     

    Theoretical framework

    The study is built on theories of identity construction, but also on theories that enhances the dilemma of the preschool class being placed at the borderland between preschool and school.

     

    Research design

    Fourteen preschool class teachers participated in dialogue seminars, conducted in three small groups. By dialogues, writing texts and presenting metaphoric pictures, the teachers reflected their experiences from their work. Analysis of the teacher’s identity constructions and their identities was made from this empirical material.

     

    Findings/conclusions

    The results highlight occasions where the preschool class teachers feel subordinated, excluded and marginalized from the community in school. The teachers feel that they do not have the same opportunity to be part of the school culture as other teachers, because of organizational and working conditions. This can also limit their opportunities for participation and influence in the community at school. The teachers also mark the boundaries between Us and Them, as an effect of their experiences of alienation and their spin-off from the social community at school. All these processes also affect the teachers' professional identity construction. Paradoxically, it seems as if the teachers in preschool class also use the exclusion as an instrument of power. The teachers mark in several cases that they distance themselves from both preschool and school, which results in that they can work freely and undisturbed in the preschool class.

     

    Relevance for Nordic Educational research

    This presentation examines the teachers in the preschool class in Sweden, a pedagogic practice which is placed at the crossroads between preschool and primary school. Little is known about the preschool class teachers, and research about this context can develop knowledge about this educational arena, about the teacher’s identities and about policy issues according to the preschool class.

     

     

     

  • 321.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Teachers crossing borders: A longitudinal study of a new profession2015In: Abstract book. NERA 2015, Marketisation and differentiation in education.: 43rd Annual Congress of the Nordic Educational Research Association (NERA), Gothenburg, March 4-6, 2015, 2015Conference paper (Refereed)
    Abstract [en]

    Research topic: The overall purpose of this longitudinal research project is to study professional trajectories in the first intake of students which graduated 2014 from the newly reformed teacher education with specialization towards work in the leisure-time center. The main objective for these students is both to work in the leisure time center’s traditional activities, and to work as a teacher in a school subject. This project aims to gain knowledge about which professional trajectories that are possible for this new category of teachers. When are their skills asked for? How do they construct their professional identities? Theoretical and Methodology framework: Border theories and theories of identity constructions are used as theoretical foundations in this research. Such theories provide tools for studying how social borders are established and maintained, and how professional identities are constructed by considering themselves in the light of others. In addition occupation theories are used. In attempting to describe and explain the teachers' movements within the profession, the term breakpoints is used to study how movements across borders in an education system affects the choices made. 40 newly graduated teachers are included in the project, and the methods used are recurring surveys and interviews when they enter the labor market and during their first five years of employment. Main findings: The first survey, answered by the students prior to their graduation, highlights how the students anticipate entering a hybrid profession, and by this facing new dilemmas. They are entering a new and dual professional role where a balance must be maintained between two assignments. To be able to do this balancing, to cross professional borders and to find enough time to combine the assignments, is considered to be the big challenge. In addition, they see a challenge in defining their new profession in the light of the old. The second survey focused on mapping which career trajectories the students took during their first year on the labor market, and is now undergoing analysis. Relevance for Nordic Educational Research: This study puts the spotlight on the Swedish teacher education which is quite unique in a Nordic perspective

  • 322.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Transitions – Times of Reconstructions2013In: International Journal of Transitions in Childhood, ISSN 1833-2390, Vol. 6, p. 16-27Article in journal (Refereed)
    Abstract [en]

    This article reports children’s perspectives of the transitions from preschool to compulsory school via the preschool class. The study indicates that children’s ways of defining themselves, and the ways in which they mark borders between different school forms, change over time. In this process, time and place are crucial. The study highlights how Swedish children make two school starts as they enter the preschool class and then school. Each of these events demands energy in reconstructing identities and understandings of the new school forms.

  • 323.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Transitions as a two-way window: separation and adjustment in transitions through the eyes of children starting school.2019In: Listening to children’s advice about starting school and school age care / [ed] Sue Dockett, Johanna Einarsdottir, Bob Perry, New York and Abingdon: Routledge, 2019, 1, p. 42-54Chapter in book (Refereed)
    Abstract [en]

    When children make a transition to a new arena - a new school form or a new school house - they need not only adapt and adjust to the new context. The transition also involves a separation from the old. By this, a transition becomes a two-way window; a simultaneous process of adjustment and separation. This simultaneous process involves implications for practice. All teachers have a responsibility in enabling the transition process for the children, by helping them not only to adjust to the new but also to disengage from the old context. How can priming events in transition work in both directions? How can teachers be active in children’s disengagement and separation processes? These are questions this chapter address. The chapter has a practical focus and is building on children’s voices and narratives about the transition from preschool to school in Sweden. Special focus is put on children's separation processes since this is an area that seldom is in focus when discussing about or working with children’s transition.

  • 324.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Uppdrag: Förskoleklass2018In: Grundskoletidningen, ISSN 1402-7135, no 7, p. 9-11Article in journal (Other (popular science, discussion, etc.))
    Abstract [sv]

    Förskoleklassen blir obligatorisk och erkänns som en viktig skolform med ett eget innehåll vilket ökar möjligheten till en nationell likvärdighet för alla elever. Läroplanens skrivningar gör uppdraget tydligare och det blir också tydligt för lärarna vilka förmågor eleverna ska utveckla under året.

  • 325.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Ur barnens perspektiv2015In: Förskoletidningen, ISSN 0348-0364, Vol. 40, no 2, p. 16-18Article in journal (Other (popular science, discussion, etc.))
  • 326.
    Ackesjö, Helena
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Övergångar mellan skolformer: Kontinuitet och progression från förskola till skola2016Book (Other academic)
    Abstract [sv]

    Barn gör tidigt i livet flera övergångar mellan skolformer och mellan sociala gemenskaper. Dessa övergångar handlar om att lämna något känt och möta något nytt och okänt, vilket ställer stora krav på barnen, men också på de lärare barnen möter i de olika verksamheterna. Helena Ackesjö ger här exempel på hur lärare i förskola, förskoleklass, fritidshem och skola kan arbeta för att åstadkomma kontinuitet i övergångarna och progression i den undervisning som erbjuds i de olika verksamheterna. Dessutom beskriver hon hur övergångar kan förberedas och organiseras.

  • 327.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Berggren, Jonas
    Kalmar Municipality.
    Dahl, Marianne
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Ellborg, Katarina
    Linnaeus University, School of Business and Economics, Department of Organisation and Entrepreneurship.
    Per-Ola, Friman
    Kalmar Municipality.
    Kari, Koskenkorva
    Kalmar Municipality.
    Entreprenöriell fritidspedagogik: att bygga handlingskraft, mod, självtillit och motivation2017 (ed. 1)Book (Other academic)
  • 328.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Landefrö, Anna
    Föräldrakooperativet Filsan i Vickleby.
    På spaning efter en gräns: Några barns perspektiv på skillnader mellan förskoleklassens och fritidshemmets verksamheter i Sverige.2014In: Barn, ISSN 0800-1669, Vol. 32, no 3, p. 27-43Article in journal (Refereed)
    Abstract [sv]

    Majoriteten av alla sexåringar deltar i både förskoleklass- och fritidshemsverksamhet, vilket innebär att de dagligen vandrar över gränsen mellan två historiskt och traditionellt skilda arenor. Föreliggande artikel strävar efter att vinna kunskap om några barns perspektiv på skillnader mellan verksamheterna och på vad som utmärker de olika institutionernas identiteter. Empirin består av intervjuer och observationer som har genererats genom en mindre fallstudie. I studien flätas teorier om gränser, övergångar och identiteter samman, och som analytiska begrepp har gränsmarkeringar, skillnader och gränsöverträdanden använts. Resultaten visar att barnen beskriver innehållsliga skillnader mellan verksamheterna; lek och fria val är centralt i fritidshemmet medan skollikt lärande och vuxenstyrning verkar centralt i förskoleklassen. Dock verkar barnen inte med säkerhet kunna avgöra var gränsen mellan de olika verksamheterna dras och när övergången mellan verksamheterna sker. I empirin framträder att lärarna använder delar av fritidshemstiden till att bemästra förskoleklassens åtaganden, vilket bidrar till att gränsen mellan verksamheterna blir svårtolkad för barnen. Även om studien är liten till sin karaktär indikerar den att tydliga institutionella identiteter verkar ha svårt att konstrueras och upprätthållas då lokaler, lärare och aktiviteter för förskoleklass och fritidshem verkar vara i stort sett desamma på båda sidor av gränsen.

  • 329.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of Pedagogy and Learning.
    Lindqvist, Per
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Social Sciences, Department of Education and Teacher's Practice.
    “Betwixt and Between”: Leisure-time Teachers and the Construction of Professional Identities2018In: Scandinavian Journal of Educational Research, ISSN 0031-3831, E-ISSN 1470-1170Article in journal (Refereed)
    Abstract [en]

    In 2014, a newly formed group of teachers graduated from Swedish universities. In addition to their qualification as leisure-time pedagogues, their degree includes teaching practical/aesthetical subjects in compulsory school. This group of teachers thus has to relate to dual professional identities and to maintain a balance between the socially oriented leisure-time centres and a goal- and results-driven school. In this article we describe their first two years after graduation, trying to get hold of their negotiation of professional identities and orientation in the professional landscape. Results shows that the graduates try to balance own ideals and hybrid professional intentions against traditional professional identities and labour market conditions and that position in a liminal phase might be crucial for the outcome.

  • 330.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Nordänger, Ulla Karin
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    Lindqvist, Per
    Linnaeus University, Faculty of Social Sciences, Department of Education.
    "Att jag kallar mig själv för lärare i fritidshem uppfattar jag skapar en viss provokation": Om de nya grundlärarna med inriktning mot arbete i fritidshem2016In: Educare - Vetenskapliga skrifter, ISSN 1653-1868, no 1, p. 86-109Article in journal (Refereed)
    Abstract [en]

    In 2014 the first cohort of (a newly designed group of teachers) ”primary teachers with a specialization in extended school education” graduated from Swedish universities. In addition to the traditional formal qualifications as leisure pedagogues their degree also includes the competency to teach practical/aesthetical subjects in compulsory school up to year six. The newly designed teachers thus have to relate to dual professional identities and try to maintain balance between their work in the traditional socially oriented recreation centers against their teaching in a goal- and results-driven school. In this article we study a group of 40 new teachers before and after graduation, trying to get hold of how they perceive and negotiate their professional identities and how they orient themselves in the professional landscape. The results show that the graduates try to balance their own ideals and professional intentions against traditional professional identities and labor market conditions.

  • 331.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Persson, Sven
    Malmö Högskola.
    Barns erfarenheter av sociala gemenskaper i övergångarna till och från förskoleklass2014In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 19, no 1, p. 5-30Article in journal (Refereed)
    Abstract [sv]

    Tidigare forskning har visat att splittringar i barns relationer är en negativ faktor för barn i övergången från förskola till skola. Syftet med denna studie är att vinna kunskap om hur barn resonerar om övergångarna till och från förskoleklassen, och hur övergångarna inverkar på barnens kamratrelationer och tillhörighet i sociala gemenskaper. Studien är en etnografisk longitudinell studie, där samtal med barnen under 1,5 år i tre olika skolformer utgör det empiriska fundamentet. Resultaten visar att övergångar mellan skolformer innebär en relationell påfrestning för barn, där deras upplevelse av tillhörighet i sociala gemenskaper sätts på prov. I studien presenteras två aspekter av diskontinuitet mellan skolformer; den sociala och den fysiskt rumsliga. I linje med studiens resultat finns fog att vidare reflektera över hur barns tillhörighet i sociala gemenskaper villkoras av ständiga förändringar i gruppsammansättningar i samband med övergångarna, och hur det kan vara möjligt att förebygga ofrivilliga avbrott i barns relationer. I studien framstår förskoleklassen som en plats med begränsade möjligheter för sociala gemenskaper – ett år av övergångar till och övergångar från. Det kan därför vara relevant att vidare reflektera över förskoleklassens uppdrag att främja barns sociala gemenskaper.

  • 332.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Persson, Sven
    Malmö university.
    Förskoleklassen bortom bron.: Innehåll, mål och mening i undervisningen.2017In: Barns övergångar: Förskola, förskoleklass, fritidshem, grundsärskola och grundskola. / [ed] Anne Lillvist och Jenny Wilder, Lund: Studentlitteratur AB, 2017, 1, p. 79-98Chapter in book (Other academic)
  • 333.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Health, Social Work and Behavioural Sciences, School of Education, Psychology and Sport Science.
    Persson, Sven
    Skolförberedelse i förskoleklass.: Att vara lärare-i-relation i gränslandet.2010In: Pedagogisk forskning i Sverige, ISSN 1401-6788, E-ISSN 2001-3345, Vol. 15, no 2/3, p. 142-163Article in journal (Refereed)
    Abstract [sv]

    I föreliggande studie förstås förskoleklassen teoretiskt som ett gränsland mellan förskola och skola, ett gränsland som man kan anta existerar på grunderna av verksamheternas skilda traditioner och positioner i utbildningssystemet. I detta gränsland skapas och konstrueras en institutionell identitet genom pedagogisk praktik och lärarnas berättelser om denna praktik. Denna studie utgår från hur lärarna talar om sitt arbete i dialogseminarier. Lärarna talar om det skolförberedande arbetet i förskoleklassen utifrån två förhållningssätt, dels som en tillvaroorienterad pedagogik och dels som en framtidsorienterad. För att lösa den inbyggda konflikten mellan tillvaro- och framtidsorientering framställer lärarna sig som att vara lärare-i-relation. Att beskriva sig som lärare-i-relation tolkas som en gränsmarkering gentemot andra lärares förhållningssätt och de kunskapsfokuserade verksamheterna i förskola och grundskola.

  • 334.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Persson, Sven
    Malmö University.
    The educational positioning of the preschool class at the border between social education and academic demands: An issue of continuity in Swedish early education?2016In: Abstract book. 26th EECERA Annual Conference, Happiness, Relationships, Emotion & Deep Level Learning, Dublin, 31st-3rd September, 2016, 2016Conference paper (Refereed)
    Abstract [en]

    The aim is to produce knowledge about the educational position of the preschool-class education. The preschool-class may be regarded as a borderland practice, a school form that cannot be characterised as either school or preschool. Studies and evaluations have shown that there is a lack of clarity regarding the mission of the preschool-class. The preschool-class teachers are active in the construction of their educational field and their teaching in the preschool-class. The concept of educational positioning is related to the framework of curriculum theory. Curriculum theories may be viewed as theories that focus three central questions: how educational goals are formulated, how the knowledge to be learned is chosen, and how methods are developed to teach this knowledge. The study examines the weekly reports that teachers send home to the parents each week. The study comprises 249 weekly letters from eight preschool-classes. The letters contains descriptions of how the teaching is organized. They also include the goals of their activities and which values the activities of the preschool-class are based on. The teachers could choose whetherthey wanted to participate in the studyor not. No names of children or schools are mentioned. The results illustrate how teachers in their weekly reports construct an educational position that is influenced both by the social pedagogical position with an existence-oriented education and the academic school readiness position by preparing children for further schooling. This causes a variation in the preschool-class education. The results raise questions about continuity and equivalence in early education.

  • 335.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Persson, Sven
    Malmö University.
    The Educational Positioning of the Preschool-Class at the Border between Social Education and Academic Demands: An Issue of Continuity in Swedish Early Education?2016In: Journal of Education and Human Development, ISSN 2334-296X, E-ISSN 2334-2978, Vol. 5, no 1, p. 182-196Article in journal (Refereed)
    Abstract [en]

    This study’s overarching aim is to produce knowledge about the educational position of the preschool-class in a changing educational landscape. This position is analyzed through teacher’s own descriptions in the weekly reports they send home to the parents each week. The results illustrate how teachers in their weekly reports construct an educational position for the pre-school class that is influenced both by the social pedagogical position with an existence-oriented education and the academic school readiness position by preparing children for further schooling. This causes a variation in the preschool-class education and raises questions about continuity and equivalence in early education.

  • 336.
    Ackesjö, Helena
    et al.
    Linnaeus University, Faculty of Social Sciences, Department of pedagogy.
    Persson, Sven
    Malmö Universitet.
    The schoolarization of the preschool class – policy discourses and educational restructuring in Sweden2019In: Nordic Journal of Studies in Educational Policy, article id https://doi.org/10.1080/20020317.2019.1642082Article in journal (Refereed)
    Abstract [en]

    Our aim in this article is to examine policy discourses that promote positional changes for the preschool class in the Swedish educational system. The preschool class is currently going through a watershed period, which is characterized by uncertainty regarding its position in the education system. In this article, we explore changes in the Swedish education system by analysing policy documents from 1997 to 2017 with a specific focus on the positional shift of the preschool class. The departure point for our study is that policy relates to the concepts of subjectification, qualification and socialization. In addition, we examine how these goals in education are to be achieved and the educational restructuring required to do this. The findings show that policy discourses about the preschool class have shifted from pedagogical arguments about the benefits of pedagogical integration, consensus and the move of preschool pedagogy into school education, to more school- oriented, knowledge-economy arguments about increased goal achievement. Schoolarization describes a positional shift in the education system that contains two collaborative processes: an approach towards school content, goals and forms for teaching and a distancing to the content and goals formulated for Early Education and Care.

  • 337.
    Ackrell, Simon
    et al.
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Landelius, Mathias
    Linnaeus University, Faculty of Technology, Department of Informatics.
    Molnbaserade affärssystem: Viktiga aspekter vid övergång till molnet2013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Det saknades teori kring vilka aspekter som var viktiga för potentiella kunder att väga in i ett beslut om övergång till molnbaserade affärssystem. I undersökningen har vi samlat tidigare forskning kring molntjänster generellt och sedan jämfört den med empiri från respondenter med erfarenhet av molnbaserade affärssystem. På så sätt har vi försökt koppla tidigare forskning och undersökt huruvida den är applicerbar på vår studie. Vi kom fram till att det framförallt är aspekter rörande säkerhet, ekonomi och affärsstrategi som kunder bör vara medvetna om när de planerar en övergång till molnbaserade affärssystem. Rörande säkerhet fann vi att det är viktigt att tänka på hur den fysiska lagringen sker och säkerhetsrutiner kring vem som handhar data och hur den säkerhetskopieras samt vem som äger datan. Ekonomiskt kan beslutet om en övergång påverkas av molntjänsters olika prismodeller, hur kostnader skiljer sig mot lokalt installerade system samt potentiellt dolda kostnader. Slutligen kan det affärsstrategiskt finnas avgörande aspekter i hur system interagerar med varandra, hur anpassad en tjänst är till mobila enheter samt att molntjänster enkelt kan skalas upp i storlek vid behov.

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    Pivato, G.
    Platos, L.
    Platzer, R.
    Pogosyan, L.
    Pohl, M.
    Pojmanski, G.
    Ponz, J. D.
    Potter, W.
    Prandini, E.
    Preece, R.
    Prokoph, Heike
    Puehlhofer, G.
    Punch, Michael
    Univ Paris Diderot, APC, AstroParticule & Cosmology, CNRS,IN2P3,CEA,Irfu, Observ Paris,Sorbonne Paris C, 10 Rue Alice Domon & Leonie Duquet, F-75205 Paris 13, France.
    Quel, E.
    Quirrenbach, A.
    Rajda, P.
    Rando, R.
    Rataj, M.
    Raue, M.
    Reimann, C.
    Reimann, O.
    Reimer, A.
    Reimer, O.
    Renaud, M.
    Renner, S.
    Reymond, J. -M
    Rhode, W.
    Ribo, M.
    Ribordy, M.
    Rico, J.
    Rieger, F.
    Ringegni, P.
    Ripken, J.
    Ristori, P.
    Rivoire, S.
    Rob, L.
    Rodriguez, S.
    Roeser, U.
    Romano, P.
    Romero, G. E.
    Rosier-Lees, S.
    Rovero, A. C.
    Roy, F.
    Royer, S.
    Rudak, B.
    Rulten, C. B.
    Ruppel, J.
    Russo, F.
    Ryde, F.
    Sacco, B.
    Saggion, A.
    Sahakian, V.
    Saito, K.
    Saito, T.
    Sakaki, N.
    Salazar, E.
    Salini, A.
    Sanchez, F.
    Sanchez Conde, M. A.
    Santangelo, A.
    Santos, E. M.
    Sanuy, A.
    Sapozhnikov, L.
    Sarkar, S.
    Scalzotto, V.
    Scapin, V.
    Scarcioffolo, M.
    Schanz, T.
    Schlenstedt, S.
    Schlickeiser, R.
    Schmidt, T.
    Schmoll, J.
    Schroedter, M.
    Schultz, C.
    Schultze, J.
    Schulz, A.
    Schwanke, U.
    Schwarzburg, S.
    Schweizer, T.
    Seiradakis, J.
    Selmane, S.
    Seweryn, K.
    Shayduk, M.
    Shellard, R. C.
    Shibata, T.
    Sikora, M.
    Silk, J.
    Sillanpaa, A.
    Sitarek, J.
    Skole, C.
    Smith, N.
    Sobczynska, D.
    Sofo Haro, M.
    Sol, H.
    Spanier, F.
    Spiga, D.
    Spyrou, S.
    Stamatescu, V.
    Stamerra, A.
    Starling, R. L. C.
    Stawarz, L.
    Steenkamp, R.
    Stegmann, C.
    Steiner, S.
    Stergioulas, N.
    Sternberger, R.
    Stinzing, F.
    Stodulski, M.
    Straumann, U.
    Suarez, A.
    Suchenek, M.
    Sugawara, R.
    Sulanke, K. H.
    Sun, S.
    Supanitsky, A. D.
    Sutcliffe, P.
    Szanecki, M.
    Szepieniec, T.
    Szostek, A.
    Szymkowiak, A.
    Tagliaferri, G.
    Tajima, H.
    Takahashi, H.
    Takahashi, K.
    Takalo, L.
    Takami, H.
    Talbot, R. G.
    Tam, P. H.
    Tanaka, M.
    Tanimori, T.
    Tavani, M.
    Tavernet, J. -P
    Tchernin, C.
    Tejedor, L. A.
    Telezhinsky, I.
    Temnikov, P.
    Tenzer, C.
    Terada, Y.
    Terrier, R.
    Teshima, M.
    Testa, V.
    Tibaldo, L.
    Tibolla, O.
    Tluczykont, M.
    Peixoto, C. J. Todero
    Tokanai, F.
    Tokarz, M.
    Toma, K.
    Torres, D. F.
    Tosti, G.
    Totani, T.
    Toussenel, F.
    Vallania, P.
    Vallejo, G.
    van der Walt, J.
    van Eldik, C.
    Vandenbroucke, J.
    Vankov, H.
    Vasileiadis, G.
    Vassiliev, V. V.
    Vegas, I.
    Venter, L.
    Vercellone, S.
    Veyssiere, C.
    Vialle, J. P.
    Videla, M.
    Vincent, P.
    Vink, J.
    Vlahakis, N.
    Vlahos, L.
    Vogler, P.
    Vollhardt, A.
    Volpe, F.
    Von Gunten, H. P.
    Vorobiov, S.
    Wagner, S.
    Wagner, R. M.
    Wagner, B.
    Wakely, S. P.
    Walter, P.
    Walter, R.
    Warwick, R.
    Wawer, P.
    Wawrzaszek, R.
    Webb, N.
    Wegner, P.
    Weinstein, A.
    Weitzel, Q.
    Welsing, R.
    Wetteskind, H.
    White, R.
    Wierzcholska, A.
    Wilkinson, M. I.
    Williams, D. A.
    Winde, M.
    Wischnewski, R.
    Wisniewski, L.
    Wolczko, A.
    Wood, M.
    Xiong, Q.
    Yamamoto, T.
    Yamaoka, K.
    Yamazaki, R.
    Yanagita, S.
    Yoffo, B.
    Yonetani, M.
    Yoshida, A.
    Yoshida, T.
    Yoshikoshi, T.
    Zabalza, V.
    Zagdanski, A.
    Zajczyk, A.
    Zdziarski, A.
    Zech, A.
    Zietara, K.
    Ziolkowski, P.
    Zitelli, V.
    Zychowski, P.
    Design concepts for the Cherenkov Telescope Array CTA: an advanced facility for ground-based high-energy gamma-ray astronomy2011In: Experimental astronomy (Print), ISSN 0922-6435, E-ISSN 1572-9508, Vol. 32, no 3, p. 193-316Article in journal (Refereed)
    Abstract [en]

    Ground-based gamma-ray astronomy has had a major breakthrough with the impressive results obtained using systems of imaging atmospheric Cherenkov telescopes. Ground-based gamma-ray astronomy has a huge potential in astrophysics, particle physics and cosmology. CTA is an international initiative to build the next generation instrument, with a factor of 5-10 improvement in sensitivity in the 100 GeV-10 TeV range and the extension to energies well below 100 GeV and above 100 TeV. CTA will consist of two arrays (one in the north, one in the south) for full sky coverage and will be operated as open observatory. The design of CTA is based on currently available technology. This document reports on the status and presents the major design concepts of CTA.

  • 339.
    Acuna, Lillian G.
    et al.
    Fundación Ciencia & Vida, Chile ; Universidad Andres Bello, Chile.
    Pablo Cardenas, Juan
    Fundación Ciencia & Vida, Chile ; Universidad Andres Bello, Chile.
    Covarrubias, Paulo C.
    Fundación Ciencia & Vida, Chile ; Universidad Andres Bello, Chile.
    Jose Haristoy, Juan
    Fundación Ciencia & Vida, Chile.
    Flores, Rodrigo
    Fundación Ciencia & Vida, Chile.
    Nuñez, Harold
    Fundación Ciencia & Vida, Chile.
    Riadi, Gonzalo
    Universidad de Talca, Chile.
    Shmaryahu, Amir
    Fundación Ciencia & Vida, Chile.
    Valdes, Jorge
    Center for Systems Biotechnology, Chile.
    Dopson, Mark
    Linnaeus University, Faculty of Health and Life Sciences, Department of Biology and Environmental Science.
    Rawlings, Douglas E.
    University of Stellenbosch, South Africa.
    Banfield, Jillian F.
    University of California, USA.
    Holmes, David S.
    Fundación Ciencia & Vida, Chile ; Universidad Andres Bello, Chile.
    Quatrini, Raquel
    Fundación Ciencia & Vida, Chile ; Universidad Andres Bello, Chile.
    Architecture and Gene Repertoire of the Flexible Genome of the Extreme Acidophile Acidithiobacillus caldus2013In: PLoS ONE, ISSN 1932-6203, E-ISSN 1932-6203, Vol. 8, no 11, article id e78237Article in journal (Refereed)
    Abstract [en]

    Background: Acidithiobacillus caldus is a sulfur oxidizing extreme acidophile and the only known mesothermophile within the Acidithiobacillales. As such, it is one of the preferred microbes for mineral bioprocessing at moderately high temperatures. In this study, we explore the genomic diversity of A. caldus strains using a combination of bioinformatic and experimental techniques, thus contributing first insights into the elucidation of the species pangenome. Principal Findings: Comparative sequence analysis of A. caldus ATCC 51756 and SM-1 indicate that, despite sharing a conserved and highly syntenic genomic core, both strains have unique gene complements encompassing nearly 20% of their respective genomes. The differential gene complement of each strain is distributed between the chromosomal compartment, one megaplasmid and a variable number of smaller plasmids, and is directly associated to a diverse pool of mobile genetic elements (MGE). These include integrative conjugative and mobilizable elements, genomic islands and insertion sequences. Some of the accessory functions associated to these MGEs have been linked previously to the flexible gene pool in microorganisms inhabiting completely different econiches. Yet, others had not been unambiguously mapped to the flexible gene pool prior to this report and clearly reflect strain-specific adaption to local environmental conditions. Significance: For many years, and because of DNA instability at low pH and recurrent failure to genetically transform acidophilic bacteria, gene transfer in acidic environments was considered negligible. Findings presented herein imply that a more or less conserved pool of actively excising MGEs occurs in the A. caldus population and point to a greater frequency of gene exchange in this econiche than previously recognized. Also, the data suggest that these elements endow the species with capacities to withstand the diverse abiotic and biotic stresses of natural environments, in particular those associated with its extreme econiche.

  • 340.
    Adam, Marcus
    et al.
    Linnaeus University, School of Business and Economics, Department of Marketing.
    Rukwid, Linda
    Linnaeus University, School of Business and Economics, Department of Marketing.
    Viererbl, Franziska
    Linnaeus University, School of Business and Economics, Department of Marketing.
    Market Entry Strategy for InternationalFirms in South East Asia: A Case Study of Vietnam2013Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    With projected economy growth rates of 5.5 percent over 2013 to 2017 (OECD, 2013),countries in South East Asia (SEA) are predicted a robust and resilient economicperspective. Consequently, this is accompanied by increased interest from internationalfirms of all size aiming at market shares. However, market entry appears to be prone todifficulties as high failure and withdrawing rates of foreign companies demonstrate. Thisstudy, therefore, contributes to the understanding of how emerging country markets canbe entered strategically, by evaluating how internal and external conditions can affectmarket entry strategy and how previous internationalization theory can be applied.Vietnam, as an example for a SEA country, comes with high economic growth rates,which have created vast business and growth opportunities for companies of all size andindustries. The case is examined based on a medium sized subsidiary of a Germancompany group, located in neighboring China, currently aiming at market entry inVietnam. As academic literature determines markets as business networks and entryprocess consequently as establishing an adept position built on relationships, it isassumed that entry strategy into Vietnam first of all depends on detecting the expedientanchor points within the complex environment of Vietnam. As, from a resource basedperspective scholars, furthermore, assume competitive advantage to rest in a firm´sparticular set of resources and capabilities, a successful market entry is considered todepend on establishing relationships into this network based on the firms inherentresources. The research was conducted by investigating the company’s resources,capabilities and its entry motives for Vietnam, the impact of the external environment inVietnam as well as appropriate strategies for gaining legitimacy from it. Empirically,findings are based on a qualitative single case study of the case company supported byinterviews with key company personnel and various Vietnam experts. Thorough analysisshowed that the case company’s market entry strategy is heavily impacted by weaknessesin brand management, which appeared to be necessity on customer side for the sale ofhigh involvement products in Vietnam, as well weaknesses in its sales managementconcerning the non-transferability of its current sales staff. External influences, such ashigh impact of the government, complicated retaining of labor; As a result forweaknesses on side of the company and difficulties in the market, a direct entry modewas recommended to the case company.

  • 341.
    Adam, Priester
    Linnaeus University, Faculty of Arts and Humanities, Department of Design.
    Consume/d: Konsumtionssamhället visualiserat2017Independent thesis Basic level (Higher Education Diploma (Fine Arts)), 15 credits / 22,5 HE creditsStudent thesis
    Abstract [sv]

    I det här projektet har jag som mål att bryta ner och visualisera ämnet konsumtionssamhälle med hjälp utav motion design. Mitt syfte är att skapa förståelse, diskussion och väcka tankar kring ett samhälle som ofta tas för givet. Genom research letar jag efter starka koncept att visualisera, jag bryter ner ämnet i tre kategorier (varför, effekter, lösningar). Resultatet är ett antal animationer som ska kunna ses individuellt eller som en helhet. Jag redovisar min process och återkopplar till projektet. 

  • 342.
    Adam, Stenlund
    et al.
    Linnaeus University, Faculty of Technology, Kalmar Maritime Academy.
    John, Barnekow
    Linnaeus University, Faculty of Technology, Kalmar Maritime Academy.
    Energieffektivisering av Ronneby is-arena samt vädrets termodynamiska påverkan2016Independent thesis Basic level (professional degree), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Abstract

    Today Sweden has 341 ice hockey arenas, around 140 outdoor ice hockey rinks, 60 ice fields for bandy and about 35 curling arenas. In addition, the numbers of indoor bandy arenas are increasing. The cooling systems installed today should be able to lower its energy consumption with 10-30%.In this thesis, Ronneby ice-arena has been researched. This artificial cooling facility was inaugurated 2011 and is one of the newest in Sweden. This is an outdoor ice field for bandy and therefor has no roof or walls to cover the field. Ronneby ice-arena has problems with uneven cooling distribution of the ice field. This results in cracks and uneven ice quality. These problems also result in higher energy consumption than necessary.To find a solution for the uneven cooling of the ice field flow measurements were carried out in the brine circuit. To get a better understanding of the cooling distribution, temperature measurements were carried out on the brine feeding lines. A calculation has been performed on what energy savings a speed control of the brine circulation pumps depending on the outdoor temperature could generate. Another calculation was made to see the possible savings with a windshield around the field. In this thesis the benefits of a heat recovery system on the cooling compressors refrigerant has been investigated. The heat recovery system could heat the locker rooms, the clubhouse, the showers and the hot water for the Zambonis.In order to perform the necessary calculation for this thesis, Fredriksbergs BK and Ronneby municipality provided operating data.The actions proposed to Ronneby ice-arena to solve the uneven cooling of the ice field is to change the location of the brine feeding line connection point. At the same time this work is carried out it’s suggested that the brine feed and return lines get insulated. When the uneven cooling problems have been solved, a speed control system should be installed to control the brine circulation pumps, in order to lower the electricity consumption. Ronneby ice-arena has the possibility to install a heat recovery system. Therefore it is suggested to install a heat exchanger on each cooling compressor refrigerant. This installation is to be used to heat the clubhouse, the showers and the hot water for the Zambonis. The system to cool the condensers with seawater and currently the heat pump are not optimal designed. The installed heat pump does not work when the seawater temperature is below 5°C, therefore the system should be redesigned.

  • 343.
    Adam, Thellsson
    Linnaeus University, Faculty of Technology, Department of Building Technology.
    Dagvattenkvalitet i Växjö kommun2019Independent thesis Basic level (university diploma), 10 credits / 15 HE creditsStudent thesis
  • 344.
    Adamopoulos, Stergios
    Linnaeus University, Faculty of Technology, Department of Forestry and Wood Technology.
    A laser drilling technique to improve impregnability of spruce and fir2016In: 3rd BASF Wolman Conference, 14 September 2016, Linnaeus University, Växjö, Sweden, 2016Conference paper (Other (popular science, discussion, etc.))
  • 345.
    Adamopoulos, Stergios
    Technological Educational Institute of Larissa, Greece.
    Fiber analysis techniques for sustainable manufacturing of corrugated board and packaging2006In: Proceedings of the 2006 Naxos International Conference on Sustainable Management and Development of Mountainous and Island Areas: 29th September - 1st October 2006, Island of Naxos, Greece / [ed] Evangelos I. Manolas, Democritus University of Thrace , 2006, Vol. 1, p. 1-9Conference paper (Refereed)
    Abstract [en]

    Environmental – economic pressure and associated regulations have led to a significant increase of recycled paper as the main fibrous component of corrugated board the last years. Corrugating packaging industry is facing the challenge to enhance products derived from recycled pulp and to ensure a satisfactory strength of packages. Advanced techniques are highly needed for the evaluation of packaging fiber supply sources as well as for the utilization of the available resources in an optimal manner. As industrial packaging is based on the characteristics of its constituent fibers, information on the fiber composition of the recycled raw materials is of primary importance for a continual control of fiber sources. This paper reports on the usefulness of fiber analysis techniques as diagnostic methods for assessing the potential quality distribution of fibers for sustainable packaging manufacturing.

  • 346.
    Adamopoulos, Stergios
    Aristotelian University, Greece.
    Flexural properties of black locust (Robinia pseudoacacia L.) small clear wood specimens in relation to the direction of load application2002In: European Journal of Wood and Wood Products, ISSN 0018-3768, E-ISSN 1436-736X, Vol. 60, no 5, p. 325-327Article in journal (Refereed)
    Abstract [en]

    Values of pure moduli of elasticity (PMOE), experimental modulus of elasticity (MOE) in static bending and moduli of rigidity (GLR, GLT) were calculated in juvenile and mature black locust defect-free small wood specimens after loading in static bending alternately on true radial and tangential surfaces. For both juvenile and mature specimens, no significant differences (t-test, 95% probability level) were found between the radial and tangential moduli of elasticity and rigidity. Values of PMOE were found to be 27–32% higher than the corresponding values of MOE at the 15:1 span-to-depth ratio.

  • 347.
    Adamopoulos, Stergios
    Linnaeus University, Faculty of Technology, Department of Forestry and Wood Technology.
    Group of Forest Products2018In: Presented at Symposium "Perspectives in Renewables", 4-5 June 2018, BOKU Vienna, Austria, 2018Conference paper (Other academic)
  • 348.
    Adamopoulos, Stergios
    AIDIMA, Spain.
    Identification of Fibre Components in Packaging Grade Papers2006In: IAWA Journal, ISSN 0928-1541, Vol. 27, no 2, p. 153-172Article in journal (Refereed)
    Abstract [en]

    Environmental and economic issues have led to a significant increase of recycled paper as the main fibrous component of corrugated board the last years. Qualitative data on the different fibre types are needed for the evaluation of packaging fibre supply sources, which are becoming numerous and heterogeneous. Fifteen different packaging grade papers (7 linerboards and 8 corrugating medium) were selected to represent all the variety of papers available on the Spanish market. The origin of virgin and recycled fibres was identified by their morphological characteristics employing light microscopy and standard fibre analysis techniques. The waste-based papers (Waste based-liners and Fluting), Kraft-liners and Test-liner were highly variable containing 9–18 different wood and nonwood components. Semi-chemical, with 5–13 components, was the less variable grade. Hardwoods were identified as the most important fibre component from a quantitative standpoint. All papers contained in their hardwood mix Betula, Eucalyptus and Populus in significant amounts. Fagus sylvatica and Tilia were also frequently observed and in some papers were amongst major hardwood components. Prominent softwood components were found to be Pinus sylvestris, P. pinaster, P. radiata, Picea, Larix and in some papers Pinus nigra. The lower presence of a variety of softwood, hardwood and nonwood (mainly grasses) species and genera was due to the paper recycling process.

  • 349.
    Adamopoulos, Stergios
    Aristotelian University, Greece.
    Influence of hot-water extractives on radial and tangential shrinkage of black locust wood (Robinia pseudoacacia L.)2002In: European Journal of Wood and Wood Products, ISSN 0018-3768, E-ISSN 1436-736X, Vol. 60, no 5, p. 377-378Article in journal (Refereed)
    Abstract [en]

    IntroductionRemoval of extractives increases the shrinkage and swelling of wood (Nearn 1955, Salamon and Kozak 1968, Cooper 1974, Taylor 1974). The effect of progressive extraction on the above properties has not been investigated much. In oak (Quercus conferta L.), a forest species rich in extractives, the shrinkage progressively increased with progressive extraction (Voulgaridis et al. 1980). In black locust (Robinia pseudoacacia L.), much of the main-stem volume is comprised of heartwood, characterized by the presence of dark yellow-brown extractives. While the extractives of black locust give the heartwood its distinctive color and decay resistance, they comprise only 6.2 to 8.3% of the dry weight of the main stem (Stringer 1992). Hot-water extractives range from 5.2 to 8.6% (Hart 1968, So et al. 1980). The present study was primarily undertaken to determine whether the progressive removal of hot-water extractives affects the radial and tangential shrinkage of black locust heartwood.

  • 350.
    Adamopoulos, Stergios
    Linnaeus University, Faculty of Technology, Department of Forestry and Wood Technology.
    Morphology, properties and recyclability of modified fibres and papers with different chemicals at laboratory, pilot plant and industrial trials2015Conference paper (Other (popular science, discussion, etc.))
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