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  • 351.
    Ahlén, Oskar
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Cultural Anthropology and Ethnology, Ethnology.
    ”Här är allting som allting alltid ska va”: Levnadshistoriska berättelser från en bruksort2014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Hur berättar och reflekterar människor från olika generationer över den egna barn- och ungdomstiden i en given geografisk och kulturell kontext och vad kan vi utläsa ur dessa berättelser? Denna studie utgår från fem självbiografiska, levnadshistoriska intervjuer, genomförda med informanter av olika kön och ålder, men från en och samma kulturella och geografiska kontext. De levnadshistoriska intervjuernas berättartekniska verktyg identifieras och tolkas utifrån ett levnadshistoriskt perspektiv. Intervjuerna ligger därefter till grund för en diskursiv analys, i syfte att undersöka hur informanternas berättelser förhåller sig till den specifika kontextens kollektiva normer. Diskursiva normer gällande ålder, kön och klass identifieras och analyseras intersektionellt i syfte att tydliggöra hur de möjliggör eller begränsar informanternas möjlighet till subjektiv agens inom den specifika kontexten. Resultatet av analysen visar hur kontextens diskurs förändras över tid och att detta är något som informanternas berättelser förhåller sig till. Samtidigt återfinns en rad traditionella värden, strukturer och hierarkier som tenderar att leva kvar och på olika sätt påverka informanternas livslopp och sättet på vilket de tolkar detta i intervjuerna. Intersektionella maktstrukturer framträder tydligt i studiens alla levnadshistoriska berättelser men de tar sig olika uttryck beroende på ålder och kön.

  • 352.
    Ahmadi, Fereshteh
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Social Sciences, Department of Sociology.
    Den postmoderna islamiska feminismen i Iran och religionens tillfälliga aspekter2008In: Svensk religionshistorisk årsskrift 2006-2007 årsskriften, vol 15, 2006-2007., Svensk samfund för religionshistorisk forskning , 2008, p. 151-180Chapter in book (Refereed)
    Abstract [en]

    Islamic women in Iran challenge the clergy's monolithic rights of interpretation by radically reconstructing gender and Islamic discourses. The result has been the flourishing of a new Islamic feminism in Iran which interprets certain aspects of the Koran's view on gender differently than other Islamic feminist movements.

    In Iran, Islamic feminists emphasize the historical context of the Koran and by doing so reformulate Islamic concepts and Islamic law from a "feminine" per¬spective. They open the door to the interpretation of sacred texts and dialogue on women issues to groups other than Muslims. They wrestle with the clergy's gen der conservatism and their hate of the West. By finding common ground with Western feminists and by viewing their struggle as an integral part of the global feminist struggle, Islamic feminists in Iran weave new textual connections between Muslim and Western women.

  • 353.
    Ahmadi, Fereshteh
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Sociology.
    Islamic Feminism in Iran: Feminism in a New Islamic Context2006In: Journal of feminist studies in religion, ISSN 8755-4178, E-ISSN 1553-3913, Vol. 22, no 2, p. 33-53Article in journal (Refereed)
    Abstract [en]

    Challenging the clergy’s monoclinic interpretational power, Islamic feminists in Iran, by emphasizing the historical context of the holy texts and reformulating Islamic concepts and law from a “feminist” perspective, are developing a new direction in rethinking gender in Islam. By opening the doors of interpretation of sacred texts and debates on women issues to other groups than Muslims, they have braked with reactive gender conservatism and West phobia prevailing among fundamentalists, and have embarked on connecting themselves with Western feminism and weaving new textual connections between Muslim women and Western feminism.

  • 354.
    Ahmadi, Fereshteh
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Department of Sociology.
    Kulturens indvirkning på åndlig coping med kræft2008In: Kan bjerge flytte Troen? [Red: Christoffer Johansen og Niels Christian Hvidt], Copenhagen: Gyldendal , 2008, p. 211-232Chapter in book (Other academic)
    Abstract [en]

    Abstract: The existential and spiritual aspect of coping with different serious illnesses is one of the research fields that has not been focused in many countries among others Sweden. The lack of cultural approaches in studying the religious coping have paved the way for the increasing of the tendency towards  generalization of the results obtain from research conducted among Americans to other people.  To get pass the above mentioned problem, I have studied the religious and spiritual coping strategies used by cancer patients in Sweden. The design of this research was a qualitative study. The study reveals the use of some spiritual methods by Swedish patients which are not found in other studies. Sanctification of nature, positive solitude and, altruism are three of these methods which are presented in this article.

    This study shows the impact of culture and ways of thinking in using religious and spiritual coping methods when facing stressors caused by cancer. In this respect, tendency towards spirituality, rationalism, pragmatism and individualism are found to have impacted the choice of different religious and spiritual coping methods by the Swedish informants.

  • 355.
    Ahmadi, Fereshteh
    et al.
    Gävle Högskola.
    Erbil, Pelin
    Clinic of Humanite Psychiatry, Istanbul, Turkey.
    Ahmadi, Nader
    Gävle Högskola.
    Cetrez, Önver A.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, The Social Sciences of Religion, Psychology of Religions.
    Religion, Culture and Meaning-Making Coping: A Study Among Cancer Patients in Turkey2019In: Journal of religion and health, ISSN 0022-4197, E-ISSN 1573-6571, Vol. 58, no 4, p. 1115-1124Article in journal (Refereed)
    Abstract [en]

    The present paper looks at the influence of culture on Turkish cancer patients’ use of meaning-making coping, paying particular attention to religious, spiritual, and existential coping methods. Data were collected using an interview study (n = 25, 18 women, age range 20–71). Individuals were recruited at an oncology center and a psychiatry clinic in Istanbul. The main focus of the study has been on existential meaning-making coping, which is characterized by finding power inside oneself, altruism, family love, a search for meaning by contemplating philosophical issues, and having a positive life perspective (shukran—thankfulness). In contrast to findings from similar studies conducted in other countries (studies included in the same project), in Turkey religious belief directly determines the coping methods used, including the non-religious methods.

  • 356.
    Ahmadi, Feresteh
    et al.
    Gävle Högskola.
    Cetrez, Önver
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, The Social Sciences of Religion, Psychology of Religions.
    Erbil, Pelin
    Ahmadi, Nader
    A Survey Study Among Cancer Patients in Turkey: Meaning-Making Coping2017In: Illness, crisis and loss, ISSN 1054-1373, E-ISSN 1552-6968, p. 1-21Article in journal (Refereed)
    Abstract [en]

    To understand the role of culture on the use of the meaning-making coping among people who have been struck by cancer, qualitative and quantitative studies have been conducted in several countries like Sweden, China, Japan, South Korea, Malaysia, Philippines, and Turkey. This article reports on a quantitative study carried out in Turkey. The aim of the study has been to answer the following question: “Which meaning-making coping method (even nonreligious or spiritual coping methods) is used by informants?” The sample consists of 95 persons, 18+ who had been struck by cancer. The questionnaire was distributed to former/current cancer patients via a web address as an electronic survey through the media page of Cancer Survivors Association. The results of the study show that the most important coping methods used by cancer patients in Turkey are the religious coping (RCOPE) methods, particularly spiritual connection, active religious surrender, passive religious deferral, and pleading for direct intercession. Several RCOPE methods such as spiritual discontent, seeking support from clergy or members, punishing God reappraisal, and demonic reappraisal or self-directing religious coping are not used by the Turkish informants. Nor are non-RCOPE methods highly prevalent among informants.

  • 357.
    Ahmadi, Sanaz
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology.
    Will I Ever Be Enough?: A Marxist Analysis of Women Protesting Obligatory Veiling in the Islamic Republic of Iran2018Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    The My Stealthy Freedom (MSF) movement on social media has garnered over 1 million likes on Facebook and continues to make headlines in major media outlets. The founder Masih Alinejad routinely speaks out against obligatory veiling in the Islamic Republic of Iran (IRI). This study analyses hijab and the MSF movement from a Marxist feminist perspective, evaluating the emancipatory potential for women. The study attempts to untangle Islam from the discourses around the oppression of women to find the material roots of oppression upon which the discourse has been built. The legislation of women’s clothing and women’s bodies has a long history, with just the hijab having been made compulsory and forbidden three times in Iran within the previous century.

    Through the use of Multimodal Critical Discourse analysis, photographs and videos from the MSF movement are compared to hijab propaganda by the IRI to identify whether the concern of the MSF movement is limited to obligatory hijab, or if it places within the broader movement for women’s emancipation. The results show that despite the visual emphasis on the hijab, the MSF movement has a broader aim emancipating women as expressed by the activists of the movement.

  • 358.
    Ahmadzadeh, Nasim
    Uppsala University.
    Sweden’s unveiled asylum process: Beyond the dichotomies of citizenship and non-citizenship2013Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
    Abstract [en]

    This thesis aims to bring to light the perceptions of mentalities of government through the eyes of unaccompanied asylum-seeking minors in Sweden. It also seeks to offer some insight and reflections from a custodian perspective.

    Unaccompanied asylum-seeking children that come to Sweden are entitled to the same rights as the children holding citizenships in Sweden. The right to be heard and listened to is enshrined in the Convention of the Rights of the Child and holds great value during the asylum-process. Thus, the enforcement of these rights, among other rights, shows to be challenging in practice when scrutinizing the asylum process.

    With a pluralistic theoretical approach, leaning on the works of Hannah Arendt and Jacques Derrida, along with the narratives shared by the informants, this study aims to uncover the probabilities of feeling helpless during the asylum process, it also seeks to explore how mechanisms of power relations and control are configured according to the informants.

    Most laws regarding securing rights for refugees are formed by international organizations and constituted by national politicians. These laws operate to gain control at the hand of legality, thus the restrictiveness has been at the expense of the child’s best interest.

    As I believe more initiatives should be taken within the field of migration policy, by having unaccompanied asylum-seeking children as the point of departure, this study is an endeavor to help give them a voice.

  • 359.
    Ahnfelt, Nils-Otto
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History of Science and Ideas.
    Apotekarprofessionen före och efter förstatligandet av de svenska apoteken 19712013Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [sv]

    Abstract

    Nils-Otto Ahnfelt: Apotekarprofessionen före och efter förstatligandet av de svenska apoteken

    1971. Uppsala universitet: Inst. f. idé- och lärdomshistoria, C-uppsats, Höstterminen 2013.

     

    Syftet med undersökningen är att studera om apotekarprofessionen förändrats i samband med förstatligandet av de svenska apoteken 1971. Då jag inte har hittat någon adekvat genomgång som inte utgör en partsinlaga på något vis valde jag att studera apotekarprofessionen genom att kombinera Aktör-Nätverks-Teori (ANT) med professionaliseringsteorier för att besvara mina två huvudfrågor: ”Vad var det som gjorde att apotekaryrket förändrades?” samt ”Hände det i samband med förstatligandet av apoteken?”

    Jag vill påstå att den första frågan kan besvaras med att apotekaryrket förändrades både som en effekt av industrialiseringen av läkemedelsindustrin men också att förstatligandet av apoteken innebar en likriktning av verksamheten över hela landet. Monopoliseringen av apoteken ledde till en centralisering av beslut och hur verksamheten skulle bedrivas. Lokalutformningen kunde ges en ny skepnad då många nya apotek etablerades och behovet av lokaler för tillverkning minskade kraftigt. Fokus för verksamheten lades på distribution och rådgivning till kunderna på bekostnad av kompetens kring hela läkemedelskedjan från inköp, tillverkning och kontroll. Beträffande den andra frågan så vill jag påstå att förstatligandet i sig medförde att deprofessionaliseringen påskyndades då apoteksmonopolet både kunde påverka utbildningen, styra personalrekrytering och lönesättning utifrån sin monopolställning. En reallönesänkning inträffade under perioden 1970 – 1990 delvis beroende på en accentuerad feminisering av yrket. Enligt en professionaliseringsteori så kan detta också tolkas som att det upprättats ett informellt kontrakt mellan de professionella och staten där professionen förblir autonom och upplever sitt yrke som ett kall. Motprestationen blir en låg lön och därmed en lägre status.

    Slutligen så framtonar en bild av en individ nämligen apotekaren Rune Lönngren. Jag vill påstå att utan apotekaren och ”aktören” Rune Lönngren, så hade inte detta kunnat orkestreras så framgångsrikt som det gjordes. Rune Lönngrens kännedom om branschen, hans partitillhörighet, hans deltagande i flera statliga utredningar samt sist men inte minst att han blev Apoteksbolagets första styrelseordförande under tiden 1970 – 1977 ledde till att han blev en mycket större maktfaktor än vad som framgår av tidigare historiska skildringar.

     

    Keywords: aktör-nätverks-teori, ANT, apotekare, apotek, deprofessionalisering, förstatligande

  • 360.
    Ahnfelt, Nils-Otto
    et al.
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History of Science and Ideas, History of Science. Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Pharmacy, Department of Medicinal Chemistry, Division of Pharmacognosy.
    Fors, Hjalmar
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History of Science and Ideas, History of Science. Hagströmer Library, Karolinska Institutet, Stockholm.
    Making Early Modern Medicine: Reproducing Swedish Bitters2016In: Ambix, ISSN 0002-6980, E-ISSN 1745-8234, Vol. 63, no 2, p. 162-183Article in journal (Refereed)
    Abstract [en]

    Historians of science and medicine have rarely applied themselves to reproducing the experiments and practices of medicine and pharmacy. This paper delineates our efforts to reproduce "Swedish Bitters," an early modern composite medicine in wide European use from the 1730s to the present. In its original formulation, it was made from seven medicinal simples: aloe, rhubarb, saffron, myrrh, gentian, zedoary and agarikon. These were mixed in alcohol together with some theriac, a composite medicine of classical origin. The paper delineates the compositional history of Swedish Bitters and the medical rationale underlying its composition. It also describes how we go about to reproduce the medicine in a laboratory using early modern pharmaceutical methods, and analyse it using contemporary methods of pharmaceutical chemistry. Our aim is twofold: first, to show how reproducing medicines may provide a path towards a deeper understanding of the role of sensual and practical knowledge in the wider context of early modern medical culture; and second, how it may yield interesting results from the point of view of contemporary pharmaceutical science.

  • 361.
    Ahnfelt, Nils-Otto
    et al.
    Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Pharmacy, Department of Medicinal Chemistry, Farmakognosi. Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History of Science and Ideas.
    Fors, Hjalmar
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History of Science and Ideas. Uppsala University, Disciplinary Domain of Medicine and Pharmacy, Faculty of Pharmacy, Department of Medicinal Chemistry, Farmakognosi. Hagströmer Library, Stockholm, Sweden..
    Reconstructing early modern pharmacy through "Elixir amarum Hiaernei" and its Theriac ancestor2016In: Planta Medica, ISSN 0032-0943, E-ISSN 1439-0221, Vol. 82Article in journal (Other academic)
  • 362.
    Ahnlund, Astrid
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, History of Religions.
    En lysande fyrbåk i hednaverlden: Om förändringar i synen på de religiösa praktikerna, grupperna och subjekten i Helgelseförbundets missionsbrev från Kina 1891-1950.2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    From the middle of the 19th century onwards the number of protestant missionaries in China increased tremendously. The evangelical revival movement played an important role in this development with pioneers like J. Hudson Taylor and his China Inland Mission (CIM) on the frontlines. The Swedish Holiness Union (SHU) decided to join CIM in the northern parts of China were the union established its missionary field in 1890. This essay aims to explore changes in how other religious practices, groups and subjects are constructed within SHU missionary letters from China published 1891-1950. The source material consists of missionary letters published in the Unions own periodical Trons Segrar 1891, 1928 and 1950. By basing the analysis on Laclau’s and Mouffe’s discourse theory the study will explore how different discursive formations change, affirm or undermine each other and how different religious practices, groups and subjects are constructed and characterized within a discursive framework.

  • 363. Ahnlund, Knut
    Henry Olsson: Vinlövsranka och hagtornskrans. En bok om Fröding. P. A. Norstedt & Söner. Sthlm 1970.1970In: Samlaren: tidskrift för svensk litteraturvetenskaplig forskning, ISSN 0348-6133, E-ISSN 2002-3871, Vol. 91, p. 188-189Article, book review (Other academic)
  • 364.
    Ahnstedt, Axel
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology, History of Religions.
    Antika riter: En komparativ studie av romerska och tidiga kristna riter2015Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    This study investigates the similarities between early Christian- and Roman rites, and examines if these similarities are fruits of influences taken from roman rites. Christianity outlived roman religion but perhaps, through syncretism, some aspects or elements survived as part of the Christian faith. This study focuses on religious roman rituals, how the Christians implemented or rejected it, and what the motivation behind the rejection was, if expressed.Ritual group meals and the concept of sacrifice is the two most similar rituals traits in these religions. The group-affirming and ideal-creating function of the meal rituals are similar in both religions, and the concept of sacrifice exists in both as central elements of the religion. However, the Christian rejection of animal sacrifice and the destruction of the temple of Jerusalem created a new understanding of the concept. The offer-ritual centered on remembering the only sacrifice that was needed, the perfect sacrifice, the one of Jesus Christ.

  • 365.
    Ahnstedt, Axel
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History.
    Mode eller Modellering?: Svenska elitideal i 1800-talets borgerliga samhälle.2018Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 366.
    Ahola, Juuli
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Archaeology and Ancient History.
    The Game of Senet in Mortuary Practices on Bronze Age Cyprus2017Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 367.
    Ahrgren, Caroline
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Arts, Department of Cultural Anthropology and Ethnology.
    Strömma bomullsfabrik i historiens väv1999Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
  • 368.
    Ahrling, André
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History.
    Frihet och jord: En studie av frihetens gränser för bönder, jordfattiga och trälar i landskapslagarnas samhälle2013Independent thesis Advanced level (degree of Master (One Year)), 20 credits / 30 HE creditsStudent thesis
  • 369.
    Aibixi, Ayinu
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Linguistics and Philology.
    Modality in Kazakh spoken in China2011In: The Szeged Conference: Proceedings of the 15th InternationalConference on  Turkish Linguistics held on August 20-22, 2010 in Szeged / [ed] Éva Kincses-Nagy & Mónika Biacsi, Szeged, 2011, p. 39-46Conference paper (Refereed)
  • 370. Aidla, Mari
    et al.
    Cousins, Signe
    Elken, Maiu
    Kanarbik, Madis
    Mullamaa, Kristiina
    Mullamaa, Tiina
    Pertsjonok, Marina
    Praizner, Mai
    Raag, raimo
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    Raag, Virve
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Modern Languages.
    Tuldava, Juhan
    Rootsi-eesti sõnaraamat / Svensk-estnisk ordbok: ~ 100 000 märksõna / uppslagsord2004Book (Refereed)
  • 371. Ainiala, Terhi
    et al.
    Jörgensen, Bent
    Nyström, Staffan
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Languages, Department of Scandinavian Languages, Scandinavian Onomastics.
    Storstadens språkliga dimension: Synpunkter på en stilistisk-retorisk analys av urbana ortnamn i Köpenhamn2016In: Namn och bygd, ISSN 0077-2704, Vol. 104, p. 115-128Article in journal (Refereed)
    Abstract [en]

    The authors of this review article had been asked to preview Line Sandst’s PhD thesis Urbanestednavne – storbyens sproglige dimension (Urban place-names – the linguistic dimension of thecity) and subsequently to act as examiners at her public defence of it. The present article is a somewhatreworked version of the opinion we submitted in January 2016. The thesis explores placenamesin Copenhagen, in particular in three areas chosen for study: the city centre, the Carlsbergdistrict and Nørrebro. These three areas differ in character and history, making the urban namesused there (for streets, squares, shops and companies) suitable for study from three differentpoints of view. The in-depth analyses undertaken include both more theoretical reasoning aboutnames and name formation, and insightful discussions about the process of name-giving takingplace today.

  • 372.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics. Physics Education Research.
    Can you teach it in English? The Language Choice Debate in Swedish Higher Education.2004In: Integrating Content and Language: meeting the challenge of a multilingual higher education: proceedings of the ICL Conference, October 23-25 2003 / [ed] Robert Wilkinson, Maastricht: Universitaire Pers Maastricht , 2004, p. 97-108Conference paper (Refereed)
  • 373.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    CLIL: Combining Language and Content2017In: ESP Today, ISSN 2334-9050, Vol. 5, no 2, p. 297-302Article in journal (Refereed)
  • 374.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Disciplinary differences in the use of English2014Conference paper (Other academic)
  • 375.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Disciplinary Literacy2016Conference paper (Other academic)
  • 376.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics. Stockholm University; Linneaus University.
    Disciplinary Literacy: A Research Overview2018Conference paper (Other academic)
    Abstract [en]

    The tentative title of the presentation is "Disciplinary Literacy: A Research Overview". I will be presenting in English and discussing various aspects of disciplinary literacy such as bilingual disciplinary literacy, multimodal disciplinary literacy and different visions of disciplinary literacy in terms of the different sites that disciplinary literacy is developed for (academy, workplace and society). I will also discuss the mismatch between different literacies for different disciplines and how this can play out in practice.

    References

    Airey, J. (2003). Teaching University Courses through the Medium of English: The current state of the art. In G. Fransson, Å.  Morberg, R. Nilsson, & B. Schüllerqvist(Eds.), Didaktikensmångfald(Vol. 1, pp. 11-18). Gävle, Sweden: Högskolani  Gävle.

    Airey, J. (2004). Can you teach it in English? Aspects of the language choice debate in Swedish higher education. In Robert.   Wilkinson (Ed.), Integrating Content and Language: Meeting the Challenge of a Multilingual Higher Education(pp. 97-108).   Maastricht, Netherlands: Maastricht University Press. 

    Airey, J. (2006). Närundervisningsspråketblirengelska[When the teaching language is changed to English]. Språkvård, 2006(4),   20-25.

    Airey, J. (2006). Physics Students' Experiences of the Disciplinary Discourse Encountered in Lectures in English and Swedish.   Licentiate Thesis. Uppsala, Sweden: Department of Physics, Uppsala University. 

    Airey, J., & Linder, C. (2007). Disciplinary learning in a second language: A case study from university physics. In Robert. Wilkinson   & Vera. Zegers(Eds.), Researching Content and Language Integration in Higher Education(pp. 161-171). Maastricht:   Maastricht University Language Centre. 

    Airey, J., & Linder, C. (2008). Bilingual scientific literacy? The use of English in Swedish university scienceprogrammes. Nordic   Journal of English Studies, 7(3), 145-161.  Retrieved from http://ojs.ub.gu.se/ojs/index.php/njes/issue/view/24

    Airey, J., & Linder, C. (2009). A disciplinary discourse perspective on university science learning: Achieving fluency in a critical   constellation of modes. Journal of Research in Science Teaching, 46(1), 27-49. 

    Airey, J. (2009). Estimating bilingual scientific literacy in Sweden. International Journal of Content and Language Integrated   Learning, 1(2), 26-35. 

    Airey J. (2009). Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. ActaUniversitatis  Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala Retrieved 2009-04-27, from   http://publications.uu.se/theses/abstract.xsql?dbid=9547

    Airey, J. (2010). Närundervisningsspråketändrastill engelska[When the teaching language changes to English] Omundervisning  påengelska(pp. 57-64). Stockholm: HögskoleverketRapport 2010:15R

    Airey, J. (2010a). The ability of students to explain science concepts in two languages. Hermes - Journal of Language and   Communication Studies, 45, 35-49.

    Airey, J., & Linder, C. (2010).Tvåspråkigämneskompetens? En studieavnaturvetenskapligparallellspråkighetisvenskhögre  utbildningIn L. G. Andersson, O. Josephson, I. Lindberg, & M. Thelander(Eds.), SpråkvårdochspråkpolitikSvenska  språknämndensforskningskonferensiSaltsjöbaden2008(pp. 195-212). Stockholm: Norstedts.

    Airey, J. (2011a). Talking about Teaching in English. Swedish university lecturers' experiences of changing their teaching language.   Ibérica, 22(Fall), 35-54. 

    Airey, J. (2011b). Initiating Collaboration in Higher Education: Disciplinary Literacy and the Scholarship of Teaching and Learning   Dynamic content and language collaboration in higher education: theory, research, and reflections(pp. 57-65). Cape Town,   South Africa: Cape Peninsula University of Technology.

    Airey, J. (2011c). The Disciplinary Literacy Discussion Matrix: A Heuristic Tool for Initiating Collaboration in Higher Education.   Across the disciplines, 8(3), unpaginated. Retrieved from http://wac.colostate.edu/atd/clil/airey.cfm

    Airey, J. (2011d). The relationship between teaching language and student learning in Swedish university physics. In B. Preisler, I.   Klitgård, & A.  Fabricius(Eds.), Language and learning in the international university: From English uniformity to diversity   and hybridity(pp. 3-18). Bristol, UK: Multilingual Matters.

    Airey, J. (2012). “I don’t teach language.” The linguistic attitudes of physics lecturers in Sweden. AILA Review, 25(2012), 64–79. Airey, J. (2013). Disciplinary Literacy. In E. Lundqvist, L. Östman, & R. Säljö(Eds.), Scientific literacy – teoriochpraktik

       (pp. 41-58): Gleerups.

    Airey, J. (2014) Representations in Undergraduate Physics. Docent lecture, ÅngströmLaboratory, 9th June 2014 From   http://urn.kb.se/resolve?urn=urn:nbn:se:uu:diva-226598

    Airey, J. (2015). From stimulated recall to disciplinary literacy: Summarizing ten years of research into teaching and learning in   English. In SlobodankaDimova, Anna Kristina Hultgren, & Christian Jensen (Eds.), English-Medium Instruction in European   Higher Education. English in Europe, Volume 3(pp. 157-176): De GruyterMouton.

    Airey, J. (2016). Content and Language Integrated Learning (CLIL) and English for Academic Purposes (EAP). In Hyland, K. &   Shaw, P. (Eds.), RoutledgeHandbook of English for Academic Purposes. (pp. 71-83) London: Routledge.

    Airey, J. (2017). CLIL: Combining Language and Content. ESP Today, 5(2), 297-302. 

    Airey, J., & Larsson, J. (2018). Developing Students’ Disciplinary Literacy? The Case of University Physics. In K.-S. Tang & K.   Danielsson(Eds.), Global Developments in Literacy Research for Science Education: Springer.

    Airey, J., Lauridsen, K., Raisanen, A., Salö, L., & Schwach, V. (in press). The Expansion of English-medium Instruction in the Nordic   Countries. Can Top-down University Language Policies Encourage Bottom-up Disciplinary Literacy Goals? Higher Education.   doi:10.1007/s10734-015-9950-2

    Airey, J., & Linder, C. (2006). Language and the experience of learning university physics in Sweden. European Journal of Physics,   27(3), 553-560.

    Airey, J., & Linder, C. (2008). Bilingual scientific literacy? The use of English in Swedish university scienceprogrammes. Nordic   Journal of English Studies, 7(3), 145-161.

    Airey, J., & Linder, C. (2009). "A disciplinary discourse perspective on university science learning: Achieving fluency in a critical   constellation of modes." Journal of Research in Science Teaching, 46(1), 27-49.

    Airey, J., & Linder, C. (2011). Bilingual scientific literacy. In C. Linder, L. Östman, D. Roberts, P-O. Wickman, G. Ericksen, & A.   MacKinnon (Eds.), Exploring the landscape of scientific literacy(pp. 106-124). London: Routledge.

    Airey, J., & Linder, C. (2017). Social Semiotics in University Physics Education. In D. F. Treagust, R. Duit, & H. E. Fischer (Eds.),   Multiple Representations in Physics Education(pp. 95-122). Cham, Switzerland: Springer

    Gerber, Ans, Engelbrecht, Johann, Harding, Ansie, & Rogan, John. (2005). The influence of second language teaching on   undergraduate mathematics performance. Mathematics Education Research Journal, 17(3), 3-21. 

    Klaassen, R. (2001). The international university curriculum: Challenges in English-medium engineering education: Doctoral Thesis,   Department of Communication and Education, Delft University of Technology. Delft. The Netherlands.

    Kuteeva, M., & Airey, J. (2014). Disciplinary Differences in the Use of English in Higher Education: Reflections on Recent Policy   Developments  Higher Education, 67(5), 533-549. doi:10.1007/s10734-013-9660-6

    Lehtonen, T., & Lönnfors, P. (2001). Teaching through English: A blessing or a damnation? Conference papers in the new millenium.    Retrieved from http://www.helsinki.fi/kksc/verkkojulkaisu/2_2001_8.html

    Linder, A., Airey, J., Mayaba, N., & Webb, P. (2014). Fostering Disciplinary Literacy? South African Physics Lecturers’ Educational   Responses to their Students’ Lack of Representational Competence. African Journal of Research in Mathematics, Science   and Technology Education, 18(3), 242-252. doi:10.1080/10288457.2014.953294

    Neville-Barton, P., & Barton, B. (2005). The relationship between English language and mathematics learning for non-native   speakers.   Retrieved from http://www.tlri.org.nz/pdfs/9211_finalreport.pdf

    Thøgersen, J., & Airey, J. (2011). Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and   rhetorical style. English for Specific Purposes, 30(3), 209-221. 

    Vinke, A. A. (1995). English as the medium of instruction in Dutch engineering education. Doctoral Thesis, Department of   Communication and Education, Delft University of Technology. Delft, The Netherlands.

    Vinke, A. A., Snippe, J., & Jochems, W. (1998). English-medium content courses in Non-English higher education: A study of   lecturer experiences and teaching behaviours. Teaching in Higher Education, 3(3), 383-394.

  • 377.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Disciplinary Literacy: Theorising the Specialized Use of Language and other Modes in University Teaching and Learning2018Conference paper (Other academic)
    Abstract [en]

    Disciplinary Literacy: Theorising the Specialized Use of Language and other Modes in University Teaching and Learning

    Abstract

    In this presentation I use the work of Basil Bernstein (Bernstein, 1990, 1999, 2000)to discuss the role of disciplinary differences in university teaching and learning.  Drawing from my own work on the theme of disciplinary literacy (Airey, 2012, 2013; Airey & Linder, 2008, 2011)I argue that all university lecturers are teachers of disciplinary literacy—even in monolingual settings. 

    I define disciplinary literacy as appropriate participation in the communicative practices of the discipline(Airey, 2011a, 2011b)and suggest that disciplinary literacy is developed for three specific sites (academy, workplace and society).  I will illustrate the multilingual and multimodal nature of disciplinary literacy with empirical evidence from a comparative study of the disciplinary literacy goals of Swedish and South African physics lecturers (Linder, Airey, Mayaba, & Webb, 2014). 

    Finally, I will conclude by demonstrating how two of Bernstein’s dichotomies: disciplinary knowledge structures (hierarchical vs horizontal) and disciplinary classification (singular vs region) can be used together with the disciplinary literacy triangle to better understand the literacy goals of particular disciplines 

    References

    Airey, J. (2009). Estimating bilingual scientific literacy in Sweden. International Journal of Content and Language Integrated   Learning, 1(2), 26-35. 

    Airey J. (2009). Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. ActaUniversitatis  Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala Retrieved 2009-04-27, from   http://publications.uu.se/theses/abstract.xsql?dbid=9547

    Airey, J. (2010a). The ability of students to explain science concepts in two languages. Hermes - Journal of Language and   Communication Studies, 45, 35-49. 

    Airey, J. (2011a). Talking about Teaching in English. Swedish university lecturers' experiences of changing their teaching language.   Ibérica, 22(Fall), 35-54. 

    Airey, J. (2011b). Initiating Collaboration in Higher Education: Disciplinary Literacy and the Scholarship of Teaching and Learning   Dynamic content and language collaboration in higher education: theory, research, and reflections(pp. 57-65). Cape Town,   South Africa: Cape Peninsula University of Technology.

    Airey, J. (2011c). The Disciplinary Literacy Discussion Matrix: A Heuristic Tool for Initiating Collaboration in Higher Education.   Across the disciplines, 8(3), unpaginated. Retrieved from http://wac.colostate.edu/atd/clil/airey.cfm

    Airey, J. (2011d). The relationship between teaching language and student learning in Swedish university physics. In B. Preisler, I.   Klitgård, & A.  Fabricius(Eds.), Language and learning in the international university: From English uniformity to diversity   and hybridity(pp. 3-18). Bristol, UK: Multilingual Matters. 

    Airey, J. (2012). “I don’t teach language.” The linguistic attitudes of physics lecturers in Sweden. AILA Review, 25(2012), 64–79. Airey, J. (2013). Disciplinary Literacy. In E. Lundqvist, L. Östman, & R. Säljö(Eds.), Scientific literacy – teoriochpraktik

       (pp. 41-58): Gleerups. 

    Airey, J. (2015). Social Semiotics in Higher Education: Examples from teaching and learning in undergraduate physics In: SACF   Singapore-Sweden Excellence Seminars, Swedish Foundation for International Cooperation in Research in Higher   Education (STINT) , 2015 (pp. 103). urn:nbn:se:uu:diva-266049.

    Airey, J. (2015). From stimulated recall to disciplinary literacy: Summarizing ten years of research into teaching and learning in   English. In SlobodankaDimova, Anna Kristina Hultgren, & Christian Jensen (Eds.), English-Medium Instruction in European   Higher Education. English in Europe, Volume 3(pp. 157-176): De GruyterMouton. 

    Airey, J. (2016). Content and Language Integrated Learning (CLIL) and English for Academic Purposes (EAP). In Hyland, K. &   Shaw, P. (Eds.), RoutledgeHandbook of English for Academic Purposes. (pp. 71-83) London: Routledge.

    Airey, J. (2017). CLIL: Combining Language and Content. ESP Today, 5(2), 297-302. 

    Airey, J., & Larsson, J. (2018). Developing Students’ Disciplinary Literacy? The Case of University Physics. In K.-S. Tang & K.   Danielsson(Eds.), Global Developments in Literacy Research for Science Education: Springer.

    Airey, J., Lauridsen, K., Raisanen, A., Salö, L., & Schwach, V. (2017). The Expansion of English-medium Instruction in the Nordic   Countries. Can Top-down University Language Policies Encourage Bottom-up Disciplinary Literacy Goals? Higher Education.   doi:10.1007/s10734-015-9950-2

    Bernstein, B. (1999). Vertical and horizontal discourse: An essay. British Journal of Sociology Education, 20(2), 157-173. 

    Bolton, K., & Kuteeva, M. (2012). English as an academic language at a Swedish university: parallel language use and the ‘threat’ of   English. Journal of Multilingual and Multicultural Development, 33(5), 429-447. 

    Gee, J. P. (1991). What is literacy? In C. Mitchell & K. Weiler(Eds.), Rewriting literacy: Culture and the discourse of the other(pp.   3-11). New York: Bergin & Garvey. 

    Gibson, J. J. (1979). The theory of affordances The Ecological Approach to Visual Perception(pp. 127-143). Boston: Houghton   Miffin.

    Kuteeva, M., & Airey, J. (2014). Disciplinary Differences in the Use of English in Higher Education: Reflections on Recent Policy   Developments  Higher Education, 67(5), 533-549. doi:10.1007/s10734-013-9660-6

    Lea, Mary R., & Street, Brian V. (1998). Student writing in higher education: An academic literacies approach. Studies in Higher   Education, 23(2), 157-172. 

    Linder, A., Airey, J., Mayaba, N., & Webb, P. (2014). Fostering Disciplinary Literacy? South African Physics Lecturers’ Educational   Responses to their Students’ Lack of Representational Competence. African Journal of Research in Mathematics, Science   and Technology Education, 18(3), 242-252. doi:10.1080/10288457.2014.95329

    Lindström, C. (2011). Analysingknowledge and teaching practices in physics. Presentation 21 November 2011 Invited speaker:   Department of Physics and Astronomy, Uppsala University, Sweden. 

    Martin, J. R. (2011). Bridging troubled waters: Interdisciplinarityand what makes it stick. In F. Christie & K. Maton(Eds.),   Disciplinarity(pp. 35-61). London: Continuum International Publishing. 

    Norris, Stephen P., & Phillips, Linda M. (2003). How literacy in its fundamental sense is central to scientific literacy. Science  Education, 87(2), 224-240. 

    Roberts, D. (2007). Scientific literacy/science literacy: Threats and opportunities. In S. K. Abell& N. G. Lederman (Eds.), Handbook  of research on science education(pp. 729-780). Mahwah, New Jersey: Lawrence Erlbaum Associates.

    Salö, L. (2010). Engelskaellersvenska? En kartläggning av språksituationen inom högre utbildning och forskning [English or Swedish? A survey of the language situation in higher education and research]. Stockholm: Språkrådet. 

    Swales, J., & Feak, C. (2004). Academic Writing for Graduate Students: Essential tasks and skills. Ann Arbor: University of Michigan

    Thøgersen, J., & Airey, J. (2011). Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and rhetorical style. English for Specific Purposes, 30(3), 209-221.

  • 378.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    EAP, EMI or CLIL?: (English for Academic Purposes, English Medium Instruction or Content and Language Integrated Learning)2016In: Routledge Handbook of English for Academic Purposes / [ed] Hyland, K. & Shaw, P., Milton Park: Routledge, 2016, p. 71-83Chapter in book (Refereed)
  • 379.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    EMI, CLIL, EAP:What’s the difference?2018Conference paper (Other academic)
    Abstract [en]

    EMI, CLIL, EAP: What’s the difference?

    Abstract

    In this presentation I will examine the differences between the terms EMI (English Medium Instruction, CLIL (Content and Language Integrated Learning and EAP (English for Academic Purposes). I will also discuss what it means to become disciplinary literate in a first, second and third language.

    References

    Airey, J. (2009). Estimating bilingual scientific literacy in Sweden. International Journal of Content and Language Integrated   Learning, 1(2), 26-35. 

    Airey J. (2009). Science, Language and Literacy. Case Studies of Learning in Swedish University Physics. ActaUniversitatis  Upsaliensis. Uppsala Dissertations from the Faculty of Science and Technology 81. Uppsala Retrieved 2009-04-27, from   http://publications.uu.se/theses/abstract.xsql?dbid=9547

    Airey, J. (2010). Närundervisningsspråketändrastill engelska[When the teaching language changes to English] Omundervisning  påengelska(pp. 57-64). Stockholm: HögskoleverketRapport 2010:15R

    Airey, J. (2010a). The ability of students to explain science concepts in two languages. Hermes - Journal of Language and   Communication Studies, 45, 35-49. 

    Airey, J. (2011a). Talking about Teaching in English. Swedish university lecturers' experiences of changing their teaching language.   Ibérica, 22(Fall), 35-54. 

    Airey, J. (2011b). Initiating Collaboration in Higher Education: Disciplinary Literacy and the Scholarship of Teaching and Learning   Dynamic content and language collaboration in higher education: theory, research, and reflections(pp. 57-65). Cape Town,   South Africa: Cape Peninsula University of Technology.

    Airey, J. (2011c). The Disciplinary Literacy Discussion Matrix: A Heuristic Tool for Initiating Collaboration in Higher Education.   Across the disciplines, 8(3), unpaginated. Retrieved from http://wac.colostate.edu/atd/clil/airey.cfm

    Airey, J. (2011d). The relationship between teaching language and student learning in Swedish university physics. In B. Preisler, I.   Klitgård, & A.  Fabricius(Eds.), Language and learning in the international university: From English uniformity to diversity   and hybridity(pp. 3-18). Bristol, UK: Multilingual Matters.

    Airey, J. (2012). “I don’t teach language.” The linguistic attitudes of physics lecturers in Sweden. AILA Review, 25(2012), 64–79. Airey, J. (2013). Disciplinary Literacy. In E. Lundqvist, L. Östman, & R. Säljö(Eds.), Scientific literacy – teori och praktik (pp. 41-58): Gleerups. 

    Airey, J. (2015). From stimulated recall to disciplinary literacy: Summarizing ten years of research into teaching and learning in   English. In SlobodankaDimova, Anna Kristina Hultgren, & Christian Jensen (Eds.), English-Medium Instruction in European   Higher Education. English in Europe, Volume 3(pp. 157-176): De GruyterMouton.

    Airey, J. (2016). Content and Language Integrated Learning (CLIL) and English for Academic Purposes (EAP). In Hyland, K. &   Shaw, P. (Eds.), RoutledgeHandbook of English for Academic Purposes. (pp. 71-83) London: Routledge.

    Airey, J. (2017). CLIL: Combining Language and Content. ESP Today, 5(2), 297-302. 

    Airey, J., & Larsson, J. (2018). Developing Students’ Disciplinary Literacy? The Case of University Physics. In K.-S. Tang & K.   Danielsson(Eds.), Global Developments in Literacy Research for Science Education: Springer.

    Airey, J., Lauridsen, K., Raisanen, A., Salö, L., & Schwach, V. (2017). The Expansion of English-medium Instruction in the Nordic   Countries. Can Top-down University Language Policies Encourage Bottom-up Disciplinary Literacy Goals? Higher Education.   doi:10.1007/s10734-015-9950-2

    Duff, P.A. (1997). Immersion in Hungary: an ELF experiment. In R. K. Johnson & M. Swain (Eds.), Immersion education:   International perspectives(pp. 19-43). Cambridge, UK: CUP.

    European Commission. (2003). Promoting Language Learning and Linguistic Diversity: An Action Plan 2004 – 2006.   http://eur-lex.europa.eu/LexUriServ/LexUriServ.do?uri=COM:2003:0449:FIN:EN:PDF

    Kuteeva, M., & Airey, J. (2014). Disciplinary Differences in the Use of English in Higher Education: Reflections on Recent Policy   Developments  Higher Education, 67(5), 533-549. doi:10.1007/s10734-013-9660-6

    Linder, A., Airey, J., Mayaba, N., & Webb, P. (2014). Fostering Disciplinary Literacy? South African Physics Lecturers’ Educational   Responses to their Students’ Lack of Representational Competence. African Journal of Research in Mathematics, Science   and Technology Education, 18(3), 242-252. doi:10.1080/10288457.2014.953294

    Marsh, Herbert. W., Hau, Kit-Tai., & Kong, Chit-Kwong. (2000). Late immersion and language of instruction (English vs. Chinese) in   Hong Kong high schools: Achievement growth in language and non-language subjects. Harvard Educational Review, 70(3),   302-346. 

    Met, M., & Lorenz, E. B. (1997). Lessons from U.S. immersion programs: Two decades of experience. In R. K. Johnson & M. Swain   (Eds.),Immersion education: International perspectives(pp. 243-264). Cambridge, UK: CUP.

    Thøgersen, J., & Airey, J. (2011). Lecturing undergraduate science in Danish and in English: A comparison of speaking rate and   rhetorical style. English for Specific Purposes, 30(3), 209-221.

  • 380.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    "I don't teach language": The linguistic attitudes of physics lecturers in Sweden2012In: AILA Review, ISSN 1461-0213, Vol. 25, no 1, p. 64-79Article in journal (Refereed)
    Abstract [en]

    From a disciplinary discourse perspective, all university courses can be said to involve content and language integrated learning (CLIL) even in monolingual settings. Clearly, however, things become much more complex when two or more languages are involved in teaching and learning. The aim of this paper is to introduce readers to the linguistic situation in Swedish universities, where two languages - English and Swedish - are commonly used in the teaching and learning of a number of disciplines. The paper describes the linguistic landscape of Swedish higher education and presents an illustrative case study from a single discipline (physics) with a hierarchical knowledge structure (Bernstein 1999). Semi-structured interviews were carried out with ten physics lecturers from four Swedish universities. The lecturers were asked about their disciplinary language-learning expectations for their students. These interviews were analysed using qualitative methods inspired by the phenomenographic approach. Six main themes resulting from the analysis are presented and discussed. From a CLIL perspective, one recurring theme is that none of the lecturers saw themselves as teachers of disciplinary Swedish or English. The paper concludes by discussing the generalizability of the findings to other disciplines with similar (hierarchical) knowledge structures.

  • 381.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics. Physics Education Research.
    När undervisningsspråket blir engelska2006In: Språkvård, ISSN 0038-8440, no 4, p. 20-25Article in journal (Other academic)
    Abstract [sv]

    Engelska blir vanligare och vanligare som undervisningsspråk i högre utbildning. Vad händer med ämnesinlärningen när undervisningsspråket blir engelska? John Airey har undersökt svenska fysikstudenter. Det behövs många goda råd för att undervisningen ska fungera.

  • 382.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Teachers transitioning to teaching in English2014Conference paper (Other academic)
  • 383. Airey, John
    Teaching and Learning in English: The experiences of students and teachers2014Conference paper (Other academic)
  • 384.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Eriksson, Urban
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Fredlund, Tobias
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    On the Disciplinary Affordances of Semiotic Resources2014Conference paper (Refereed)
    Abstract [en]

    In the late 70’s Gibson (1979) introduced the concept of affordance. Initially framed around the needs of an organism in its environment, over the years the term has been appropriated and debated at length by a number of researchers in various fields. Most famous, perhaps is the disagreement between Gibson and Norman (1988) about whether affordances are inherent properties of objects or are only present when they are perceived by an organism. More recently, affordance has been drawn on in the educational arena, particularly with respect to multimodality (see Linder (2013) for a recent example). Here, Kress et al. (2001) have claimed that different modes have different specialized affordances. Then, building on this idea, Airey and Linder (2009) suggested that there is a critical constellation of modes that students need to achieve fluency in before they can experience a concept in an appropriate disciplinary manner. Later, Airey (2009) nuanced this claim, shifting the focus from the modes themselves to a critical constellation of semiotic resources, thus acknowledging that different semiotic resources within a mode often have different affordances (e.g. two or more diagrams may form the critical constellation).

    In this theoretical paper the concept of disciplinary affordance (Fredlund et al., 2012) is suggested as a useful analytical tool for use in education. The concept makes a radical break with the views of both Gibson and Norman in that rather than focusing on the discernment of one individual, it refers to the disciplinary community as a whole. Put simply, the disciplinary affordances of a given semiotic resource are determined by those functions that the resource is expected to fulfil by the disciplinary community. Disciplinary affordances have thus been negotiated and developed within the discipline over time. As such, the question of whether these affordances are inherent or discerned becomes moot. Rather, from an educational perspective the issue is whether the meaning that a semiotic resource affords to an individual matches the disciplinary affordance assigned by the community. The power of the term for educational work is that learning can now be framed as coming to discern the disciplinary affordances of semiotic resources.

    In this paper we will briefly discuss the history of the term affordance, define the term disciplinary affordance and illustrate its usefulness in a number of educational settings.

  • 385.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy. Kalmar University College.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Materials Science, Physics Didactics.
    Bilingual Scientific Literacy?: The Use of English in Swedish University Science Courses2008In: Nordic Journal of English Studies, ISSN 1654-6970, E-ISSN 1654-6970, Vol. 7, no 3, p. 145-161Article in journal (Refereed)
    Abstract [en]

    A direct consequence of the Bologna declaration on harmonisation of Europeaneducation has been an increase in the number of courses taught in English at Swedishuniversities. A worrying aspect of this development is the lack of research into the effectson disciplinary learning that may be related to changing the teaching language to Englishin this way. In fact, little is known at all about the complex inter-relationship betweenlanguage and learning. In this article we attempt to map out the types of parameters thatour research indicates would determine an appropriate language mix in one section ofSwedish higher education—natural science degree courses. We do this from theperspective of the overall goal of science education, which we suggest is the productionof scientifically literate graduates. Here we introduce a new term, bilingual scientificliteracy to describe the particular set of language-specific science skills that we hope tofoster within a given degree course. As an illustration of our constructs, we carry out asimple language audit of thirty Swedish undergraduate physics syllabuses, listing thetypes of input provided for students and the types of production expected from students inboth languages. We use this information to map out an ‘implied student’ for the courseswith respect to bilingual scientific literacy. The article finishes by identifying issues forfurther research in this area.

  • 386.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics. Department of Human Sciences, University of Kalmar.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics. Department of Physics, University of the Western Cape, Cape Town, South Africa..
    Disciplinary learning in a second language: A case study from university physics2007In: Researching Content and Language Integration in Higher Education / [ed] Wilkinson, Robert and Zegers, Vera, Maastricht: Maastricht University Language Centre , 2007, p. 161-171Chapter in book (Refereed)
    Abstract [en]

    There is a popular movement within Swedish universities and university colleges towards delivery of courses and degree programmes through the medium of English. This is particularly true in natural science, engineering and medicine where such teaching has been commonplace for some time. However, the rationale for using English as the language of instruction appears to be more a pragmatic response to outside pressures rather than a conscious educational decision. This situation has recently been challenged with the publication of the report of the Parliamentary Committee for the Swedish Language, Mål i Mun, which discusses the effects of so called domain losses to English.

     

    This paper gives an overview of the continuing debate surrounding teaching through the medium of English, and examines some of the research carried out in this area. In contrast to the wealth of studies carried out in the pre-university school world, very few studies have been identified at university level. One conclusion is that little appears to be known about what goes on when Swedish university students are taught in English by Swedish lecturers. The paper concludes by suggesting a number of research questions that need to be addressed in order to better understand this area. This paper will be of interest to anyone who teaches, or plans to teach, university subjects through the medium of English.

  • 387.
    Airey, John
    et al.
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Linder, Cedric
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics, Physics Didactics.
    Language and the Experience of Learning University Physics in Sweden2006In: European journal of physics, ISSN 0143-0807, E-ISSN 1361-6404, Vol. 27, no 3, p. 553-560Article in journal (Refereed)
    Abstract [en]

    This qualitative study explores the relationship between the lecturing language (English or Swedish) and the related learning experiences of 22 undergraduate physics students at two Swedish universities. Students attended lectures in both English and Swedish as part of their regular undergraduate programme. These lectures were videotaped and students were then interviewed about their learning experiences using selected excerpts of the video in a process of stimulated recall. The study finds that although the students initially report no difference in their experience of learning physics when taught in Swedish or English, there are in fact some important differences which become apparent during stimulated recall. The pedagogical implications of these differences are discussed.

  • 388.
    Ajalinus, Andreas
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Philosophy.
    Dissertatio naturam Logices & Universalium sive Praedicabilium exhibens, quam ... ex consensu & suffragio amplissimae facultatis philosophicae, in illustri & celeberrima Sveonum ad Salam regia academia. Praeside M. Andrea Ajalino ... publicae censurae ingenii exercendi gratia proponit Benedictus E. Paulander Uplandus. In auditorio veteri majori [tomrum] Kalend. Decembris anni 1647. horis a 7. matutinis.1647Dissertation (older thesis) (Other academic)
  • 389. Ajgi, Gennadij
    Här2003In: Slovo : Journal of Slavic Languages and Literatures, ISSN 0348-744X, E-ISSN 2001-7359, no 49, p. 88-89Article in journal (Other (popular science, discussion, etc.))
  • 390. Aji, Hélène
    Elin Käck, "Swarming European Consciousness". Europe and Tradition in the Work of William Carlos Williams. Studies in language and culture 27, Department of Culture and Communication, Linköping University. Linköping 2015.2017In: Samlaren: tidskrift för svensk litteraturvetenskaplig forskning, ISSN 0348-6133, E-ISSN 2002-3871, Vol. 138, p. 169-174Article, book review (Other academic)
  • 391.
    Akarcay, Pinar
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Social Sciences, Institute for Housing and Urban Research.
    1940’ların Türkiye’sinde Amerikan Emperyalizmi ve ‘Hami Arayışı’ Adeti İlişkisi2018In: Journal Of Modern Turkish History Studies, Vol. 18, no 36, p. 265-293Article in journal (Refereed)
  • 392.
    Aksu, Duygu Selin
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of History.
    Eskilstuna Fruntimmersförening: En studie av Eskilstunas första kvinnoförening mellan åren 1876-18962014Independent thesis Basic level (degree of Bachelor), 10 credits / 15 HE creditsStudent thesis
    Abstract [en]

    Throughout the course of the 19th century mankind experienced a lot of changes to the way they were used to live life, mostly due to the expansion of the industrial revolution. But the biggest change was perhaps the change in the conditions for women all over the world. Women no longer wanted to live their lives behind closed doors looking out from the window and thinking of all the things that they could have done with their lives. They wanted to be a part of society and they, sometimes literally, fought for change. In Sweden women got the right to vote in 1921. The way there was long and difficult with a lot of obstacles and prejudice to overcome. But not all of the associations had voting rights for women on their agenda. Some of them were strictly philanthropic. After reading Eva Österberg’s book “Rummet vidgas”, where she discusses her theory about 19th century women in Sweden and the “closed room” that used to be their arena of movement and its expansion during the 19th century, I decided to do a research in my hometown and therefor took a closer look at the first association started by women in 1854 in the little town of Eskilstuna, 90 km from Stockholm. The association was started by a few leading women and their goal was to help the less fortunate children of the community with clothes and shoes so they could attend school and later on be useful members of the society. In doing so the women themselves took their rightful place in the public society. The women were very successful, they achieved well more than they had set out for and the association managed to exist for over a hundred years helping thousands of children.

  • 393.
    Alaboodi, Rasha
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology.
    Detnerad Demokrati: Den demokratiska freden i Irak, en möjlighet att börja om2015Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
  • 394.
    Alaboodi, Rasha
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Theology, Department of Theology.
    Detonerad Demokrati: Den demokratiska freden i Irak, en möjlighet att börja om2015Independent thesis Advanced level (degree of Master (Two Years)), 20 credits / 30 HE creditsStudent thesis
  • 395.
    Alander, Per Gustaf
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Philosophy.
    De religione Christiana in Vestrogotiam introducta disquisitio, quam venia ampl. facult. philos. Upsal. p. p. mag. Petrus Gust. Alander ... et Johannes Jacobus Alander Vestrogotus. In audit. Gust. die XIII MDCCCXXXIX ... pars posterior.1839Dissertation (older thesis) (Other academic)
  • 396.
    Alander, Per Gustaf
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Philosophy.
    De religione Christiana in Vestrogotiam introducta disquisitio, quam venia ampl. facult. philos. Upsal. p. p. mag. Petrus Gust. Alander ... et Petrus Adrianus Thengberg Vestrogotus. In audit. Gustav. die XIII Febr. MDCCCXXXIX ... pars prior.1839Dissertation (older thesis) (Other academic)
  • 397.
    Alanen, Lilli
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Philosophy.
    Betraktelse över stoiska moment i Spinoza's Etiken2004In: Årsbok för Kungliga Humanistiska Vetenskapssamfundet i Uppsala 2003, ISSN 0349-0416, p. 61-74Article, review/survey (Other (popular science, discussion, etc.))
  • 398.
    Alanen, Lilli
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Philosophy.
    Conscience de soi et activité cognitive dans les Meditations de Descartes2015In: Le corps et l'esprit: Problèmes cartésiens, problèmes contemporains / [ed] Sandrine Roux, Suresnes France: Editions des Archives Contemporaines, 2015, p. 171-202editions des archives contemporaiChapter in book (Other academic)
  • 399.
    Alanen, Lilli
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Philosophy.
    Descartes och filosofihistorieskrivningen i Finland och Sverige sedan 1950-talet2006In: Sphinx: Årsbok för Finska Vetenskaps-Societeten 2005-2006, ISSN 0783-5892, p. 47-58,Article in journal (Other academic)
  • 400.
    Alanen, Lilli
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Philosophy.
    Descartes's Mind-Body Composites, Psychology and Naturalism2008In: Inquiry, ISSN 0020-174X, E-ISSN 1502-3923, Vol. 51, no 5, p. 464-484Article in journal (Refereed)
    Abstract [en]

    This paper reflects on the status of Descartes' notion of the mind-body union as an object of knowledge in the framework of his new philosophy of nature, and argues that it should be taken seriously as representing a third kind of real thing or reality—that of human nature. Because it does not meet the criteria of distinctness that the two natures composing it—those of thinking minds and extended bodies— meet, the phenomena referred to it, which are objects of psychology as traditionally understood, fall outside the scope of clear and distinct perception required for knowledge. The prospects for rationalist psychology are bleak, since because of the mind-body union so little of the contents of the human mind are accessible to rational inspection or introspection. Mechanistic natural philosophy on the other hand gives us knowledge only of the physiological and corporeal aspects of the phenomena Descartes classifies as mental. What pertains to the mind-body union can only be known through the senses, moreover, we learn to conceive the mind-body union only through daily experience (“usant seulement de la vie et des conversations ordinaries”, AT 3, 695). I discuss the nature of this experience, and the sense in which Cartesian psychology without being part of his philosophy of nature in the strict sense of the term, can still be seen as a naturalist undertaking in a more traditional sense of nature where life, sentience, reasoning and rational action are all seen as natural phenomena.

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