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  • 351.
    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

  • 352.
    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.

  • 353.
    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)
  • 354.
    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.

  • 355. 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)
  • 356.
    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.

  • 357.
    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
  • 358.
    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
  • 359.
    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
  • 360.
    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
  • 361.
    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)
  • 362. 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)
  • 363. 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.

  • 364.
    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)
  • 365.
    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)
  • 366.
    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)
  • 367.
    Airey, John
    Uppsala University, Disciplinary Domain of Science and Technology, Physics, Department of Physics and Astronomy, Physics Didactics.
    Disciplinary Literacy2016Conference paper (Other academic)
  • 368.
    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.

  • 369.
    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)
  • 370.
    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.

  • 371.
    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.

  • 372.
    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)
  • 373. Airey, John
    Teaching and Learning in English: The experiences of students and teachers2014Conference paper (Other academic)
  • 374.
    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.

  • 375.
    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.

  • 376.
    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.

  • 377.
    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.

  • 378.
    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)
  • 379. 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.))
  • 380. 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)
  • 381.
    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.

  • 382.
    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
  • 383.
    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
  • 384.
    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)
  • 385.
    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)
  • 386.
    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.))
  • 387.
    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)
  • 388.
    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)
  • 389.
    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.

  • 390.
    Alanen, Lilli
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Philosophy.
    Emotions in the Seventeenth and Eighteenth Century2014In: Sourcebook for the History of the Philosophy of Mind: Philosophical Psychology from Plato to Kant / [ed] Simo Knuuttila, Juha Sihvola, Dordrecht: Springer, 2014Chapter in book (Refereed)
  • 391.
    Alanen, Lilli
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Philosophy.
    Förstående och aktivitet i Spinozas Etiken2013In: Filosofisk Tidskrift, ISSN 0348-7482, no 3Article in journal (Other academic)
  • 392.
    Alanen, Lilli
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Arts, Department of Philosophy.
    Intuition, Assent and Necessity1999In: Norms and Modes of Thinking in Descartes, Philosophical Society of Finland , 1999, p. 97-121Chapter in book (Other scientific)
  • 393.
    Alanen, Lilli
    Uppsala University, Humanistisk-samhällsvetenskapliga vetenskapsområdet, Faculty of Arts, Department of Philosophy.
    Logical Modality and Attitudes to Propositions1999In: Actions, Norms, Values: Discussions with Georg Henrik von Wright, Walter De Gruyter, Berlin , 1999, p. 212-226Conference paper (Refereed)
  • 394.
    Alanen, Lilli
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Philosophy.
    "Omnipotence, Modality, and Conceivability"2008In: A Companion to Descartes / [ed] Janet Broughton and John Carriero, Malden, MA: Blackwell Publishing , 2008, p. 353-371Chapter in book (Refereed)
  • 395.
    Alanen, Lilli
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Philosophy.
    Personal Identity, Passions, and "The True Idea of the Human Mind"2014In: Hume Studies, ISSN 0319-7336, E-ISSN 1947-9921, Vol. 40, no 1, p. 3-28Article in journal (Refereed)
    Abstract [en]

    This paper explores some strands of the new science of man proposed in Hume's Treatise, focusing on the role given to the passions in Hume's account of personal identity. How is the view of the self with regard to the passions examined in Book 2 supposed to complement, as Hume suggests, that with regard to thought and imagination discussed in Book 1 (T 1.4.6.19; SBN 261)? How should the nature and object of the account there proposed be understood? While it is clear that Hume rejects a metaphysical thesis of the mind as a unitary, simple thinking substance, it is less clear whether he also gives an alternative metaphysical theory of the mind as consisting in a mere succession of discrete impressions and ideas or more modestly offers a description of what we actually observe when inspecting our idea of self. I favor the latter view and argue that Hume's best and most interesting characterization of the mind is the political analogy of the self as a republic or commonwealth that Hume calls a "true idea of the human mind." The mind in this metaphor is compared to a dynamic political system of changing members driven by common or shared goals and interacting in determinate ways regulated by its constitution. This system of interconnected ideas already comes with all the elements that a broader, embodied and social self presupposes. It is thus because the idea of mind or self as sketched in the Section "Of Personal Identity" in Book 1 is grounded in the passions that the examination of their nature and mechanisms in Book 2 can be seen by Hume as actually "corroborating" it.

  • 396. Alanen, Lilli
    Spinoza on Passions and Self-Knowledge: The Case of Pride2012In: Emotion and Cognitive Life in Medieval and Early Modern Philosophy / [ed] Martin Pickavé, Lisa Shapiro, Oxford: Oxford University Press, 2012, p. 234-254Chapter in book (Refereed)
  • 397.
    Alanen, Lilli
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Philosophy.
    "Spinoza on the Human Mind"2011In: Midwest Studies in Philosophy, ISSN 0363-6550, Vol. XXXV, p. 4-25Article in journal (Refereed)
  • 398.
    Alanen, Lilli
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Philosophy.
    "The Metaphysics of Error and Will": Vierte Meditation2009In: René Descartes: Meditationen über die Erste Philosophie / [ed] Andreas Kemmerling, Berlin: Akademie Verlag , 2009, 1, p. 81-100Chapter in book (Other academic)
  • 399.
    Alanen, Lilli
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Philosophy.
    The role of will in Descartes' Account of Judgment2014In: Descartes' Meditations: A Critical Guide / [ed] Karen Detlefsen, Cambridge: Cambridge University Press, 2014Chapter in book (Refereed)
  • 400.
    Alanen, Lilli
    Uppsala University, Disciplinary Domain of Humanities and Social Sciences, Faculty of Arts, Department of Philosophy.
    The Second Meditation and the nature of the human mind2014In: The Cambridge Companion to Descartes’ Meditations / [ed] David Cunning, Cambridge: Cambridge University Press, 2014Chapter in book (Refereed)
567891011 351 - 400 of 35875
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